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GreatSchools Rating

Alvarado High School

Public | 9-12 | 980 students

 
 

Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 5 ratings
2012:
Based on 1 rating
2011:
No new ratings

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Principal leadership

Parent involvement

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14 reviews of this school


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Posted Saturday, September 20, 2014

My children have been in AISD since kindergarten. I must say I absolutely love this district. It is small enough to where your child does not get lost in the system, yet big enough to have a wide variety of classes and activities for every kid. I currently have one child in 11th grade and another graduated in 2013. The reviews that I have read about Alvarado High have been upsetting and I couldn't disagree more. There have been so many positive changes over the years. Most recently, a large area of the upstairs has been completed to include a health lab, a MAC lab and a large studio for the filming/production class. The health lab even includes 'real life' hospital setting with programmable 'patients' to where students can be faced with actual symptoms to help diagnose ailments/conditions of their patients. The community involvement is absolutely amazing, too. While someone commented that the school did not have its own football stadium, there is a beautiful district-wide stadium that just had brand new turf installed. Juniors and Seniors can take dual classes thru Hill College, too. There are many great aspects of all Alvarado schools. Tour AISD before judging!
—Submitted by a parent


Posted April 11, 2014

At first my daughter seemed to be doing pretty well, she was into sports, on the cheer team, and into basketball and soccer, but the soccer team and the new coach they put in at the High School, does not really coach, he stands around and watches. She was so disgusted with his coaching skills that she decided to just drop it. Also she no longer feels safe "in" the school....Their are so many bullies, and fights going on every week. The kids fight where no teachers will be around to see the fights, or in the bathrooms, and even on the fields of the school. They come home and show us videos of fights that have taken place. There is supposed to be a new no bullying policy, but apparently the school does not take it too seriously. They try to just calm them down, and DO NOT call the parents, or send a letter home to let you know what your child was involved in. I was told by the police officer at the school that they let all the students use their cell phones all day even in classrooms, too much texting going on! I think it is total breakdown of any rules. So for all this, I am pulling my daughter out, and looking into online schooling.
—Submitted by a parent


Posted November 2, 2013

Pros in my opinion: Community pep rallys College night (very informative) Class choices like band, rotc, av Res (school show) lunch choices freaky Friday (parents/kids swap) Busses with the spear logo Ag barn/classes Don't have too many fundraisers improvements to the school just got approved Cons (in my opinion) Not enough seating in cafeteria (many have to stand) Student to teacher ratio too high (30-35 kids per class in some) No real support class for special ed- only GCS which is not that great. Teachers pulling double duty (coaching/teaching) sports first then education Disorganization Parent volunteering is non existent in the district Fighting No football stadium at this school Only put sports people in the pics on the website. I want to be part of that too. Its ok but I wish they would make some changes and make me feel important as a student. They forget about some of us unless we are in sports. I need extra help sometimes and I don't like GCS too much distraction.
—Submitted by a student


Posted October 31, 2013

I have to intervene. While the school is far from perfect, I am only seeing one area addressed. I have a special needs child in this school. My child is ALSO in the JROTC program & agree it is a great asset to have in this district. We came from a smaller school and I promise you Alvarado, in spite of whatever they have going on, is 100% better than them! I think many people were too dependent on the crutch they had been given in means of support. I am fully aware of the changes made but I have had a positive experience with the new staff as recent as today and thought that alone needs me to advocate in favor of this school. I agree that sometimes it seems "sports are priority 1" but I promise you I personally am trying to change that. Weather I do any good I have no idea. I would love to see special needs kids, Autistic kids, kids perceived as different or whatever posted on the school website, not just the sports people. Give the new guy a shot, he really came through for me today and that says a lot. I can't even put it all in here of how major that is. I also like the asst. principal and I have not had much interaction with Mr. Magee yet but I have met him. He sat in a meeting.
—Submitted by a parent


Posted October 24, 2013

Teachers are not attentive to students. Programs and services cut back but they build a new school. During the pitch for new school they said services would not be cut and nothing else effected. Now that they won the vote for the school they are cutting services for special education students. They have cut specialized Autism therapies as of 10/24/2013 to save money and put unqualified staff in place to take over. They are treating special needs kids like second rate humans and feel they only need to be employed not educated. Poor excuse and not attentive at all. However if you are good at sports you are priority 1 and will get whatever you want. I never hear from the principal and he never is willing to talk to me.
—Submitted by a parent


Posted August 4, 2013

I think this school is average. They push kids with disabilities too much to help their budget and the teachers are very disorganized and these kids do not get what they need. They do have some good programs but cutting them, such as music for autistic kids. I think it is a huge disservice to cut out something the kids were making progress in to save a few bucks. They only care about the Staar test but this is typical of all Texas schools I have dealt with. Over all the school is average but we are not happy here and still have a few more years to go. I think it is a basic school to get you by and prepares you for a two year community college not a four year college. There is extreme disorganization and miscommunication no one knows what is going on and it is very inconsistent. Special education instruction needs some serious overhaul at this school. Teachers don't see anything going on in the classrooms. They never know if your child is there or not and you have to deal with fixing absences and tardies when they are wrong.
—Submitted by a parent


Posted May 21, 2013

I moved here 2nd semester of my freshman year. I feel that teaching isn't really too important to anyone in the school. I had maybe 2 teachers out 7 that cared about our education. My other 5 however, only gave the classes packets to learn from. Every day you work for about 20 minutes then do nothing else for the rest of class. All is good at first because you get easy grades, but the state requires them to give out test over stuff that wasnt covered well due to the packet-teaching method used by all the teachers, thus destroying your grade at the end of every 6 weeks. They are also very unorganized, I've been counted absent for classes that I go to every day. I moved from a city school though, so it was a big negative change.
—Submitted by a student


Posted December 15, 2012

so far so good. Newer to the area. Have a special needs 9th grader. This has been a wonderful change from the previous school he was in. They have wonderful programs such as JROTC that teach many skills children with disabilities need. It is a very positive program. The staff has met with me on the spur of the moment with no appointment and has encouraged me to come up there anytime I want. It was very inviting to me as a concerned parent. They have anti bullying policies and it seems to be working. I enjoy the fact the entire town and community came to show support for homecoming with all the local business participating. They have many activities that the parents get to come to school and be a part of the kids day, college information, etc. They have some very unique wonderful programs that we enjoy. My only concern was during scheduling of classes many were filled and had to take classes that were not first choices but at least they got out of the way faster. The cafeteria could also use some additonal seating. I enjoyed all the interaction with the parents & teachers on dedicated nights but I would like to be more informed of special events.
—Submitted by a parent


Posted October 15, 2008

alvarado is amazing especially the band the teachers are great
—Submitted by a student


Posted July 3, 2007

I moved from Duncanville to Alvarado at the end of my freshman year, and I graduated from Alvarado High School in 2002. I had some good teachers, but I believe the course offerings were very limited and the focus seemed to be more on athletics than academics. I also feel that Alvarado High School didn't prepare me very well for college. If you want your child to get a good education, don't pick Alvarado.
—Submitted by a student


Posted February 23, 2007

I moved to AISD from the northeast 6 years ago. My children were doing very well in their old school and I believe that the quality of education a child got depended a lot on the effort put forth from the child and parents. Not so in Alvarado. I have since graduated 2 children and one went on to be accepted in Texas A & M. This was a child who did well in high school despite not doing any projects or homework. She has since dropped out of college because she lacked the necessary skills to succeed. Reluctantly, I am deciding to send my current high schooler to live out of state to gain a better education. My eighth grader has begged me not to send him to the high school, he wants to go where 'the kids are smarter'. I refuse to lose another child to this school system.
—Submitted by a parent


Posted January 4, 2005

I've been in Alvarado schools since I was in kindergarten. I've always loved my teachers, and I've never had any problems with the discipline. I'm a junior in high school right now, and this has been my best year by far. I love my classes and my teachers. I'm sad that next year will be my last year. I don't think I could've gotten a better experience from any other school. If any of my teachers read this, I just wanted to say thank you for everything!
—Submitted by a student


Posted May 14, 2004

I have one child that has already graduated from AISD and another still in the system. There are some wonderful and caring teachers within this district who have greatly benefited my children. I do believe that our district needs to deepen the level of teaching provided so that our children are challenged and better prepared for life after graduation. Too often, it appears that my children find the material too easy and the course offerings are very limited. Of course, being a small Texas town, athletics garners too much attention and priority which sends the age old and erroneous message to our kids that academics isn't our top priority.
—Submitted by a parent


Posted August 26, 2003

We moved here 3 years ago. I have one child who is a senior and one that is a freshman, so I have got to know the teachers and staff at the jr. high and high school. I could not ask for better teachers. Both kids have improved 100% since entering the Alvarado school district. The teachers and staff really care about my kids and how they are doing in school. My son has a slight learning disability and I have been amazed by the care and concern these people have given us to help him succeed in life. For anyone considering the Alvarado School District for their children, this is one mom who highly recommends these schools. A+
—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.

268 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
91%
Math

The state average for Math was 70% in 2011.

267 students were tested at this school in 2011.

2011

 
 
64%

2010

 
 
63%
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.

256 students were tested at this school in 2011.

2011

 
 
91%

2010

 
 
89%
Math

The state average for Math was 74% in 2011.

251 students were tested at this school in 2011.

2011

 
 
67%

2010

 
 
58%
Science

The state average for Science was 76% in 2011.

251 students were tested at this school in 2011.

2011

 
 
78%

2010

 
 
69%
Social Studies

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

250 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
94%
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.

205 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
94%

2011

 
 
92%

2010

 
 
93%
Math

The state average for Math was 89% in 2013.

205 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
88%

2011

 
 
89%

2010

 
 
87%
Science

The state average for Science was 95% in 2013.

204 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
96%

2011

 
 
92%

2010

 
 
93%
Social Studies

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

204 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
98%

2011

 
 
99%

2010

 
 
97%
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 Students97%
Female97%
Male96%
Black or African Americann/a
Asiann/a
Hispanic97%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged96%
Special education80%
Limited English proficient (LEP)n/a

Math

All Students86%
Female84%
Male88%
Black or African Americann/a
Asiann/a
Hispanic81%
American Indian or Alaska Nativen/a
White90%
Economically disadvantaged79%
Special educationn/a
Limited English proficient (LEP)n/a

Science

All Students95%
Female95%
Male95%
Black or African Americann/a
Asiann/a
Hispanic93%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged93%
Special education50%
Limited English proficient (LEP)n/a

Social Studies

All Students98%
Female98%
Male97%
Black or African Americann/a
Asiann/a
Hispanic98%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged96%
Special educationn/a
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 "Recognized".
  • 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.

214 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
63%
Algebra II

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

72 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
n/a
Biology I

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

275 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
80%
Chemistry

The state average for Chemistry was 84% in 2013.

238 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
n/a
English I Reading

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

287 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
67%
English I Writing

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

301 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
49%
English II Reading

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

260 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
56%
English II Writing

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

260 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
42%
English III Reading

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

2013

 
 
n/a

2012

 
 
n/a
English III Writing

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

2013

 
 
n/a

2012

 
 
n/a
Geometry

The state average for Geometry was 86% in 2013.

260 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
90%
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.

244 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
n/a
World Geography

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

51 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
72%
World History

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

264 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
n/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.

Source: Texas Education Agency

Algebra I

All Students54%
Female52%
Male56%
Black or African American30%
Asiann/a
Hispanic48%
Multiracial33%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White60%
Economically disadvantaged51%
Not economically disadvantaged59%
Special education24%
Not special education58%
Limited English proficient (LEP)42%
Proficient in English55%
Migrantn/a
Not migrant54%
Gifted/talentedn/a
Not Gifted53%
Bilingualn/a

Algebra II

All Students97%
Female95%
Male100%
Black or African Americann/a
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White96%
Economically disadvantaged100%
Not economically disadvantaged95%
Special educationn/a
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English97%
Migrantn/a
Not migrant97%
Gifted/talented100%
Not Gifted96%
Bilingualn/a

Biology I

All Students78%
Female71%
Male85%
Black or African American58%
Asiann/a
Hispanic83%
Multiracial50%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White79%
Economically disadvantaged76%
Not economically disadvantaged81%
Special education46%
Not special education81%
Limited English proficient (LEP)67%
Proficient in English79%
Migrantn/a
Not migrant78%
Gifted/talented100%
Not Gifted77%
Bilingualn/a

Chemistry

All Students84%
Female86%
Male82%
Black or African American86%
Asiann/a
Hispanic80%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged83%
Not economically disadvantaged84%
Special education64%
Not special education85%
Limited English proficient (LEP)60%
Proficient in English84%
Migrantn/a
Not migrant84%
Gifted/talented100%
Not Gifted82%
Bilingualn/a

English I Reading

All Students63%
Female68%
Male58%
Black or African American69%
Asiann/a
Hispanic52%
Multiracial33%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White68%
Economically disadvantaged56%
Not economically disadvantaged73%
Special education23%
Not special education67%
Limited English proficient (LEP)36%
Proficient in English64%
Migrantn/a
Not migrant63%
Gifted/talented95%
Not Gifted60%
Bilingualn/a

English I Writing

All Students38%
Female40%
Male35%
Black or African American43%
Asiann/a
Hispanic33%
Multiracial17%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White40%
Economically disadvantaged31%
Not economically disadvantaged46%
Special education4%
Not special education41%
Limited English proficient (LEP)7%
Proficient in English39%
Migrantn/a
Not migrant38%
Gifted/talented89%
Not Gifted34%
Bilingualn/a

English II Reading

All Students77%
Female79%
Male75%
Black or African American71%
Asiann/a
Hispanic71%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White80%
Economically disadvantaged71%
Not economically disadvantaged84%
Special education28%
Not special education81%
Limited English proficient (LEP)17%
Proficient in English79%
Migrantn/a
Not migrant77%
Gifted/talented100%
Not Gifted75%
Bilingualn/a

English II Writing

All Students45%
Female48%
Male43%
Black or African American14%
Asiann/a
Hispanic33%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White52%
Economically disadvantaged42%
Not economically disadvantaged49%
Special education11%
Not special education48%
Limited English proficient (LEP)0%
Proficient in English46%
Migrantn/a
Not migrant45%
Gifted/talented83%
Not Gifted42%
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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a

Geometry

All Students77%
Female75%
Male79%
Black or African American63%
Asiann/a
Hispanic75%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White79%
Economically disadvantaged73%
Not economically disadvantaged82%
Special education20%
Not special education82%
Limited English proficient (LEP)50%
Proficient in English78%
Migrantn/a
Not migrant77%
Gifted/talented95%
Not Gifted76%
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
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a

U.S. History

All Students79%
Female78%
Male80%
Black or African American75%
Asiann/a
Hispanic76%
Multiracial40%
American Indian or Alaska Nativen/a
White81%
Economically disadvantaged74%
Not economically disadvantaged85%
Special education38%
Not special education82%
Limited English proficient (LEP)50%
Proficient in English80%
Migrantn/a
Not migrant79%
Gifted/talented100%
Not Gifted77%

World Geography

All Students33%
Female30%
Male38%
Black or African Americann/a
Asiann/a
Hispanic38%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White30%
Economically disadvantaged28%
Not economically disadvantaged42%
Special education23%
Not special education37%
Limited English proficient (LEP)n/a
Proficient in English33%
Migrantn/a
Not migrant33%
Gifted/talentedn/a
Not Gifted33%
Bilingualn/a

World History

All Students61%
Female57%
Male66%
Black or African American57%
Asiann/a
Hispanic51%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White65%
Economically disadvantaged61%
Not economically disadvantaged62%
Special education16%
Not special education65%
Limited English proficient (LEP)0%
Proficient in English63%
Migrantn/a
Not migrant61%
Gifted/talented92%
Not Gifted58%
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 66% 29%
Hispanic 28% 52%
Black 3% 13%
Two or more races 2% 2%
American Indian/Alaska Native 1% 0%
Asian or Pacific Islander N/A 4%
Hawaiian Native/Pacific Islander N/A 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 3%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 5%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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P O Box 387
Alvarado, TX 76009
Website: Click here
Phone: (817) 783-6940

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