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GreatSchools Rating

Cooper High School

Public | 9-12 | 1786 students

 
 

Last modified
Community Rating

4 stars


Teacher quality

Principal leadership

Parent involvement

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8 reviews of this school


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Posted January 2, 2010

Here s an anecdote that speaks to how good Cooper is A friend of mine recently returned to Abilene from Virginia. His bright, straight A student ranked as #71 of 390 or so. He was disappointed because she had been in the top 2% at the previous school! The principal and staff are very concerned about the quality of education each child receives. AP teachers prepare diligently for the annual AP exams - to a fault. I can t understand or explain why the standardized scores are poor. The athletic program has had some hiccups until late, but the most obvious program, football, won district. There are A LOT of clubs and other extracurricular activities for kids to be involved. The booster club is sad, but the programs do well regardless. As far as drugs go, from my kids' reports, Wylie is far worse. So far, my kids have 'just said no'.
—Submitted by a parent


Posted September 17, 2009

I went there and they have the best teachers ever. I loved all of my teachers and wouldn't trade them for the world.
—Submitted by a parent


Posted November 7, 2008

Absolutely the worst school. Drugs are rampant, even to the point of bringing them to school. Security is niland the supervisory staff is totally apathetic. We had to transfer our child to another state so he could go to a college prep school because there is nothing a Cooper for the very bright students. If you are interested in a dumbed down school, it's the one for you
—Submitted by a parent


Posted May 1, 2008

I graduated in 2005 and was very well-prepared for college. Wonderful fine arts programs, an excellent array of PAP and AP courses with superb teachers. Wonderful school spirit and a great mix of backgrounds among the students keeps Cooper an interesting tapestry of diversity. I'm so proud to be a Cougar!


Posted September 16, 2007

I am a student at this school and I want to let everyone know that we are a great school with teachers that are easy to work with. Our teachers challenge us to do better all the time and seem to hae the patientce of a saint. We cherish our acedenic career while expanding our athletics. There is room for improvement and the school sees that and tries to improve very frequently. Overall I am very satisfied with my education. I do not skip school, nor do I want to, because my teachers engage in teaching in a way that it is fun to learn.
—Submitted by a student


Posted April 13, 2007

I'm a former Cooper student and I think that Cooper was a great school, I did have some wonderful teachers and that I did graduate prepared for college. I will agree that I wasn't then, nor am I now, pleased with Gregg as a principal. Teachers did teach and the vast majority did it because they loved teaching; if they were 'in it for the paycheck' as you stated, wouldn't they choose another career? I'm currently a junior in college and I've maintained a 3.5 gpa, I don't think that I could have done that if I hadn't been 'prepared for college.' It is also partly your job, as a parent, to 'prepare your children for the rigorous demands...,' that all can't be put on teachers. Finally, as far as test scores go, with 'No Child Left Behind' they have to be concerned. You can blame Bush for that one.
—Submitted by a former student


Posted February 24, 2007

The principal is no leader. The school has no direction...solely 100+ teachers going their own direction. Many teachers do not teach; they are there only to get a paycheck. Students in the district are not prepared to enter college and the rigorous demands it places on students. The school and district are only concerned about money. They do not see education as an serious goal. Bottom line is test scores and $. Teachers who receive recognition are often those who are popular, not ones who work hard, teach and expect the students to produce. Those teachers are the ones who go unnoticed. The priorities of this school and its district are in major need of upheaval and re-evaluation.
—Submitted by a parent


Posted August 1, 2006

I feel that there is always room for improvement. I feel that some of the individual principals seem to be more involved with the kids with no support from Principal Gregg. I have also found him to be very unapprochable to parents and not very intrested in any contributions on any scale for improvements. I find the school has great potential but have noticed that not everyone is on the same team which makes for a very unorginized environment. Parents have to be a constant advocate where there children are concerened but that is everyday life in general. There are motivating and caring individuals and they will help you help your child excel in everything they do. ROTC is a great program and the Arts at the school are great. Stay involved and love your kids.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.
English Language Arts

The state average for English Language Arts was 89% in 2011.

493 students were tested at this school in 2011.

2011

 
 
91%

2010

 
 
96%
Math

The state average for Math was 70% in 2011.

480 students were tested at this school in 2011.

2011

 
 
65%

2010

 
 
75%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in English language arts and mathematics in grade 11. The grade 11 exit Level TAKS is a high school graduation requirement. 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 goal is for all students to score at or above the state standard.

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 91% in 2011.

424 students were tested at this school in 2011.

2011

 
 
88%

2010

 
 
87%
Math

The state average for Math was 74% in 2011.

400 students were tested at this school in 2011.

2011

 
 
77%

2010

 
 
78%
Science

The state average for Science was 76% in 2011.

410 students were tested at this school in 2011.

2011

 
 
78%

2010

 
 
76%
Social Studies

The state average for Social Studies was 93% in 2011.

408 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
92%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in English language arts and mathematics in grade 11. The grade 11 exit Level TAKS is a high school graduation requirement. 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 goal is for all students to score at or above the state standard.

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 95% in 2013.

367 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
93%

2011

 
 
94%

2010

 
 
93%
Math

The state average for Math was 89% in 2013.

370 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
89%

2011

 
 
92%

2010

 
 
89%
Science

The state average for Science was 95% in 2013.

371 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
91%

2011

 
 
88%

2010

 
 
89%
Social Studies

The state average for Social Studies was 98% in 2013.

368 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
97%

2011

 
 
98%

2010

 
 
96%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in English language arts and mathematics in grade 11. The grade 11 exit Level TAKS is a high school graduation requirement. 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 goal is for all students to score at or above the state standard.

Source: Texas Education Agency

English Language Arts

All Students95%
Female95%
Male95%
Black or African American93%
Asiann/a
Hispanic92%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged91%
Special education80%
Limited English proficient (LEP)n/a

Math

All Students84%
Female85%
Male83%
Black or African American74%
Asiann/a
Hispanic79%
American Indian or Alaska Nativen/a
White89%
Economically disadvantaged79%
Special education50%
Limited English proficient (LEP)n/a

Science

All Students92%
Female92%
Male92%
Black or African American88%
Asiann/a
Hispanic88%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged85%
Special education65%
Limited English proficient (LEP)n/a

Social Studies

All Students97%
Female97%
Male97%
Black or African American100%
Asiann/a
Hispanic95%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged95%
Special education85%
Limited English proficient (LEP)n/a
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in English language arts and mathematics in grade 11. The grade 11 exit Level TAKS is a high school graduation requirement. 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 goal is for all students to score at or above the state standard.

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.

Source: Texas Education Agency

  • In 2010-2011, this school was rated "Academically Acceptable".
  • In 2009-2010, this school was rated "Academically Acceptable".
  • In 2008-2009, this school was rated "Academically Acceptable".

About the tests


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.

Source: Texas Education Agency

Algebra I

The state average for Algebra I was 78% in 2013.

325 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
81%
Algebra II

The state average for Algebra II was 97% in 2013.

96 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
n/a
Biology I

The state average for Biology I was 85% in 2013.

463 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
88%
Chemistry

The state average for Chemistry was 84% in 2013.

308 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
n/a
English I Reading

The state average for English I Reading was 65% in 2013.

484 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
69%
English I Writing

The state average for English I Writing was 48% in 2013.

504 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
61%
English II Reading

The state average for English II Reading was 78% in 2013.

407 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
n/a
English II Writing

The state average for English II Writing was 52% in 2013.

408 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
n/a
English III Reading

The state average for English III Reading was 63% in 2013.

2013

 
 
n/a

2012

 
 
35%
English III Writing

The state average for English III Writing was 42% in 2013.

2013

 
 
n/a

2012

 
 
23%
Geometry

The state average for Geometry was 86% in 2013.

399 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
99%
Physics

The state average for Physics was 81% in 2013.

2013

 
 
n/a

2012

 
 
n/a
U.S. History

The state average for U.S. History was 73% in 2013.

12 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
n/a
World Geography

The state average for World Geography was 75% in 2013.

483 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
81%
World History

The state average for World History was 70% in 2013.

391 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
80%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the State of Texas Assessments of Academic Readiness (STAAR) was used to test students in reading and math in grades 3 through 8; in writing in grades 4 and 7; in science in grades 5 and 8; in social studies in grade 8; and end-of-course assessments for English I, II, and II, Algebra I and II, biology and US History. STAAR 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 goal is for all students to score at or above the state standard.

Source: Texas Education Agency

Algebra I

All Students72%
Female74%
Male70%
Black or African American66%
Asian80%
Hispanic68%
Multiracial94%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White75%
Economically disadvantaged68%
Not economically disadvantaged80%
Special education42%
Not special education75%
Limited English proficient (LEP)50%
Proficient in English73%
Migrantn/a
Non-migrant72%
Gifted/talented100%
Non-Gifted71%
Bilingualn/a

Algebra II

All Students99%
Female98%
Male100%
Black or African American100%
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White98%
Economically disadvantaged97%
Not economically disadvantaged100%
Special educationn/a
Not special education99%
Limited English proficient (LEP)n/a
Proficient in English99%
Migrantn/a
Non-migrant99%
Gifted/talented100%
Non-Gifted98%
Bilingualn/a

Biology I

All Students86%
Female88%
Male84%
Black or African American83%
Asian90%
Hispanic80%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged82%
Not economically disadvantaged91%
Special education43%
Not special education90%
Limited English proficient (LEP)57%
Proficient in English86%
Migrantn/a
Non-migrant86%
Gifted/talented100%
Non-Gifted85%
Bilingualn/a

Chemistry

All Students93%
Female94%
Male90%
Black or African American80%
Asian86%
Hispanic92%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White94%
Economically disadvantaged90%
Not economically disadvantaged95%
Special education56%
Not special education94%
Limited English proficient (LEP)n/a
Proficient in English93%
Migrantn/a
Non-migrant93%
Gifted/talented100%
Non-Gifted92%
Bilingualn/a

English I Reading

All Students69%
Female79%
Male60%
Black or African American48%
Asian50%
Hispanic62%
Multiracial96%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White80%
Economically disadvantaged61%
Not economically disadvantaged82%
Special education12%
Not special education74%
Limited English proficient (LEP)6%
Proficient in English72%
Migrantn/a
Non-migrant69%
Gifted/talented100%
Non-Gifted67%
Bilingualn/a

English I Writing

All Students49%
Female61%
Male38%
Black or African American37%
Asian44%
Hispanic38%
Multiracial65%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White60%
Economically disadvantaged38%
Not economically disadvantaged65%
Special education8%
Not special education53%
Limited English proficient (LEP)0%
Proficient in English51%
Migrantn/a
Non-migrant49%
Gifted/talented100%
Non-Gifted46%
Bilingualn/a

English II Reading

All Students78%
Female84%
Male70%
Black or African American69%
Asian52%
Hispanic74%
Multiracial87%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White84%
Economically disadvantaged74%
Not economically disadvantaged82%
Special education26%
Not special education82%
Limited English proficient (LEP)47%
Proficient in English79%
Migrantn/a
Non-migrant78%
Gifted/talented100%
Non-Gifted76%
Bilingualn/a

English II Writing

All Students50%
Female53%
Male45%
Black or African American27%
Asian24%
Hispanic46%
Multiracial47%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White59%
Economically disadvantaged40%
Not economically disadvantaged60%
Special education11%
Not special education52%
Limited English proficient (LEP)0%
Proficient in English52%
Migrantn/a
Non-migrant50%
Gifted/talented92%
Non-Gifted45%
Bilingualn/a

English III Reading

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a

English III Writing

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a

Geometry

All Students89%
Female91%
Male87%
Black or African American75%
Asian91%
Hispanic90%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged87%
Not economically disadvantaged91%
Special education58%
Not special education91%
Limited English proficient (LEP)n/a
Proficient in English89%
Migrantn/a
Non-migrant89%
Gifted/talented100%
Non-Gifted88%
Bilingualn/a

Physics

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a

U.S. History

All Students100%
Female100%
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
White100%
Economically disadvantagedn/a
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant100%
Gifted/talented100%
Non-Gifted100%

World Geography

All Students76%
Female75%
Male77%
Black or African American64%
Asian89%
Hispanic65%
Multiracial93%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged68%
Not economically disadvantaged87%
Special education30%
Not special education81%
Limited English proficient (LEP)22%
Proficient in English77%
Migrantn/a
Non-migrant76%
Gifted/talented100%
Non-Gifted74%
Bilingualn/a

World History

All Students66%
Female62%
Male70%
Black or African American51%
Asian75%
Hispanic57%
Multiracial77%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White73%
Economically disadvantaged56%
Not economically disadvantaged76%
Special education26%
Not special education70%
Limited English proficient (LEP)n/a
Proficient in English66%
Migrantn/a
Non-migrant66%
Gifted/talented100%
Non-Gifted63%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the State of Texas Assessments of Academic Readiness (STAAR) was used to test students in reading and math in grades 3 through 8; in writing in grades 4 and 7; in science in grades 5 and 8; in social studies in grade 8; and end-of-course assessments for English I, II, and II, Algebra I and II, biology and US History. STAAR 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 goal is for all students to score at or above the state standard.

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.

Source: Texas Education Agency

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
White 47% 29%
Hispanic 33% 52%
Black 11% 13%
Asian or Pacific Islander 4% 4%
Two or more races 4% 2%
American Indian/Alaska Native 1% 0%
Hawaiian Native/Pacific Islander N/A 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 4%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 9%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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3639 Sayles Boulevard
Abilene, TX 79605
Website: Click here
Phone: (325) 691-1000

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