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| TAKS Results |
Scale: % meeting or exceeding standards
Grade 4
Reading
 74% (2011)
 75% (2010)
79% (2009)
73% (2008)
72% (2007)
72% (2006)
The state average for Reading was 85% in 2011.
Writing
82% (2011)
83% (2010)
80% (2009)
86% (2008)
86% (2007)
90% (2006)
The state average for Writing was 90% in 2011.
Math
87% (2011)
72% (2010)
79% (2009)
73% (2008)
76% (2007)
78% (2006)
The state average for Math was 88% in 2011.
Source: TX Education Agency, 2010-2011
Grade 5
Reading
83% (2011)
85% (2010)
84% (2009)
86% (2008)
87% (2007)
83% (2006)
The state average for Reading was 82% in 2011.
Science
76% (2011)
79% (2010)
77% (2009)
69% (2008)
78% (2007)
73% (2006)
The state average for Science was 87% in 2011.
Math
84% (2011)
88% (2010)
87% (2009)
85% (2008)
89% (2007)
83% (2006)
The state average for Math was 81% in 2011.
Source: TX Education Agency, 2010-2011
About the Tests
- In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11.
- TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas.
- The grade 11 Exit Level TAKS is a high school graduation requirement.
- The goal is for all students to score at or above the state standard.
Testing in Texas: An Overview
See Texas' state standards
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| TAKS Results by Subgroup |
The test results by subgroup show how the designated
group of students is performing in comparison to the general
population.
Scale: % meeting or exceeding standards
Grade 4
| All Students | 74% |
| Female | 79% |
| Male | 70% |
| African American | 61% |
| Asian | n/a |
| Hispanic | 66% |
| Native American | n/a |
| White | 78% |
| Economically disadvantaged | 69% |
| Not economically disadvantaged | 83% |
| Special education | 50% |
| Not special education | 75% |
| Limited English proficient | 50% |
| Not limited English proficient | 78% |
| Non-migrant | 74% |
| Gifted/talented | 100% |
| All Students | 82% |
| Female | 86% |
| Male | 79% |
| African American | 85% |
| Asian | n/a |
| Hispanic | 75% |
| Native American | n/a |
| White | 84% |
| Economically disadvantaged | 79% |
| Not economically disadvantaged | 87% |
| Special education | 44% |
| Not special education | 84% |
| Limited English proficient | 64% |
| Not limited English proficient | 84% |
| Non-migrant | 82% |
| Gifted/talented | 100% |
| All Students | 87% |
| Female | 87% |
| Male | 88% |
| African American | 79% |
| Asian | n/a |
| Hispanic | 86% |
| Native American | n/a |
| White | 89% |
| Economically disadvantaged | 87% |
| Not economically disadvantaged | 88% |
| Special education | 71% |
| Not special education | 88% |
| Limited English proficient | 82% |
| Not limited English proficient | 88% |
| Non-migrant | 87% |
| Gifted/talented | 100% |
Source: TX Education Agency, 2010-2011
Grade 5
| All Students | 83% |
| Female | 87% |
| Male | 81% |
| African American | 68% |
| Asian | n/a |
| Hispanic | 76% |
| Native American | n/a |
| White | 89% |
| Economically disadvantaged | 80% |
| Not economically disadvantaged | 89% |
| Special education | 67% |
| Not special education | 84% |
| Limited English proficient | 64% |
| Not limited English proficient | 86% |
| Non-migrant | 83% |
| Gifted/talented | 100% |
| All Students | 76% |
| Female | 78% |
| Male | 74% |
| African American | 56% |
| Asian | n/a |
| Hispanic | 62% |
| Native American | n/a |
| White | 85% |
| Economically disadvantaged | 72% |
| Not economically disadvantaged | 82% |
| Special education | 50% |
| Not special education | 77% |
| Limited English proficient | 48% |
| Not limited English proficient | 80% |
| Non-migrant | 76% |
| Gifted/talented | 100% |
| All Students | 84% |
| Female | 85% |
| Male | 82% |
| African American | 71% |
| Asian | n/a |
| Hispanic | 83% |
| Native American | n/a |
| White | 86% |
| Economically disadvantaged | 80% |
| Not economically disadvantaged | 90% |
| Special education | 41% |
| Not special education | 86% |
| Limited English proficient | 75% |
| Not limited English proficient | 84% |
| Non-migrant | 84% |
| Gifted/talented | 100% |
Source: TX Education Agency, 2010-2011
About the Tests
- In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11.
- TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas.
- The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.
- The grade 11 Exit Level TAKS is a high school graduation requirement.
- The goal is for all students to score at or above the state standard.
Testing in Texas: An Overview
See Texas' state standards
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| Accountability Rating |
 In 2010-2011 this school was rated "Academically Unacceptable" by the Texas Education Agency. In 2009-2010, this school was rated "Academically Acceptable". In 2008-2009, this school was rated "Academically Acceptable".
Source: TX Education Agency, 2010-2011 About the Accountability Ratings
- Texas uses Accountability Ratings to indicate the overall performance of each school and district.
- The ratings are based on TAKS test results, dropout rates for grades 7 and 8 and school completion rates for grades 9 through 12.
- Schools and districts rated under standard accountability procedures are designated as Exemplary, Recognized, Academically Acceptable or Academically Unacceptable.
- Schools and districts rated under alternative education accountability (AEA) procedures are designated as either AEA: Academically Acceptable or AEA: Academically Unacceptable.
Testing in Texas: An Overview
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| Gold Performance Acknowledgments |
No acknowledgment data was reported for this school.
Source: TX Education Agency, 2007-2008
About the GPA
- Texas uses the Gold Performance Acknowledgments (GPA) to recognize schools and districts for performance on a range of indicators including, among others, test results in specific subject areas, college admission test results and attendance rates.
- To be considered for the GPA, schools must have an Accountability Rating of "Academically Acceptable" or higher and must meet the acknowledgment criteria for one or more of the indicators. For example, to receive a GPA for attendance, Academically Acceptable high schools must meet the state's minimum acknowledgment threshold of 95% attendance rate.
Testing in Texas: An Overview
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