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GreatSchools Rating

Burnet Middle School

Public | 6-8 | 1119 students

 

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Last modified
Community Rating

3 stars

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

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32 reviews of this school


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Posted September 7, 2012

Thanks to those who posted in support of our school! We have so many wonderful students and so many hard-working and amazing teachers and staff. To label our teachers as cruel is just cruel :(. This is my 10th year and I am proud to teach here. There are many challenges and areas where we are working to improve, but please... work to be part of the solution! Advocate for your needs respectfully and don't give up until they are addressed. If you have ideas for how we can improve, please contact us and communicate! I am very optimistic about the way this year has started and I hope you are too! Have a great year wherever you are! :)
—Submitted by a teacher


Posted February 24, 2012

I went here 10 years ago and judging from the reviews, this place hasn't changed. I spent my 6th grade year here and it was so bad I blocked most of it out. The teachers were unnecessarily cruel, the place was run and felt like a prison, and the other kids hates me because I could spell. But looking back, I don't blame the kids the way the teacher review below does. Burnet is an amalgamation of the neighborhood. If we want healthier, happier kids (which I'm guessing the teachers and administration DON'T, judging from their behavior), then we have to work hard on a community level to give them hope. Like the student below says, kids here have no freedom, no hope, no happiness. It's a horrible school. If you're a parent, your kid deserves better. And if you're a teacher like the one below, please go do something that doesn't affect kids' lives.


Posted August 24, 2010

Burnet middle school cares more about the dress code than they do about the students grades and test scores.


Posted March 28, 2010

burnet middle school the best school that i ever want to beacuse i have a lot of friends that i now for three years all ready so thas cool burnet is a good school i now it is .
—Submitted by a student


Posted March 16, 2010

straight up i think burnet is a good school yes but there are a lot and i mean a lot of changes in my school because there are a lot of gangs still going on with all of the things that has changed and as a student i can tell even though all that has change that is not makeing us students more interressted in school it is makeing us want to drop out or skip or somthing bad that we will regrete because we r like a jail cell we have no freedom what so ever in burnet ok so thats my point oh and 1 other thing what r the parents going to do to help us kids get more freedom cause with out freedom we have nothing to depend on or no one to depend on cause we cant go to no one cause we always get lextured
—Submitted by a student


Posted March 11, 2010

My daughter has been bullied and harassed by packs of boys yet the teachers do very little. This school is a joke i have never seen anything like this. She will not be attending another year there parents beware!!!!!
—Submitted by a parent


Posted October 4, 2009

Burnet has the most dedicated employees and the best students and families.
—Submitted by a parent


Posted September 21, 2009

I enjoy working with the people I work with. They are wonderful staff that are always willing to help me when I need it both with other teachers and students.
—Submitted by a parent


Posted September 18, 2009

Ilove the teamwork, the staff truly cares for the students best interests. The teachers come early,stay late and give it there all. The administrative staff is the best you can find. Mr. Jewel rocks.
—Submitted by a parent


Posted September 18, 2009

Our teachers and students are great!
—Submitted by a parent


Posted September 18, 2009

I love Burnet Middle School's diversity. I love the dedicated faculty and staff who work so hard to give our students a great education. I love the parents who set such high standards for their children academically and socially. Finally, I love the community support that comes in a variety of forms: giving us breakfast on Continuing Education days, tending our garden, providing volunteer support for extracurricular events. The Burnet community rocks! and rolls!
—Submitted by a parent


Posted September 18, 2009

I love the people I work with including teachers, secretaries, police officer, hall monitor, parent support specialist, drop out prevention specialist, and all the parents that support the students.
—Submitted by a parent


Posted September 16, 2009

The students from Burnet Middle School are really special. They come from many different backgrounds and walks of life, and they all come together to help each other, and our school, succeed. Go Sailors!!
—Submitted by a teacher


Posted August 6, 2009

Burnet middle School is a good school. Both my children have attended it and have thought it was fine. Every school has bad influences, and its up to your children to stay away from them. I never understood why other parents thought Burnet was so bad and would send their children to another school that was just as bad if not worse. Its all up to your children, there are drugs and gangs at every school, not just Burnet. In my opinion its a great school. :)
—Submitted by a parent


Posted May 26, 2009

I will never send another one of my children there. They do not know how to do anything .
—Submitted by a student


Posted March 27, 2007

I belive this school would benefit from a change in leadership. Burnets current principal has been here far too long and has lost sight of what's really important--the kids. Time to move on.
—Submitted by a parent


Posted February 23, 2007

I could not agree more with some of the comments I have just read concerning Burnet. I feel that the problem lay squarely at the feet of the BMS principal. I have found her to be unresponsive to our needs. I feel she lacks a decent rapport with her parents and staff.
—Submitted by a staff


Posted February 15, 2007

The teachers at this school are wonderful and very helpful to my children. They do everything that they can to address my concerns and my children's needs. The dress code is needed. Apparently, many of the students' parents are more concerned whether their little 'darlings' are allowed to wear low-cut blouses or sagging prison-style pants than their education! Wisen up! Support the school, show up to volunteer, get your kids on track in your homes, and maybe your children will turn around. The average student at BMS nevber has a parent who gets involved. There are some who do, but they are way overshadowed by the uninvolved parents. Please help out, be supportive, and let's save these kids.
—Submitted by a parent


Posted January 3, 2007

The quality of academic programs is average with music, art and sports all available. The level of parent involvement is where this school is suffering. There are a lot of children attending this school who have parents that could care less who their children spend time with, what they're doing with their time, where they're spending their time and, when they are or aren't where they're supposed to be.
—Submitted by a parent


Posted May 16, 2006

I have been teaching in Burnet for two years now and find that the students lack desire and a willingness to acheive more than what society has steriotyped them to become. The faculty and staff work closly together however are constantly battling for support from the comunity and parents.
—Submitted by a teacher


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 84% in 2011.

278 students were tested at this school in 2011.

2011

 
 
62%

2010

 
 
59%
Math

The state average for Math was 83% in 2011.

280 students were tested at this school in 2011.

2011

 
 
75%

2010

 
 
72%
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 86% in 2011.

271 students were tested at this school in 2011.

2011

 
 
65%

2010

 
 
63%
Math

The state average for Math was 81% in 2011.

269 students were tested at this school in 2011.

2011

 
 
68%

2010

 
 
62%
Writing

The state average for Writing was 94% in 2011.

273 students were tested at this school in 2011.

2011

 
 
81%

2010

 
 
77%
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.

254 students were tested at this school in 2011.

2011

 
 
81%

2010

 
 
79%
Math

The state average for Math was 73% in 2011.

253 students were tested at this school in 2011.

2011

 
 
66%

2010

 
 
53%
Science

The state average for Science was 79% in 2011.

249 students were tested at this school in 2011.

2011

 
 
55%

2010

 
 
46%
Social Studies

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

254 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
80%
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 Students62%
Female73%
Male52%
Black or African American80%
Asiann/a
Hispanic57%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged60%
Not economically disadvantaged100%
Special education60%
Not special education62%
Limited English proficient (LEP)40%
Proficient in English74%
Migrantn/a
Non-migrant62%
Gifted/talented100%

Math

All Students75%
Female78%
Male71%
Black or African American94%
Asiann/a
Hispanic71%
American Indian or Alaska Nativen/a
White86%
Economically disadvantaged74%
Not economically disadvantaged85%
Special education38%
Not special education76%
Limited English proficient (LEP)65%
Proficient in English75%
Migrantn/a
Non-migrant75%
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 Students65%
Female64%
Male65%
Black or African American69%
Asiann/a
Hispanic62%
American Indian or Alaska Nativen/a
White83%
Economically disadvantaged64%
Not economically disadvantaged75%
Special educationn/a
Not special education64%
Limited English proficient (LEP)45%
Proficient in English75%
Migrantn/a
Non-migrant65%
Gifted/talented85%

Math

All Students68%
Female66%
Male70%
Black or African American42%
Asiann/a
Hispanic70%
American Indian or Alaska Nativen/a
White78%
Economically disadvantaged68%
Not economically disadvantaged69%
Special educationn/a
Not special education68%
Limited English proficient (LEP)59%
Proficient in English66%
Migrantn/a
Non-migrant68%
Gifted/talented100%

Writing

All Students81%
Female86%
Male76%
Black or African American72%
Asiann/a
Hispanic82%
American Indian or Alaska Nativen/a
White83%
Economically disadvantaged81%
Not economically disadvantaged88%
Special education67%
Not special education81%
Limited English proficient (LEP)72%
Proficient in English83%
Migrantn/a
Non-migrant81%
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 Students81%
Female85%
Male76%
Black or African American67%
Asiann/a
Hispanic82%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged81%
Not economically disadvantaged88%
Special education71%
Not special education81%
Limited English proficient (LEP)56%
Proficient in English90%
Migrantn/a
Non-migrant81%
Gifted/talented100%

Math

All Students66%
Female68%
Male64%
Black or African American43%
Asiann/a
Hispanic68%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged65%
Not economically disadvantaged83%
Special education50%
Not special education67%
Limited English proficient (LEP)43%
Proficient in English76%
Migrantn/a
Non-migrant66%
Gifted/talented100%

Science

All Students55%
Female52%
Male59%
Black or African American39%
Asiann/a
Hispanic54%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged53%
Not economically disadvantaged83%
Special educationn/a
Not special education56%
Limited English proficient (LEP)18%
Proficient in English72%
Migrantn/a
Non-migrant55%
Gifted/talented100%

Social Studies

All Students89%
Female92%
Male87%
Black or African American85%
Asiann/a
Hispanic90%
American Indian or Alaska Nativen/a
White91%
Economically disadvantaged89%
Not economically disadvantaged100%
Special education80%
Not special education90%
Limited English proficient (LEP)79%
Proficient in English94%
Migrantn/a
Non-migrant89%
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 71% in 2013.

362 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
50%
Math

The state average for Math was 74% in 2013.

347 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
74%
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.

305 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
58%
Math

The state average for Math was 71% in 2013.

288 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
56%
Writing

The state average for Writing was 70% in 2013.

302 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
51%
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.

309 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
58%
Math

The state average for Math was 77% in 2013.

267 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
57%
Science

The state average for Science was 75% in 2013.

294 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
56%
Social Studies

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

293 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
57%
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.

33 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
92%
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 Students47%
Female51%
Male43%
Black or African American52%
Asian50%
Hispanic46%
Multiracial88%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White47%
Economically disadvantaged47%
Not economically disadvantaged56%
Special education17%
Not special education49%
Limited English proficient (LEP)19%
Proficient in English67%
Migrantn/a
Non-migrant47%
Gifted/talented96%
Non-Gifted44%
Bilingualn/a

Math

All Students71%
Female75%
Male67%
Black or African American61%
Asian83%
Hispanic72%
Multiracial86%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White72%
Economically disadvantaged71%
Not economically disadvantaged75%
Special education42%
Not special education73%
Limited English proficient (LEP)58%
Proficient in English79%
Migrantn/a
Non-migrant71%
Gifted/talented100%
Non-Gifted69%
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 Students46%
Female53%
Male40%
Black or African American61%
Asian33%
Hispanic43%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White50%
Economically disadvantaged46%
Not economically disadvantaged43%
Special education20%
Not special education47%
Limited English proficient (LEP)15%
Proficient in English65%
Migrantn/a
Non-migrant46%
Gifted/talented87%
Non-Gifted44%
Bilingualn/a

Math

All Students55%
Female57%
Male53%
Black or African American50%
Asiann/a
Hispanic56%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White45%
Economically disadvantaged55%
Not economically disadvantaged42%
Special education15%
Not special education56%
Limited English proficient (LEP)42%
Proficient in English60%
Migrantn/a
Non-migrant55%
Gifted/talented80%
Non-Gifted53%
Bilingualn/a

Writing

All Students41%
Female48%
Male35%
Black or African American45%
Asian33%
Hispanic41%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White42%
Economically disadvantaged41%
Not economically disadvantaged50%
Special education10%
Not special education42%
Limited English proficient (LEP)13%
Proficient in English59%
Migrantn/a
Non-migrant41%
Gifted/talented87%
Non-Gifted39%
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 Students64%
Female63%
Male65%
Black or African American71%
Asian71%
Hispanic62%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White69%
Economically disadvantaged63%
Not economically disadvantaged73%
Special education36%
Not special education65%
Limited English proficient (LEP)42%
Proficient in English79%
Migrantn/a
Non-migrant64%
Gifted/talented100%
Non-Gifted63%
Bilingualn/a

Math

All Students66%
Female66%
Male66%
Black or African American55%
Asiann/a
Hispanic67%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White70%
Economically disadvantaged66%
Not economically disadvantaged71%
Special education55%
Not special education67%
Limited English proficient (LEP)59%
Proficient in English71%
Migrantn/a
Non-migrant66%
Gifted/talentedn/a
Non-Gifted66%
Bilingualn/a

Science

All Students61%
Female52%
Male69%
Black or African American58%
Asiann/a
Hispanic59%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White75%
Economically disadvantaged60%
Not economically disadvantaged67%
Special education22%
Not special education62%
Limited English proficient (LEP)47%
Proficient in English69%
Migrantn/a
Non-migrant61%
Gifted/talented100%
Non-Gifted59%
Bilingualn/a

Social Studies

All Students60%
Female52%
Male67%
Black or African American58%
Asiann/a
Hispanic58%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White75%
Economically disadvantaged59%
Not economically disadvantaged67%
Special education36%
Not special education61%
Limited English proficient (LEP)42%
Proficient in English72%
Migrantn/a
Non-migrant60%
Gifted/talented100%
Non-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

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
Whiten/a
Economically disadvantaged100%
Not economically disadvantagedn/a
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 Unacceptable".
  • In 2009-2010, this school was rated "Academically Acceptable".
  • In 2008-2009, this school was rated "Academically Acceptable".

About the tests


Texas uses Accountability Ratings to indicate the overall performance of each school and district. The ratings are based on TAKS test results, dropout rates for grades 7 and 8 and school completion rates for grades 9 through 12. Schools and districts rated under standard accountability procedures are designated as Exemplary, Recognized, Academically Acceptable or Academically Unacceptable. Schools and districts rated under alternative education accountability (AEA) procedures are designated as either AEA: Academically Acceptable or AEA: Academically Unacceptable.

Source: Texas Education Agency

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
Hispanic 83% 52%
Black 9% 13%
White 4% 29%
Asian or Pacific Islander 2% 4%
Two or more races 1% 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) 43%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 1%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students Assistant principal(s)
Librarian/media specialist(s)
Read more about programs at this school
Source: Provided by school officials and community members.

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Arts & music

Music
  • Band
  • Orchestra
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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School basics

School Leader's name
  • DORA MOLINA
Fax number
  • (512) 452-0695

Resources

Staff resources available to students
  • Assistant principal(s)
  • Librarian/media specialist(s)
Extra learning resources offered
  • Title I Schoolwide program (SWP)
Transportation options
  • Buses/vans for students only
School facilities
  • Library
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
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Sports

Boys sports
  • Basketball
  • Soccer
Girls sports
  • Basketball
  • Soccer

Arts & music

Music
  • Band
  • Orchestra
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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8401 Hathaway Drive
Austin, TX 78757
Phone: (512) 414-3225

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