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Fulmore Middle School

Public | 6-8 | 983 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 4 ratings
2013:
Based on 3 ratings
2012:
Based on 3 ratings
2011:
Based on 1 rating

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48 reviews of this school


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Posted April 7, 2014

My daughter has loved her first year in the Fulmore magnet program. The teachers and magnet director are dedicated and caring. The students feel that teachers are available and care about their classes. My other child went to the Kealing magnet and loved it too. This child chose Fulmore, due to the fun atmosphere, liberal arts focus and she did not want to daily (and weekend) hours of homework. For her, Fulmore has been a good choice. Still regular homework, but not as overwhelming. She is learning a lot this year and having fun too.The other kids are very friendly and they have fun together in the magnet program. Lots of cool after school programs and tutoring from their teachers too.
—Submitted by a parent


Posted January 22, 2014

My son is in eighth grade at Fulmore in the magnet program. He has had an incredible experience there. The teachers are very creative in their approach and extremely committed to the students' academic and personal growth. The magnet principal, Debra Price, goes over and above to make sure every student is on the right academic track. My son is pretty shy and while the first year was a little rough he has grown so much and is now a very confident, happy 8th grader, very prepared for high school. We are so satisfied with the program that my 6th grader -- who was accepted to the program but decided to go to another middle school -- has transferred there at the semester. Already she is thriving and so much happier. No school is perfect, but Fulmore is a truly special place, with a heart of gold and a program to match.
—Submitted by a parent


Posted January 20, 2014

My daughter is in the middle of her first year at Fulmore in the magnet program. Fulmore has been a good fit for her. Gifted; yet not motivated to spend her entire life doing homework - yet needs to be more challenged than a traditional curriculum. The magnet director is communicative and friendly. The staff has been more than welcoming. The teachers are committed and available for after hours tutoring. We've taken advantage of the tutoring and the after school GT club. I have been pleasantly surprised at how well my child adapted to Fulmore. She is happy and thriving.
—Submitted by a parent


Posted January 17, 2014

We have had a very positive experience with the Magnet program at Fulmore. My son is in 7th grade and in his second year at Fulmore. He is challenged and stimulated by the classes, and we have been very impressed with the background and pedagogical skills of the teachers. Fulmore is much less segregated than Kealing, and my son has learned a great deal from being part of a diverse student body that has a majority of Latino students. As with any urban middle school, behavior issues occasionally arise. However, the administration handles these problems appropriately, and they really do not impact day-to-day experience at the school. The Magnet administrators are very accessible and deeply committed to the success of the kids and the program. I recommend Fulmore highly.
—Submitted by a parent


Posted August 29, 2013

We pulled our son out of AISD because of our dismal experience here. His best friend, ranked near the top of his class, left for eighth grade elsewhere. The magnet program is a far cry from Kealing's, by comparison something of a joke. The principal is not a people-person (to say the least). The problem is not with the teachers, most of whom are well qualified and caring, but with the lack of support they receive from the administration, in my perception as a parent. Some of the best magnet teachers have left, which bodes poorly for the school's chances of improvement.
—Submitted by a parent


Posted June 10, 2013

My son was at Fulmore for his 8th grade year. The SCORES Program for students on the Autism Spectrum is outstanding at providing the support our students need. All of his teachers, counselors, and administrators were great with working with him to succeed. Not only did he learn a great deal academically, he also learned how to succeed in a large school, with students from many different backgrounds.
—Submitted by a parent


Posted April 9, 2013

My child spent his 7th grade year in the Fulmore Magnet program and learned nothing. His teachers were rude and he was bullied by other students. Not only that, the teachers did nothing to help him! He also mentioned that there was a lot of racists among his peers, and I don't think that a middle school student should be discriminating against other races without the teachers doing something about it, and obviously they haven't. The Magnet program was a fantastic idea, but it separates the magnet students from the other students and therefore automatically creates a rift between them. I give this school, if you can call it that, one star and I would never recommend sending your child there unless it's as a punishment.
—Submitted by a parent


Posted July 29, 2012

My son spent the entire year in the so called Magnet Program, the only thing that means is these students are subjected to Bullying and Harassment by Students, Teachers and Administration alike. As a parent that is an Advocate for my sons protections under Section 504 the school refused to protect and teach my child in a safe environment. Instead my entire family was subjected to Retaliation and Harassment by the Director of the program. My sons transfer was revoked due to his disability and his parents advocacy for his protections. My son also witnessed the child that was beaten by several other boys and called me in hysteria that "he was next" the Principal and Staff have tried to cover up this incident as well as others, until we complained to District Officials nothing was being done to make campus safer. Director of Magnet told my son during a staff meeting with me included to "Stop Being a Victim". Currently we have been notified by the US Department of Education that an Official Investigation is in the initial stages and that they will investigate all of our allegations into AISD-Fulmore. We will be placing our children in another district pending Investigation.
—Submitted by a parent


Posted April 13, 2012

We are almost done with our son's first year at Fulmore, and I give it a mixed but overall positive review. I don't think any school, particularly a middle school, could be perfect in every way! But our son's experience has overall been positive, especially with his teachers - he is definitely being challenged and excited intellectually which is really something to prize in a middle school! The other students in the magnet program are also a major plus, being smart, interesting, caring kids. That said, there seems to be a good deal of bullying and this year, some chaotic situations in common areas (outside, cafeteria, hallways) - the school is working to remedy/alleviate this, however, and the communication with the administration has improved a hundred-fold. We hope the atmosphere will continue to improve. My son knows he is getting a good education and wishes to stay, and he has definitely learned to cope with some challenging situations during his first year at Fulmore. A recent event where several students got into a fight while outside was horrible but reports of numbers of students involved and the degree of violence, lack of supervision, etc., have been exaggerated.
—Submitted by a parent


Posted January 8, 2012

I am in 8th grade as a student at Fulmore( in the magnet program) and I would say it's eh. There are some really good teachers who actually make you use your brain in different ways (Stronger points are Pre Ap Science and English) and others just don't seem to care. The math program is not particulary good and there are lots of punishments for just small mistakes from the students. A lot of the staff don't seem to be changing anything and I don't know where the "Humanities" part to the magnet program is, although the Law courses are really good. Lots of gangsters who are usually racist to the other students. It can be "advanced" at times but I feel like in some courses we are just repeating the same worksheets and textbook work every year. Kinda glad to get out of this school but there are some stronger points to the fine arts. It's not quite what it's cracked up to be.


Posted June 1, 2011

Now that my son has survived middle school, I'm compelled to write about Fulmore's so-called "magnet" program. My son's first year, 6th grade, at Fulmore was great and he was actually learning. The last two years? Not so much. For some bizarre reason over the past 2 years the teacher's collectively stopped giving daily homework and placed the onus on parents to spend a great deal of time going through websites to monitor the student's grades and progress. One of the main teaching tools seems to be "watching videos. These past 2 years, this last one in particularly, have been a disaster. And although our son is transitioning to a good high school with decent grades, this is through not help from his Fulmore teachers (with the exception of maybe 2). Sadly, a lot of them seem to be burned out and frustrated. I understand that teaching middle school is perhaps the toughest teaching job there is, but still, they're getting paid extra to be part of the magnet program. The principal is great, and we felt she worked hard on behalf of the students. The idea behind this program is a good one. The execution is poor. I hope they get it together before they lose their funding.
—Submitted by a parent


Posted October 22, 2010

This is a terrible school. There is no parent-teacher interaction, but not for lack of trying. The office staff is rude and disorganized. They are quick to send good kids to BMC (behavior modification class) for slight mistakes or misunderstandings. If your child is a couple minutes tardy they will send the kid to sit in the office for the entire class period, way to punish long bathroom breaks... don't educate them in return! The one decent - different thing about this school are the extracurricular activities. I'll be rescuing my son from this chaos ASAP.
—Submitted by a parent


Posted October 17, 2010

Fulmore is a fantastic model magnet school! Neighborhood students as well as those who are bused to the school are provided with opportunities to learn philosophy, law, fine arts, world languages, Shakespeare, and so much more. This humanities and law magnet school provides a microcosm of a successful educational society in so many ways! It is one of Austin's best kept secrets in the heart of the capital city on Congress Avenue.


Posted October 14, 2010

I love the Fulmore magnet program because it is an environment that nurtures the whole student. Fulmore has made Middle School a pleasure, a safe and challenging place for my kid to stretch and try new things with the knowledge that the teachers and staff are there to help him succeed.
—Submitted by a parent


Posted October 14, 2010

Fulmore Middle School's magnet program has provided my daughter with the intellectual challenges and opportunities of a private school, in a diverse public school setting. She has been challenged in fun and creative ways, and loved the experience in every grade. The teachers are dedicated and caring.
—Submitted by a parent


Posted October 14, 2010

Fulmore has lots going on in addition to a solid classroom experience. Many teachers spend a lot more of their own time on field trips, organizations, and events that give the kids not just learning, but a fund kind of learning that helps them enjoy school, not see it as a prison.
—Submitted by a parent


Posted October 1, 2010

The staff is not responsable. They lose important registration papers and are rude. How can a school that has a staff with bad attetudes expect for students to have good attitudes. I tried to enroll my child for about a week before I had to go in person and do there job for them. I wonder if they treat all parents with this type of respect? God help the children who go there.
—Submitted by a parent


Posted September 14, 2010

The school is horrible my daughter has gone there for three years now and her grades are worse than when we moved here. She was exemplary before going to Fulmore. The gangs and drugs are ramped as well as teenage pregnancy the staff is never responsible for anything, they single out children and find any thing to send them home are to court over They are selective in enforcing the dress code upon certain children. Worst school I have ever sent my child to she wasted 3 years there.
—Submitted by a parent


Posted September 14, 2010

I currently attend Fulmore Middle School. I would rate it okay. One great aspect is the diversity. The magnet program is the part of school that I'm in and I think its neat how both comprehensive and magnet programs have classes together. However Fulmore has many flaws. Racism thrives at Fulmore from many students. People I don't even know have threatened to beat me up because I'm a "snowflake." Gangsters are present at Fulmore and the math program is pretty weak. Because of it reaching acedemically acceptable (YEAA) it has had budget cuts and some teachers on my first day pretty much told me they didn't want to be there. Fulmore has OUTSTANDING arts programs which do fantastic at UIL. In order to go to Fulmore you need to stand up for yourself, and take what people say with a grain of salt.


Posted April 21, 2010

Variety of students/classes, awesome Magnet program with choice of Chinese and Japanese, Greek, Philosophy, etc.
—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 84% in 2011.

296 students were tested at this school in 2011.

2011

 
 
73%

2010

 
 
71%
Math

The state average for Math was 83% in 2011.

295 students were tested at this school in 2011.

2011

 
 
71%

2010

 
 
71%
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.

310 students were tested at this school in 2011.

2011

 
 
72%

2010

 
 
82%
Math

The state average for Math was 81% in 2011.

313 students were tested at this school in 2011.

2011

 
 
65%

2010

 
 
73%
Writing

The state average for Writing was 94% in 2011.

300 students were tested at this school in 2011.

2011

 
 
88%

2010

 
 
84%
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.

277 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
88%
Math

The state average for Math was 73% in 2011.

273 students were tested at this school in 2011.

2011

 
 
78%

2010

 
 
80%
Science

The state average for Science was 79% in 2011.

262 students were tested at this school in 2011.

2011

 
 
71%

2010

 
 
69%
Social Studies

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

266 students were tested at this school in 2011.

2011

 
 
93%

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 Students73%
Female79%
Male66%
Black or African American81%
Asiann/a
Hispanic67%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged67%
Not economically disadvantaged95%
Special education20%
Not special education74%
Limited English proficient (LEP)43%
Proficient in English78%
Migrantn/a
Not migrant73%
Gifted/talented97%

Math

All Students71%
Female71%
Male71%
Black or African American67%
Asiann/a
Hispanic66%
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged67%
Not economically disadvantaged86%
Special education56%
Not special education71%
Limited English proficient (LEP)50%
Proficient in English74%
Migrantn/a
Not migrant71%
Gifted/talented97%
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 Students72%
Female70%
Male74%
Black or African American78%
Asiann/a
Hispanic64%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged67%
Not economically disadvantaged88%
Special education83%
Not special education72%
Limited English proficient (LEP)37%
Proficient in English85%
Migrantn/a
Not migrant72%
Gifted/talented100%

Math

All Students65%
Female59%
Male71%
Black or African American57%
Asiann/a
Hispanic59%
American Indian or Alaska Nativen/a
White90%
Economically disadvantaged58%
Not economically disadvantaged86%
Special education33%
Not special education66%
Limited English proficient (LEP)44%
Proficient in English73%
Migrantn/a
Not migrant65%
Gifted/talented96%

Writing

All Students88%
Female92%
Male84%
Black or African American100%
Asiann/a
Hispanic84%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged86%
Not economically disadvantaged93%
Special education100%
Not special education88%
Limited English proficient (LEP)63%
Proficient in English98%
Migrantn/a
Not 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 Students92%
Female90%
Male93%
Black or African American95%
Asiann/a
Hispanic89%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged89%
Not economically disadvantaged100%
Special education75%
Not special education92%
Limited English proficient (LEP)59%
Proficient in English96%
Migrantn/a
Not migrant92%
Gifted/talented100%

Math

All Students78%
Female77%
Male78%
Black or African American74%
Asiann/a
Hispanic73%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged71%
Not economically disadvantaged97%
Special education75%
Not special education78%
Limited English proficient (LEP)59%
Proficient in English79%
Migrantn/a
Not migrant78%
Gifted/talented96%

Science

All Students71%
Female68%
Male73%
Black or African American65%
Asiann/a
Hispanic65%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged61%
Not economically disadvantaged98%
Special education63%
Not special education71%
Limited English proficient (LEP)29%
Proficient in English77%
Migrantn/a
Not migrant70%
Gifted/talented97%

Social Studies

All Students93%
Female90%
Male96%
Black or African American94%
Asiann/a
Hispanic92%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged92%
Not economically disadvantaged97%
Special education100%
Not special education93%
Limited English proficient (LEP)65%
Proficient in English97%
Migrantn/a
Not migrant93%
Gifted/talented99%
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.

270 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
57%
Math

The state average for Math was 74% in 2013.

261 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
68%
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.

315 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
67%
Math

The state average for Math was 71% in 2013.

267 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
55%
Writing

The state average for Writing was 70% in 2013.

313 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
60%
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.

295 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
66%
Math

The state average for Math was 77% in 2013.

272 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
61%
Science

The state average for Science was 75% in 2013.

285 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
57%
Social Studies

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

286 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
55%
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.

28 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%
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.

13 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%
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 Students71%
Female78%
Male62%
Black or African American71%
Asian33%
Hispanic66%
Multiracial89%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White94%
Economically disadvantaged63%
Not economically disadvantaged96%
Special education33%
Not special education72%
Limited English proficient (LEP)29%
Proficient in English83%
Migrantn/a
Not migrant71%
Gifted/talented99%
Not Gifted59%
Bilingualn/a

Math

All Students71%
Female74%
Male68%
Black or African American73%
Asiann/a
Hispanic63%
Multiracial78%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White96%
Economically disadvantaged63%
Not economically disadvantaged93%
Special education31%
Not special education73%
Limited English proficient (LEP)44%
Proficient in English78%
Migrantn/a
Not migrant71%
Gifted/talented99%
Not Gifted59%
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%
Female65%
Male64%
Black or African American25%
Asian50%
Hispanic58%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White95%
Economically disadvantaged54%
Not economically disadvantaged89%
Special education35%
Not special education66%
Limited English proficient (LEP)33%
Proficient in English72%
Migrantn/a
Not migrant64%
Gifted/talented98%
Not Gifted56%
Bilingualn/a

Math

All Students54%
Female48%
Male59%
Black or African American28%
Asiann/a
Hispanic49%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged45%
Not economically disadvantaged82%
Special education29%
Not special education56%
Limited English proficient (LEP)25%
Proficient in English61%
Migrantn/a
Not migrant54%
Gifted/talented88%
Not Gifted48%
Bilingualn/a

Writing

All Students55%
Female61%
Male49%
Black or African American35%
Asian63%
Hispanic44%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged40%
Not economically disadvantaged89%
Special education10%
Not special education58%
Limited English proficient (LEP)18%
Proficient in English64%
Migrantn/a
Not migrant55%
Gifted/talented89%
Not Gifted46%
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 Students75%
Female79%
Male70%
Black or African American83%
Asian50%
Hispanic71%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged69%
Not economically disadvantaged97%
Special education25%
Not special education77%
Limited English proficient (LEP)33%
Proficient in English84%
Migrantn/a
Not migrant75%
Gifted/talented97%
Not Gifted68%
Bilingualn/a

Math

All Students67%
Female63%
Male70%
Black or African American61%
Asian80%
Hispanic62%
Multiracial83%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White97%
Economically disadvantaged61%
Not economically disadvantaged87%
Special education50%
Not special education67%
Limited English proficient (LEP)45%
Proficient in English70%
Migrantn/a
Not migrant67%
Gifted/talented100%
Not Gifted58%
Bilingualn/a

Science

All Students59%
Female54%
Male65%
Black or African American63%
Asiann/a
Hispanic51%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White97%
Economically disadvantaged52%
Not economically disadvantaged88%
Special education17%
Not special education61%
Limited English proficient (LEP)26%
Proficient in English65%
Migrantn/a
Not migrant59%
Gifted/talented94%
Not Gifted49%
Bilingualn/a

Social Studies

All Students51%
Female47%
Male54%
Black or African American55%
Asiann/a
Hispanic42%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged42%
Not economically disadvantaged82%
Special education8%
Not special education53%
Limited English proficient (LEP)16%
Proficient in English57%
Migrantn/a
Not migrant51%
Gifted/talented91%
Not Gifted38%
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
Not migrant100%
Gifted/talented100%
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a

English III Writing

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a

Geometry

All Students100%
Female100%
Male100%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantagedn/a
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Not migrant100%
Gifted/talented100%
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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 "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 72% 52%
White 17% 29%
Black 6% 13%
Asian or Pacific Islander 2% 4%
Two or more races 2% 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) 22%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 7%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

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

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Arts & music

Music
  • Band
  • Choir / Chorus
  • Orchestra

Health & athletics

Staff resources available to students
  • Nurse(s)
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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by verifying community responses, adding program highlights
and more! Get started »

School basics

School Leader's name
  • LISA BUSH
Fax number
  • (512) 441-3129

Resources

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

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by verifying community responses, adding program highlights
and more! Get started »

Sports

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

Arts & music

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

Apply

To learn more about enrolling, please call the school.
 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
Notice an inaccuracy? Let us know!

201 Mary Street East
Austin, TX 78704
Phone: (512) 414-3207

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