Triumph Public High School (TPHS) was established in 1990 and is a private, non-profit community-based organization exempt from taxation under 26 U.S.C., Section 50l(c)(3). TPHS got its start by the development and implementation of dropout recovery programs that provided accelerated and compensatory instructional services for youth 14-21 years old in the state of Texas.TPHS maintains its central corporate administrative office in San Antonio, Texas. 


  1. As authorized under the provisions of the Texas Education Code (TEC),TPHS has expanded the types of educational programs it delivers and now provides services through:
  2. Four public, open-enrollment charter school districts awarded by the Texas State Board of Education under Chapter 12 of the Texas Education Code (TEC) in 1998.  
  3. Community-based drop recovery program that also provides services to students at-risk of dropping out of school, as defined under Chapter 29, TEC;
  4. Contracts with school districts to provided services to youth under the provisions of Chapter 37, TEC, Disciplinary Alternative Education Programs (DAEP); and


Pursuant to the provisions of the Texas Non-Profit Corporation Act, the Student Alternatives Program Inc. was incorporated on December 21, 1990 for the following purposes:
  • To operate and maintain, without profit, facilities and centers to assist young persons, who are considered to be “at risk” and/or have “dropped-out” of public educational institutions, in providing them with educational alternatives which will enhance their ability to achieve higher levels of educational or vocational attainment through remediation and competency based curriculums and programs which will ultimately prepare them in living successfully in their community;
  •  To provide adequate supportive services to such young people in a manner which will effectively enhance their educational and vocational goals;
  •  To work in cooperation with public, private and governmental agencies concerned with the educational and vocational problems of such young people; and
  •  To contract with such entities in furtherance of the above described purposes.


In the spirit of decentralization and providing avenues for local school restructuring, the 74th Texas Legislature enacted Senate Bill 1 on May 30, 1995.  The Texas Education Code (TEC), Sections 12.101-12.118 authorized the State Board of Education (SBOE) to establish open enrollment charter schools. 

Purpose of Charter Schools

  1. The legislative intent of the new law was based on the belief that open-enrollment charter schools could provide:
  2. New avenues for decentralization,
  3. New avenues for local restructuring
  4. Choice options for parents and students within the public education system. 
  5. However, a more important purpose is to encourage flexibility and innovation in teaching and learning practices in order to improve student performance.
Charter schools receive state funding but are not bound by the same regulations that apply to other schools. However, on the downside, they cannot collect property taxes, thereby restricting their funding.


On September 11, 1998, the State Board of Education (SBOE) awarded four charters to the Triumph Public High School (TPHS), under Section 12.10 of the Texas Education Code.  Currently, TPHS is the charter holder of four open-enrollment charter district high schools operating in El Paso, Laredo, Lubbock, McAllen and Mercedes and San Benito, Texas.
A.  Vision
The vision of Triumph Public High Schools is to guide all students to be successful life-long learners, be respectful and responsible citizens who will continue to triumph throughout their lives.
B. Mission
The mission of Triumph Public High Schools is to provide quality educational programs in a community-based, non-traditional setting in which teachers are free to be creative and innovative, and students are free to explore their full potential.
C. Teaching Philosophy
The teaching philosophy is that all students have the desire and ability to achieve their full potential as successful, productive and caring members of the local and global community. Both students and teachers must realize that obstacles are not excuses. The student must acquire skills to be able to cope with difficulties in an appropriate manner.  He/she must learn to be self-disciplined, considerate to others, and be self-motivated. Teachers must find a balance between being strict when enforcing rules, yet understanding enough to make appropriate allowances for each student’s unique situation.

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