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GreatSchools Rating

River Road Middle School

Public | 7-8 | 268 students

 
 

Last modified
Community Rating

4 stars


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5 reviews of this school


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Posted February 9, 2010

I absolutely love River Road. This school is very good and has a learning environment that you don't feel opressed. It may be small and we may not have a huge budget but we make it work with what we have. There's lots of spirit and lots of love.
—Submitted by a student


Posted January 10, 2009

This school ranks the best overall in the district. The principal is second only to high school one, but as the other two have to deal the hand they are dealt. There is over-crowding, not enough books to go around or old and poor school district. The teachers at this school at least want to educate the young brains that given to them. Academics are better than the students will see high school where sports is more important.
—Submitted by a parent


Posted November 20, 2004

I don't know about the High School yet, as my oldest is only in the sixth grade. I can say that the integrity of the principals is above par for the amarillo area. The main problem is that as time goes by, children act worse and worse. In many families, both parents have to work and simply do not spend the time with their children needed to develop acceptable behavior patterns. We cannot expect the teachers to raise our children.(some teachers are like children themselves). The academics are acceptable, and there is a level of concern which does not exist in amarillo school district. Daily, I observe Elementary school students running in the hallways yelling, and teachers just watch them. I think the Teachers are overwhelmed all the way around, due to a lack of discipline in the home.
—Submitted by a parent


Posted September 3, 2003

This middle school is awsome! My family is moving out of town and it is really hard to compare another school district with this one. I have one daughter at the middle and another at Rolling Hills. My oldest is a very bright and talented student - Honor Society. The teachers here have been very hard working and very helpful when it comes to the extra touch that 'teaching' requires for the students to understand and comprehend what is being taught. Any time that there is a problem or a need - the teachers, principles and students pull together to get what needs to be done accomplished. It will be a really sad day when we have to leave the school.
—Submitted by a parent


Posted July 27, 2003

In the past, RRISD was the school that you wanted your children to attend. The leadership and teachers were the best in the panhande. Unfortunately, that is not the case now. The administration does not have the backbone to take a stand against what they know is a problem. The shining star in all this is Rolling Hills Elementary. I've seen more and more parents pulling their children out of the school district when they start middle school opting for different districts or private school. The High School does not provide text books for the students and in turn there is never any homework. It is not preparing them for college very well.
—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 86% in 2011.

120 students were tested at this school in 2011.

2011

 
 
81%

2010

 
 
87%
Math

The state average for Math was 81% in 2011.

119 students were tested at this school in 2011.

2011

 
 
79%

2010

 
 
80%
Writing

The state average for Writing was 94% in 2011.

113 students were tested at this school in 2011.

2011

 
 
91%

2010

 
 
95%
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 85% in 2011.

108 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
97%
Math

The state average for Math was 73% in 2011.

106 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
89%
Science

The state average for Science was 79% in 2011.

105 students were tested at this school in 2011.

2011

 
 
84%

2010

 
 
80%
Social Studies

The state average for Social Studies was 95% in 2011.

106 students were tested at this school in 2011.

2011

 
 
98%

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

All Students81%
Female86%
Male74%
Black or African Americann/a
Asiann/a
Hispanic67%
American Indian or Alaska Nativen/a
White84%
Economically disadvantaged75%
Not economically disadvantaged91%
Special education67%
Not special education82%
Limited English proficient (LEP)n/a
Proficient in English82%
Migrantn/a
Non-migrant81%
Gifted/talented100%

Math

All Students79%
Female85%
Male72%
Black or African Americann/a
Asiann/a
Hispanic72%
American Indian or Alaska Nativen/a
White80%
Economically disadvantaged75%
Not economically disadvantaged86%
Special education63%
Not special education80%
Limited English proficient (LEP)n/a
Proficient in English80%
Migrantn/a
Non-migrant79%
Gifted/talented100%

Writing

All Students91%
Female97%
Male84%
Black or African Americann/a
Asiann/a
Hispanic92%
American Indian or Alaska Nativen/a
White91%
Economically disadvantaged89%
Not economically disadvantaged95%
Special education83%
Not special education92%
Limited English proficient (LEP)n/a
Proficient in English91%
Migrantn/a
Non-migrant91%
Gifted/talentedn/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

English Language Arts

All Students97%
Female98%
Male97%
Black or African Americann/a
Asiann/a
Hispanic89%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged97%
Not economically disadvantaged98%
Special educationn/a
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English98%
Migrantn/a
Non-migrant97%
Gifted/talented100%

Math

All Students93%
Female92%
Male95%
Black or African Americann/a
Asiann/a
Hispanic94%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged90%
Not economically disadvantaged98%
Special educationn/a
Not special education93%
Limited English proficient (LEP)n/a
Proficient in English93%
Migrantn/a
Non-migrant93%
Gifted/talented100%

Science

All Students84%
Female84%
Male84%
Black or African Americann/a
Asiann/a
Hispanic67%
American Indian or Alaska Nativen/a
White88%
Economically disadvantaged79%
Not economically disadvantaged90%
Special educationn/a
Not special education84%
Limited English proficient (LEP)n/a
Proficient in English85%
Migrantn/a
Non-migrant84%
Gifted/talented100%

Social Studies

All Students98%
Female96%
Male100%
Black or African Americann/a
Asiann/a
Hispanic94%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged98%
Not economically disadvantaged98%
Special educationn/a
Not special education98%
Limited English proficient (LEP)n/a
Proficient in English98%
Migrantn/a
Non-migrant98%
Gifted/talented100%
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

English Language Arts

The state average for English Language Arts was 77% in 2013.

105 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
77%
Math

The state average for Math was 71% in 2013.

103 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
76%
Writing

The state average for Writing was 70% in 2013.

102 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
67%
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

English Language Arts

The state average for English Language Arts was 84% in 2013.

121 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
75%
Math

The state average for Math was 77% in 2013.

95 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
87%
Science

The state average for Science was 75% in 2013.

122 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
64%
Social Studies

The state average for Social Studies was 63% in 2013.

122 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
52%
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

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

27 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
96%
Algebra II

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

2013

 
 
n/a

2012

 
 
n/a
Biology I

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

2013

 
 
n/a

2012

 
 
n/a
Chemistry

The state average for Chemistry was 84% in 2013.

2013

 
 
n/a

2012

 
 
n/a
English I Reading

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

2013

 
 
n/a

2012

 
 
n/a
English I Writing

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

2013

 
 
n/a

2012

 
 
n/a
English II Reading

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

2013

 
 
n/a

2012

 
 
n/a
English II Writing

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

2013

 
 
n/a

2012

 
 
n/a
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.

2013

 
 
n/a

2012

 
 
n/a
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.

2013

 
 
n/a

2012

 
 
n/a
World Geography

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

2013

 
 
n/a

2012

 
 
n/a
World History

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

2013

 
 
n/a

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

English Language Arts

All Students68%
Female73%
Male63%
Black or African Americann/a
Asiann/a
Hispanic50%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White69%
Economically disadvantaged62%
Not economically disadvantaged78%
Special education20%
Not special education73%
Limited English proficient (LEP)n/a
Proficient in English68%
Migrantn/a
Non-migrant68%
Gifted/talented100%
Non-Gifted65%
Bilingualn/a

Math

All Students74%
Female79%
Male69%
Black or African Americann/a
Asiann/a
Hispanic64%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White73%
Economically disadvantaged73%
Not economically disadvantaged75%
Special education25%
Not special education78%
Limited English proficient (LEP)n/a
Proficient in English74%
Migrantn/a
Non-migrant74%
Gifted/talented100%
Non-Gifted72%
Bilingualn/a

Writing

All Students55%
Female67%
Male44%
Black or African Americann/a
Asiann/a
Hispanic43%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White55%
Economically disadvantaged50%
Not economically disadvantaged63%
Special education0%
Not special education60%
Limited English proficient (LEP)n/a
Proficient in English55%
Migrantn/a
Non-migrant55%
Gifted/talented100%
Non-Gifted52%
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

English Language Arts

All Students86%
Female88%
Male85%
Black or African Americann/a
Asiann/a
Hispanic94%
Multiracialn/a
American Indian or Alaska Native60%
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged83%
Not economically disadvantaged89%
Special educationn/a
Not special education89%
Limited English proficient (LEP)n/a
Proficient in English86%
Migrantn/a
Non-migrant86%
Gifted/talented100%
Non-Gifted85%
Bilingualn/a

Math

All Students87%
Female91%
Male84%
Black or African Americann/a
Asiann/a
Hispanic88%
Multiracialn/a
American Indian or Alaska Native80%
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged81%
Not economically disadvantaged95%
Special educationn/a
Not special education88%
Limited English proficient (LEP)n/a
Proficient in English87%
Migrantn/a
Non-migrant87%
Gifted/talented83%
Non-Gifted88%
Bilingualn/a

Science

All Students73%
Female64%
Male81%
Black or African Americann/a
Asiann/a
Hispanic79%
Multiracialn/a
American Indian or Alaska Native100%
Native Hawaiian/Pacific Islandern/a
White70%
Economically disadvantaged73%
Not economically disadvantaged73%
Special educationn/a
Not special education75%
Limited English proficient (LEP)n/a
Proficient in English73%
Migrantn/a
Non-migrant73%
Gifted/talented100%
Non-Gifted70%
Bilingualn/a

Social Studies

All Students39%
Female29%
Male48%
Black or African Americann/a
Asiann/a
Hispanic47%
Multiracialn/a
American Indian or Alaska Native40%
Native Hawaiian/Pacific Islandern/a
White38%
Economically disadvantaged44%
Not economically disadvantaged34%
Special educationn/a
Not special education41%
Limited English proficient (LEP)n/a
Proficient in English39%
Migrantn/a
Non-migrant39%
Gifted/talented82%
Non-Gifted35%
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

Algebra I

All Students100%
Female100%
Male100%
Black or African Americann/a
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged100%
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%
Bilingualn/a

Algebra II

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
Bilingualn/a

Biology I

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
Bilingualn/a

Chemistry

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
Bilingualn/a

English I 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
Bilingualn/a

English I 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
Bilingualn/a

English II 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
Bilingualn/a

English II 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
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 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
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 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

World Geography

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
Bilingualn/a

World History

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
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

  • 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

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 75% 31%
Hispanic 21% 50%
American Indian/Alaska Native 2% 0%
Two or more races 2% 2%
Asian 0% 3%
Black 0% 13%
Hawaiian Native/Pacific Islander 0% 0%
Source: NCES, 2010-2011

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

This school has not yet provided program information.


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9500 US 287 N
Amarillo, TX 79108
Website: Click here
Phone: (806) 383-8721

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