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Teacher quality
Principal leadership
Parent involvement
River Road High School and River Road ISD is the best in the Area. The teacher and administrators care deeply about every student and work very hard to ensure they receive the best education possible. It is east to cast stones when you have parents who expect the schools to raise their children but despite what the teachers, principals and staff have to deal with, they do a fantastic job. I would not have my kids in any other district. We have been very pleased with our childrens education and will recommend River Road to anyone looking for a quality education for their kids. Thank you River Road!
—Submitted by a parent
I am a River Road alumni and that school is literally the worst in the area. Most of the teachers are coaches who don't care about any kids unless their on their sports team. And if you want to be in any other extra cirricular activities, they expect you to pay for every little thing because all the schools money goes to their sports teams. The people in the area are either rich farm kids or kids living below the poverty line. The teachers choose favorites and will easily ignore students that are not excelling in National Honor Society, which by the way, they are so desperate for members they let anyone in. Also, the school allows racism to happen. Because a lot of kids are white in the region, they don't care if the kids yell racial slurs or even taunt others kids about their races. Another thing, their academic programs are so bad that students in River Road's National Honor Society don't qualify for Amarillo High School or really any other honor society because the programs are so ill constructed. Any student graduating from this high school is being cheated a real education. Please, if you love your child, do not send them to this school.
—Submitted by a student
It is the best high school in north Amarillo, & it has the best students in town
We have new school that is already falling apart after only two years. The superintendent is clueless and the school just want to spend money to be like the jones. They were going to demo the old school building but all of a sudden see possible new student due to a small housing start in the area, so now 3/4 of it will used as a two grade middle. The teaching staff are more concerned about a paycheck then educating students. Indepth teachng is done is done before and after school for student wish come early 30 minutes or staying late. There are not enough teachers in each subject or room for it either. A third of the teaching staff are coaches teaching other subject. Sports play a major roll in the district allowing others to fall into a stepchild status ( music, arts, etc.).
—Submitted by a parent
I graduated from River Road not that long ago. I recently went to the UIL Marching Contest at Dick Bivins. I almost cried. I give a huge hand to the kids that had the courage to be on that field against so many big bands. It is dissheartening to see the enrollement drop from when I was in band under Mr. Hutson, by the way was 83 to 12. It must be frustrating for the new director, which my daughter had the honor to play for before our move. What is going on at this school? Programs like band and choir are so important to the development in our children. No wonder people are moving away at such a fast rate.
—Submitted by a parent
As a river road alumni, I just have to say that River Road is one of the best small country high schools out there. The teachers know you and if you give them the time of day and don't act foolish or violent everything is fine. One thing that is a real downer is the student body. They would first insult their own school then others, granted insulting your palce of learning is pretty immature it's worse when you do it to your own school. It isn't hard to make good grades and pass course, if you try. 9 times out of 10 the students you here flaming their own school are the students who are un-involved because they are just to cool for school. But if you talk to any student who is actively involved with an organization or sport you will find a whole different attitude.
—Submitted by a student
First they were going to tear up the old high school and build a new HS with the bond money . Hah!!! We were lied to from the get go, now they are going to put the Jr. high kids in the old part with the asbestos. I don't have any respect for the ones that decided to do this, Notice the superintendent is still in the new part. For this reason I give the school and all who run it a big fat 0 I am just glad the people in bushland were smart enought to vote down the second bond. Way to go Bushland!!!
Its pathetic. The teachers have a horrible disposition about themselves and the students have a low morale from the disrespect received from the administrators. The only extracurricular activities they really have is sports. The discipline is irresponsible and the parents could care less. Unless their kids are in sports. Then they make sure their kid is comfortable on the bus to the game. But don't do anything about the classes. They give all the opportunities to the gifted kids and pay no attention to the ones that are average and/or struggling.
Hello I am a Sophmore fixen to become a Junior and I have to say something about this school yes it is a safe school I have to give them that but they they dont care about there choir and band or theater or anything like that all they care about is there athletic program. I dont think that the school should be spending so much time on athletics and a little more on choir and band and theater and stuff like that but other than than that the school is ok
—Submitted by a student
I had my doubts about RRHS the first 2 years of my enrollment here, But now entering my Junior year I can see how I was very wrong. The teachers are great with one-on-one with the students and I have really learned alot more than I thought I would. I do think we could spend more on our music and art programs, but other than that this school is simply a fun learning experience. And I see a new face every week in the hallways now. So I guess people are starting to realize the possibilities of RRHS. Hail to Glory, River Road!
—Submitted by a student
This high school puts more into Athletics than anything else such as Chior, Art, etc. They care more about their loosing football team than anything else.
—Submitted by a student
The academic programs are great. The smaller class sizes create more one on one with the students. The extracurricular activities are available to everyone as long as you comply with the guidelines to each sport or extracurricular activity. The parents are usually involved with everything that they are permitted to be involved with. By that I mean things that the parents might get in the way like practices and team meetings. I feel that this school is as safe as a school can be.
—Submitted by a former student
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.
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 state average for Math was 70% in 2011.
114 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 89% in 2011.
117 students were tested at this school in 2011.
2011
2010
2009
2008
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.
Source: Texas Education Agency
The state average for English Language Arts was 91% in 2011.
103 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Math was 74% in 2011.
101 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 76% in 2011.
105 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Social Studies was 93% in 2011.
104 students were tested at this school in 2011.
2011
2010
2009
2008
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.
Source: Texas Education Agency
The state average for English Language Arts was 95% in 2011.
101 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Math was 90% in 2011.
96 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 91% in 2011.
100 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Social Studies was 99% in 2011.
100 students were tested at this school in 2011.
2011
2010
2009
2008
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.
Source: Texas Education Agency
| All Students | 71% |
| Female | 71% |
| Male | 71% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 65% |
| American Indian or Alaska Native | n/a |
| White | 72% |
| Economically disadvantaged | 61% |
| Not economically disadvantaged | 82% |
| Special education | 11% |
| Not special education | 76% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 71% |
| Migrant | n/a |
| Non-migrant | 71% |
| Gifted/talented | 100% |
| All Students | 92% |
| Female | 98% |
| Male | 88% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 94% |
| American Indian or Alaska Native | n/a |
| White | 93% |
| Economically disadvantaged | 90% |
| Not economically disadvantaged | 95% |
| Special education | 54% |
| Not special education | 97% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 93% |
| Migrant | n/a |
| Non-migrant | 92% |
| Gifted/talented | 100% |
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.
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
| All Students | 96% |
| Female | 98% |
| Male | 95% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 91% |
| American Indian or Alaska Native | n/a |
| White | 97% |
| Economically disadvantaged | 100% |
| Not economically disadvantaged | 93% |
| Special education | 88% |
| Not special education | 97% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 97% |
| Migrant | n/a |
| Non-migrant | 96% |
| Gifted/talented | n/a |
| All Students | 79% |
| Female | 78% |
| Male | 80% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 80% |
| American Indian or Alaska Native | n/a |
| White | 79% |
| Economically disadvantaged | 80% |
| Not economically disadvantaged | 79% |
| Special education | 40% |
| Not special education | 81% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 79% |
| Migrant | n/a |
| Non-migrant | 79% |
| Gifted/talented | n/a |
| All Students | 78% |
| Female | 74% |
| Male | 81% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 73% |
| American Indian or Alaska Native | n/a |
| White | 77% |
| Economically disadvantaged | 72% |
| Not economically disadvantaged | 83% |
| Special education | 44% |
| Not special education | 81% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 79% |
| Migrant | n/a |
| Non-migrant | 78% |
| Gifted/talented | n/a |
| All Students | 92% |
| Female | 94% |
| Male | 91% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 90% |
| American Indian or Alaska Native | n/a |
| White | 92% |
| Economically disadvantaged | 93% |
| Not economically disadvantaged | 91% |
| Special education | 75% |
| Not special education | 94% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 92% |
| Migrant | n/a |
| Non-migrant | 92% |
| Gifted/talented | n/a |
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.
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
| All Students | 95% |
| Female | 100% |
| Male | 88% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 91% |
| American Indian or Alaska Native | n/a |
| White | 95% |
| Economically disadvantaged | 91% |
| Not economically disadvantaged | 98% |
| Special education | 57% |
| Not special education | 98% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 95% |
| Migrant | n/a |
| Non-migrant | 95% |
| Gifted/talented | 100% |
| All Students | 93% |
| Female | 95% |
| Male | 90% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 90% |
| American Indian or Alaska Native | n/a |
| White | 93% |
| Economically disadvantaged | 90% |
| Not economically disadvantaged | 95% |
| Special education | n/a |
| Not special education | 94% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 93% |
| Migrant | n/a |
| Non-migrant | 93% |
| Gifted/talented | 100% |
| All Students | 92% |
| Female | 95% |
| Male | 88% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 82% |
| American Indian or Alaska Native | n/a |
| White | 93% |
| Economically disadvantaged | 89% |
| Not economically disadvantaged | 95% |
| Special education | 33% |
| Not special education | 96% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 92% |
| Migrant | n/a |
| Non-migrant | 92% |
| Gifted/talented | 100% |
| All Students | 98% |
| Female | 98% |
| Male | 98% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 100% |
| American Indian or Alaska Native | n/a |
| White | 98% |
| Economically disadvantaged | 95% |
| Not economically disadvantaged | 100% |
| Special education | 83% |
| Not special education | 99% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 98% |
| Migrant | n/a |
| Non-migrant | 98% |
| Gifted/talented | 100% |
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.
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
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
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
Hispanic
White
All students
Economically disadvantaged
Not economically disadvantaged
Special education
Not special education
Proficient in English
Non-migrant
Gifted/talented
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 88% | 34% | ||
| Hispanic | 11% | 48% | ||
| American Indian/Alaska Native | 1% | 0% | ||
| Asian/Pacific Islander | N/A | 4% | ||
| Black | N/A | 14% |
| This school | District average | State average | |
|---|---|---|---|
| Special education | 12% | N/A | 10% |
| Gifted/talented students | 12% | N/A | 8% |
| Limited English proficient (LEP) | 1% | N/A | 17% |
| Economically disadvantaged | 31% | N/A | 55% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 12 | N/A | 15 |
| This school | District average | State average | |
|---|---|---|---|
| Beginning teachers | 15% | N/A | 8% |
| 1 to 5 years | 22% | N/A | 30% |
| 6 to 10 years | 25% | N/A | 20% |
| 11 to 20 years | 29% | N/A | 23% |
| 21 or more years | 8% | N/A | 19% |
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101 W Mobley
Amarillo,
TX 79108
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Phone: (806) 383-8867
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