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GreatSchools Rating

Grandview Hills Elementary School

Public | PK-5 | 499 students

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 2 ratings
2012:
Based on 4 ratings
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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20 reviews of this school


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Posted yesterday

My child was harassed by other students and parents at this school, and personal information released by teachers who would have phones out during time when they were to be supervising students on playground where playground equipment rules were inconsistent, teachers were incompetent, and many unnecessary student problems arose unnecessarily making for extremely unpleasant school days for an elementary student. This was reported to Brenda Cruz former administrator who did NOTHING!
—Submitted by a parent


Posted Wednesday, July 30, 2014

My kids have been students at GVH for the last four years. There experience has been nothing short of fantastic! They both love that it is a smaller elementary campus and I love that they hold firm to a small class size. For example, last year my third grader only had 18 students in her class. The teachers are held to high standards, and I have witnessed that those who are not capable of reaching those standards don't return the following year. One of my two kids has a more challanging learning style. The teachers at GVH are accustomed to working with kids of alll learning styles and my child has thrived without any special education resources. Classrooms are based on learning methods that are engaging for young kids and the bonus is GVH is the only IB Elementary school in LISD. You won't find kids bogged down with worksheets or rote learning at GVH! The new principal, Jennifer Farley, is engaging and appropriately addresses campus issues. She has taken the time to come in and get to know the GVH families and is dedicated to a fun and enriching environment. As a former teacher, I could not be more pleased with the preparation my kids are getting from GVH!
—Submitted by a parent


Posted February 11, 2014

My children are in the 3rd grade and Kindergarten. During our 4 years there, I've been thrilled with Grandview Hills Elementary School. It was icing on the cake it being an IB school. The staff and teachers are absolutely excellent. They teach to the individual and both my children have been encouraged to achieve to the best of their own abilities. The older one is in the Quest program and the Quest teacher is absolutely wonderful and inspires and is inspired by the children. The school also has an excellent Pace program. The PTA is very strong and there are many parents intimately involved with helping with meeting the children's needs. The after-school YMCA program is strong, too. The wonderful former principal left last year, but her replacement has picked up where she left off and is doing great. The school is not yet at full capacity which means small classes, too! I highly recommend Grandview. Go Eagles!
—Submitted by a parent


Posted December 15, 2013

After a great beginning in kindergarten, due to a wonderful and engaged teacher, my granddaughter is experiencing a terrible year in first grade. She is a bright and creative child, who began with a love of school and learning, but we have long suspected she fell somewhere on the autism scale. In the interest of keeping her educational experience positive, my daughter made her new teacher and principal aware of the struggles her daughter was experiencing. After finally receiving a diagnosis of high functioning autism, my daughter met with the school in an attempt to find out any resources that could be made available to this child. The staff, including teacher,, guidance counselor and principal indicated that their opinion was that this child was a disciplinary problem and presented a united front of nonreceptive and nonnegotiable indifference. Needless to say, her parents are locating outside resources and working on finding a school more sympathetic to this child's needs and willing to actively seek solutions instead of being more concerned with protecting their reputations.


Posted April 22, 2013

If you want your kid to be in a military style environment, this is the place you'll want them to be. My child was bullied and harassed here not just by other students but by the teachers as well and it was done in front of their peers. The peers would then harass even more out on the playground. My child was an A honor roll student before going here, and began failing within two weeks. She cried almost every single day. The others harassed her so bad she couldn't even get her work done at school. When I reported this, it fell on deaf ears and I got a whole lot of lip service. I was surprised to learn, after mine transferred, that many parents did the same thing, got their kids out of there because of the lack of guidance, nurturance, encouragement and caring environment. I spoke with other parents that encountered their children failing as well from sudden self esteem issues. Mostly 5th grade classes. Going here was a very traumatic experience for mine. Also teachers were not keen on me being involved in the classroom, it's like they wanted to keep parents out of the school during the school day.
—Submitted by a parent


Posted November 16, 2012

I am not happy with this school at all. The teachers that I have met should not be teaching at all, and the resources available at the school are lacking. They are working to catch up with the STAAR standards, which they should have taught all along, but now they are playing catch up and the students are suffering because of the vast change in curriculum from the previous years. We moved to this district because the school was rated exemplary - it is not a surprise to me that the rating dropped - I do not see much hope with the current teachers and administration, of that rating being upgraded in the near future.
—Submitted by a parent


Posted August 28, 2012

My daughter has attended this school for the past two years and we have been happy with it overall. We like the fact that the school focuses on all round development vs academics alone. Parent involvement is great and Principal Cruz is a great leader. Couldn't have asked for more.
—Submitted by a parent


Posted July 6, 2012

We love Grandview Hills and are happy to send four of our children there! The teachers and staff are very caring, kind and provide a safe place to learn. There are many great parent volunteers and the PTA is outstanding. With such small class sizes our children are able to get more one on one attention. We are thrilled to be a part of such a great environment.
—Submitted by a parent


Posted May 10, 2012

All of my kids go to this school. We don't like it very much. Our kids have attended private schools and public schools in the northeast. The curriculum is horrible. The Quest and Pace programs are a joke. The notion that IB is setting these kids up for success is comical. These programs do not challenge the kids. Homework consists of writing five words in alphabetical order or writing them three times. Ridiculous. Teachers listen to beer drinking songs in class with the kids (my son has come home singing them). The parent population is over active. The kids spend A LOT of time trying to raise money for the PTA which is like a high school clique. We should spend more time on academics and less time on fundraising. It seems that once the STAAR is taken, teaching at GVHE stops. During the school year, I several times went into the school to pick up my kids only to find my daughter out in the hallway lined up 30 minutes before school lets out. Add that up and see how much classroom time is being given up during the school year. Teachers and administrators are nice, but at its core this school is a typical example of a Texas public school. Lean on substance, but everything looks good.
—Submitted by a parent


Posted June 23, 2011

We have had a fantastic experience at Grandview over the past three years. It is a small campus with responsive administration, dedicated teachers and a very positive and uplifting environment for young children (I believe thanks, in large part, to the IB program). During our first year on campus, we pushed to increase challenges for our child and the campus responded immediately and to our satisfaction (Quest program, Pace Math, advanced reading opportunities, etc). There is no where else we'd rather have our child learning and growing!
—Submitted by a parent


Posted March 4, 2011

While this school may be rated grated for teachers and academics I have been so disappointed in their involvment. My daughter broke her leg at the school and not once did I get a call to see if she was well, she was able to make it back the same week in a cast and the staff made no attempt to help or accomodate her. If you are fine with academics and no personal care, great. But as far as I am concerned if your child gets hurt under their care watch out!
—Submitted by a parent


Posted May 17, 2010

An excellent school. We've been there since the school started (when we shared a campus with River Place) and I've been pleased since the very first day. All three of our children attend GVHE. The teachers are wonderful, very caring and attentive to each child's needs. The staff is very helpful. The administrators are the best I've seen - they truly care about not only the children's needs but also the needs and wants of the parents. They know each child by name and greet them like they are the only child in the school. The parental involvement is HUGE. We are a small school but when it comes to volunteers - our parents really step up to the plate. I couldn't be more proud of our school! We've even contemplated moving to another part of Austin, but can't bring ourselves to leave our wonderful school.
—Submitted by a parent


Posted May 17, 2010

My son has attended this school from the time they were still sharing a building with another school, and every year I have been so pleased with the education that he, and now my daughter are receiving here. They keep the class sizes small, the teachers are attentive, and make a great effort to work with the parents to help the kids, whether they need extra help, or need more advanced work. The principal, and vice principal are helpful, and you don't feel like you have to cut through a bunch a red tape to have your concerns addressed. The parent involvement is outstanding, I always see parents helping out. The I.B. Program here is just icing on the cake. I have loved having my children go here, and I hate that we have to relocate and they won't be going here next year.
—Submitted by a parent


Posted June 21, 2009

Very disappointed. Very little parental involvement and not the caliber of teachers I expected.
—Submitted by a parent


Posted June 2, 2009

Great school!! So much parent involvement. Spring fling carnival was great! Thank you for such a great school, my child loves it!!!
—Submitted by a parent


Posted May 2, 2009

A public school with a private school mentality. The Principal is amazing, listens not only to the children, but to the parents. Parent involvement is very high with a lot of enthusiasm from many different cultures. Teachers are very attentive to each individual child's needs. Great atmosphere, beautiful campus and the IB Programme -- the only one in the southern end of LISD!
—Submitted by a parent


Posted April 25, 2009

We have been thrilled with the administration and teachers at Grandview Hills. The campus is beautiful, the parent participation has been very good, and it seems to be a really happy, positive environment for our daughter. We came from a private school and had high expectations and Grandview has exceeded them!
—Submitted by a parent


Posted March 4, 2009

I too am impressed with the faculty and their ability to influence children and leverage their available resources. My only complaint is that there still seems to be a communication issue (late notifications, inconsistent messaging, etc.) and I can't tell if that is because the leadership isn't following through with expectations, or that the teachers aren't quite sure how to manage the parents. It's a new school and I give them credit for coming so far in such a short period. I can only hope that the ISD is dedicating the time to learn from each school opening, and that they monitor/track progress....
—Submitted by a parent


Posted February 17, 2009

I have two sons attending GVH Elementary now in it's first year. The class sizes are small, the teachers are top notch and the parent involvement and enthusiasm is high. I am thrilled to have my children attending GVH.
—Submitted by a parent


Posted February 9, 2009

State of the art school.. Never seen any school like it in my life. Principal: is wonderful, loving,caring and most of all Listens to parents.. administration: very welcoming and very very helpful. Teachers: are great, boost self confidence in the kids .. students : are the happiest students I've ever seen in any public school, relaxed and disciplined at the same time . Look forward to going to school and really enjoy learning!! what a great combination of state- of- the-art facility, wonderful staff, happy students , great IB education in a PUBLIC school... Hats off to everyone there.. Happy parent :)
—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.

75 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
99%
Math

The state average for Math was 87% in 2011.

75 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
87%
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.

69 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
88%
Math

The state average for Math was 88% in 2011.

69 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
86%
Writing

The state average for Writing was 90% in 2011.

68 students were tested at this school in 2011.

2011

 
 
88%

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 82% in 2011.

87 students were tested at this school in 2011.

2011

 
 
99%

2010

 
 
98%
Math

The state average for Math was 81% in 2011.

86 students were tested at this school in 2011.

2011

 
 
98%

2010

 
 
97%
Science

The state average for Science was 87% in 2011.

86 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
91%
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 Students96%
Female100%
Male92%
Black or African Americann/a
Asiann/a
Hispanic95%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged89%
Not economically disadvantaged98%
Special educationn/a
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English97%
Migrantn/a
Non-migrant96%
Gifted/talented100%

Math

All Students93%
Female95%
Male92%
Black or African Americann/a
Asiann/a
Hispanic90%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged89%
Not economically disadvantaged95%
Special educationn/a
Not special education93%
Limited English proficient (LEP)n/a
Proficient in English93%
Migrantn/a
Non-migrant93%
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

All Students94%
Female94%
Male95%
Black or African American80%
Asian100%
Hispanic90%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged89%
Not economically disadvantaged96%
Special education71%
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English94%
Migrantn/a
Non-migrant94%
Gifted/talented100%

Math

All Students93%
Female94%
Male92%
Black or African American80%
Asian100%
Hispanic80%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged89%
Not economically disadvantaged94%
Special education71%
Not special education95%
Limited English proficient (LEP)n/a
Proficient in English92%
Migrantn/a
Non-migrant93%
Gifted/talented100%

Writing

All Students88%
Female97%
Male81%
Black or African American80%
Asian100%
Hispanic78%
American Indian or Alaska Nativen/a
White89%
Economically disadvantaged67%
Not economically disadvantaged96%
Special education43%
Not special education93%
Limited English proficient (LEP)n/a
Proficient in English88%
Migrantn/a
Non-migrant88%
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

All Students99%
Female98%
Male100%
Black or African Americann/a
Asiann/a
Hispanic100%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged100%
Not economically disadvantaged99%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English99%
Migrantn/a
Non-migrant99%
Gifted/talented100%

Math

All Students98%
Female96%
Male100%
Black or African Americann/a
Asiann/a
Hispanic100%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged100%
Not economically disadvantaged97%
Special educationn/a
Not special education99%
Limited English proficient (LEP)n/a
Proficient in English98%
Migrantn/a
Non-migrant98%
Gifted/talented100%

Science

All Students93%
Female91%
Male95%
Black or African Americann/a
Asiann/a
Hispanic95%
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged86%
Not economically disadvantaged95%
Special educationn/a
Not special education94%
Limited English proficient (LEP)n/a
Proficient in English94%
Migrantn/a
Non-migrant93%
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 79% in 2013.

96 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
81%
Math

The state average for Math was 69% in 2013.

97 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
72%
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 72% in 2013.

87 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
91%
Math

The state average for Math was 68% in 2013.

85 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
84%
Writing

The state average for Writing was 71% in 2013.

87 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
89%
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 77% in 2013.

78 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
95%
Math

The state average for Math was 75% in 2013.

44 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
93%
Science

The state average for Science was 73% in 2013.

76 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
86%
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 Students91%
Female95%
Male88%
Black or African Americann/a
Asian100%
Hispanic94%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged93%
Not economically disadvantaged90%
Special education56%
Not special education94%
Limited English proficient (LEP)n/a
Proficient in English90%
Migrantn/a
Non-migrant91%
Gifted/talented92%
Non-Gifted90%
Bilingualn/a

Math

All Students72%
Female75%
Male70%
Black or African Americann/a
Asian100%
Hispanic69%
Multiracial86%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White68%
Economically disadvantaged67%
Not economically disadvantaged73%
Special education11%
Not special education78%
Limited English proficient (LEP)n/a
Proficient in English71%
Migrantn/a
Non-migrant72%
Gifted/talented86%
Non-Gifted70%
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 Students84%
Female81%
Male86%
Black or African Americann/a
Asiann/a
Hispanic68%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged71%
Not economically disadvantaged88%
Special education40%
Not special education87%
Limited English proficient (LEP)n/a
Proficient in English85%
Migrantn/a
Non-migrant84%
Gifted/talented100%
Non-Gifted80%
Bilingualn/a

Math

All Students86%
Female86%
Male85%
Black or African Americann/a
Asiann/a
Hispanic78%
Multiracial80%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged77%
Not economically disadvantaged89%
Special educationn/a
Not special education89%
Limited English proficient (LEP)n/a
Proficient in English87%
Migrantn/a
Non-migrant86%
Gifted/talented100%
Non-Gifted83%
Bilingualn/a

Writing

All Students87%
Female95%
Male82%
Black or African Americann/a
Asiann/a
Hispanic92%
Multiracial80%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White84%
Economically disadvantaged86%
Not economically disadvantaged88%
Special educationn/a
Not special education90%
Limited English proficient (LEP)n/a
Proficient in English87%
Migrantn/a
Non-migrant87%
Gifted/talented100%
Non-Gifted85%
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 Students92%
Female94%
Male90%
Black or African Americann/a
Asiann/a
Hispanic93%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged85%
Not economically disadvantaged94%
Special educationn/a
Not special education95%
Limited English proficient (LEP)n/a
Proficient in English93%
Migrantn/a
Non-migrant92%
Gifted/talented100%
Non-Gifted88%
Bilingualn/a

Math

All Students84%
Female90%
Male78%
Black or African Americann/a
Asiann/a
Hispanic67%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White84%
Economically disadvantaged83%
Not economically disadvantaged84%
Special education60%
Not special education87%
Limited English proficient (LEP)n/a
Proficient in English84%
Migrantn/a
Non-migrant84%
Gifted/talented100%
Non-Gifted79%
Bilingualn/a

Science

All Students74%
Female74%
Male74%
Black or African Americann/a
Asiann/a
Hispanic69%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White75%
Economically disadvantaged50%
Not economically disadvantaged79%
Special educationn/a
Not special education74%
Limited English proficient (LEP)n/a
Proficient in English74%
Migrantn/a
Non-migrant74%
Gifted/talented93%
Non-Gifted61%
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 "Recognized".
  • In 2009-2010, this school was rated "Exemplary".
  • In 2008-2009, this school was rated "Exemplary".

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 58% 29%
Hispanic 23% 52%
Asian or Pacific Islander 6% 4%
Black 6% 13%
Two or more races 6% 2%
American Indian/Alaska Native N/A 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 3%N/AN/A
Source: CRDC, 2011-2012

This school has not yet provided program information.


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12024 Vista Parke Drive
Austin, TX 78726
Phone: (512) 570-6800

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