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GreatSchools Rating

Murchison Middle School

Public | 6-8 | 1413 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 2 ratings
2012:
Based on 6 ratings
2011:
No new ratings

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27 reviews of this school


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Posted August 17, 2014

There are many diverse activities at the school for everyone. The school was a little behind in technology, but its picked up quite a bit this last year. 2013/2014 was the first year of the Robotics Program and the team went to the World Championships. The kids have the opportunity to get a great education in a public setting. In the 3 years that my child was there, it went through some growing pains but in the end came out better.
—Submitted by a parent


Posted November 27, 2013

This school has lot of cursing and bullying going on.The school management is bad and overreacts most of the time and fabricates to put blames on others and is there to please the parents only.Most students have no respect for teachers and most get away because the school management doesn't care and will do anything to get the school going.had a very bad experience in Murchison middle school.


Posted March 26, 2013

WELL I GO TO THE SCHOOL AND GET BULLIED EVERY DAY THERE ARE TONS OF FIGHTS, CURSING AND MANY OTHER THINGS. DONT GO TO THIS SCHOOL. YOUR KID WILL COME HOME EVERYDAY CRYING BEGGING TO SWITCH SCHOOLS


Posted November 29, 2012

My daughter is in 6th grade at MMS this year and thriving. Two of her 4 core classes are Advanced level, and she comes home several times a week talking about how much she LOVES school, and exceited about learning. She raves about her math class! It hels that she's always liked school, even when she struggled with some learning delays, but this year is exceptional, thanks to excellent teachers. She tried to get into the Kealing Magnet School program, but now we're so glad that didn't work out. A best friend did and is losing her love of learning under the constant deluge of heavy homework loads. My daughter is learning just as fast and her hunger to learn is being expanded at MMS. I'm very pleased with the school so far.
—Submitted by a parent


Posted September 28, 2012

This school was a terrible experience for me. NEVER enroll in such an atrocity of micromanagement and disiplinary corruption such as this military state of a school. The special education program there goes out of its way to single the student out as autistic or challenged; by having a teacher follow the student to every single class. They believe in punishment over education, and will send you to In School Suspension for anything from dropping a pencil to talking to your friends. If you value yourself as a person, your children and their future, STAY AWAY FROM THIS SCHOOL. It is a horrifying and traumatic experience and the utmost inane system of management I have ever dealt with in my life. As a high-schooler I realize how much of what they did was never a necessity, nor was it actually teaching anybody anything. Listen, this school is the breeding ground for bullying and intolerance. Don't believe what they say about "no place for hate", we were forced to sign those things in eighth grade just to win the title. Get away from this abomonation and just pick a different school. Do not torture your children with such an environment, spare them the pain, spare them the agony...


Posted June 19, 2012

I m not sure if the definition of 'Advisory' has changed over the years, I (perhaps mistakenly) thought it was created to encourage social connections through the creation of a small group that meets throughout the year. To me, this seems important esp. for a school with a large student population. It would be easy to feel lost in the crowd. It would be simple to say, let s just focus only on academics. Students at this age have a strong desire to fit-in and want to feel that they belong (not just tolerated.) I would support the idea of continuing to encourage a campus climate that reflects the world, not just our neighborhood, closest friends, or even demographics in advanced classes. As suggested by the parent below, I don t think the idea of separating 'at risk' students from others in Advisory would be the best idea. If given the chance, I think all students can benefit from getting to someone that they may not have otherwise gotten the chance to relate to. I think MMS does a great job considering its current challenges (budget, testing, crowded spaces). I personally would consider MMS one of the best middle schools in the city.
—Submitted by a parent


Posted May 24, 2012

This is our only experience in a public middle school; our other sons went to a private middle school. Overall, the work load has been less in comparison, but I think our child got a good education. He took the "advanced" classes and has done well. Things that should change are all the "mini-tests" given. This takes so much time away from instruction/discussion time. Also, advisory is 40 minutes of the week and it just benefits a few. I'd rather see an "elective period" for "high risk" students instead of subjecting all students to advisory twice a week. Strengths: Principal. I have had several encounters with her and am please with the outcomes. She is not driven by donations and looks after the best interest of the students most times. Teachers: they have always responded to my e-mails and my son's teachers do enjoy their jobs and students. Weaknesses: bully policy interpretation. My son (and am learning of many other boys) was suspended in the 6th grade for pushing a friend of his, who fell into another kid. I thought this was an overreaction by the vice principal. Counselors: replace them. I haven't found any value; use their salaries on more teachers.
—Submitted by a parent


Posted April 12, 2012

Excellent teachers lead by strong principal leadership, this school was a reference to my daughter and my niece. Congratulations and thank you.
—Submitted by a parent


Posted February 29, 2012

Not good school for someone has a disablility. constant bullying by peers and too many students. Very very unhappy experience.
—Submitted by a parent


Posted March 3, 2010

My child goes to this school and it is a very safe and highly educated school. This school has great teachers and focuses on education and IB. Murchison has many choices from music such as orchestra to lots of different languages like spanish, french, german, and chinese. This is a school you should you enroll your students in.
—Submitted by a parent


Posted September 16, 2009

Murchison emphasizes a broad education for students through its International Baccalaureate program. My grandchild lives with me and she is delighted with her new sixth grade school.


Posted January 27, 2009

Im a student at murchison,and i moved here in 6th grade,in the middle of march,and i got used to the teachers,and they sound like they dont care cause of some parents say that there child is failing from the teachers not careing,well they do care!im a 7thgrader and i was failing math badly,so it wasnt that my teacher didnt cared,i didnt care,so i asked my teacher for help,i stayed after school for tutoring,and i got help and scored the grade i wanted in math,and im passing math and its easier for me! cause i didnt care,the students have to ask there teachers questions,the teachers dont wanna help if you dont want help at all,so i love murchison,i made great friends and have great friends,any one would be lucky to go here,and i am lucky! and if your thinking about comeing here, then you should!:]]
—Submitted by a student


Posted August 5, 2008

Very dedicated teachers who are interested in whether the children learn. The International Baccalaureate program is a wonderful opportunity for students interested in a liberal arts education from an early age, and the elective courses are as excellent as the required courses. Because of the size & diversity of the population, there are occasional disciplinary issues (e.g., fights) that arise, but overall the administration does a good job preventing these issues through policy decisions (dress code, etc.) and discipline after the fact.
—Submitted by a parent


Posted August 1, 2008

MMS is great for accelerated students. MMS is NOT great for Special Ed students. Teachers don't go the extra mile for the 20 or so Spec. Ed students who need extra help. We had a great elementary! Now we have gone straight to sharks in college, even though we just finished 6th. There is NO transition from caring elem. to 7, 8, or even 9th. Teachers cannot put one student on an individual level, they treat one as all - They don't understand learning disabilities at all!!!
—Submitted by a parent


Posted February 24, 2008

My son is in 8th grade and in special education and found out in 6th grade he is autistic. Most the time the teachers have worked with me on modifing my son's work and have done well in helping him most the time. My son does not go to the tutoring after school because it is so overloaded with kids that he does not get the extra help he needs with homework. In general, the school is good.
—Submitted by a parent


Posted February 7, 2008

The teachers at MMS place importance first and foremost on student learning. Test scores are emphasized by district/state/federal officials, and yes, some MMS programs are driven by that pressure. Don't think for a second that teachers are happy about that! But via the IB program and other innovative teaching strategies, MMS faculty works very hard to elevate student achievement, learning, and global responsibility beyond test scores. Parents sometimes struggle with the fact that this is secondary school, and especially at the 7th-8th grade levels, teachers cannot call home every time a student misses an assignment. We offer many ways for parents to support student learning: teacher web sites, student agendas, after-school tutorials and homework center, and accessibility via email, to name a few. This is my 10th year teaching at Murchison. It is a great school and I am proud to to teach here.
—Submitted by a teacher


Posted February 2, 2008

I have 2 kids at MMS. One in all advanced accelerated classes and one in all academic classes . Both ends of the spectrum, yet both are failing classes. Teachers don't communicate when the kids aren't turning in work. They are too busy preparing for the next class when they should be noticing who is turning in work and who isn't. I found out my student didn't turn in a project 4 weeks after the fact and another project 2 weeks late. I have to initiate all contact with teachers each time. It's very frustrating to go from a wonderful Elem. school to this school. All they care about is TAKS scores and if your kid fails one, the next year they aren't allowed an elective, only punishment by mandatory remedial classes for the TAKS they missed the year before.
—Submitted by a parent


Posted November 30, 2007

Although Murchison has a fairly large student population, my daughter has adjusted very well. We relocated from Maryland and I was concerned about her social and academic adjustment. Although I had a few concerns about the curriculum and some of her instructors, after meeting and talking with the teachers in person and via phone and email my concerns were appropriately addressed.
—Submitted by a parent


Posted November 29, 2007

School is too big, they only focus on testing kids not helping them learn
—Submitted by a parent


Posted July 7, 2007

I'm a student about to enter eighth grade! DDont listen to those negative reviews, theres tons of after school programs, teachers are exxcellent, and there is after school tutoring now. wonderful for you child to have fun, and learn, and meet other peers, you just have to trust your judgement, and bring up of your child..
—Submitted by a student


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

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.

423 students were tested at this school in 2011.

2011

 
 
88%

2010

 
 
95%
Math

The state average for Math was 83% in 2011.

421 students were tested at this school in 2011.

2011

 
 
88%

2010

 
 
94%
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.

417 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
93%
Math

The state average for Math was 81% in 2011.

419 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
92%
Writing

The state average for Writing was 94% in 2011.

415 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
95%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in English language arts and mathematics in grade 11. The grade 11 exit Level TAKS is a high school graduation requirement. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The goal is for all students to score at or above the state standard.

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 85% in 2011.

389 students were tested at this school in 2011.

2011

 
 
99%

2010

 
 
99%
Math

The state average for Math was 73% in 2011.

387 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
94%
Science

The state average for Science was 79% in 2011.

390 students were tested at this school in 2011.

2011

 
 
86%

2010

 
 
84%
Social Studies

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

388 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
98%
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 Students88%
Female88%
Male88%
Black or African American73%
Asian94%
Hispanic77%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged72%
Not economically disadvantaged95%
Special education52%
Not special education90%
Limited English proficient (LEP)70%
Proficient in English89%
Migrantn/a
Not migrant88%
Gifted/talented100%

Math

All Students88%
Female88%
Male87%
Black or African American72%
Asian94%
Hispanic80%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged74%
Not economically disadvantaged94%
Special education62%
Not special education89%
Limited English proficient (LEP)75%
Proficient in English88%
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 Students94%
Female96%
Male92%
Black or African American92%
Asian100%
Hispanic88%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged86%
Not economically disadvantaged97%
Special education82%
Not special education95%
Limited English proficient (LEP)83%
Proficient in English95%
Migrantn/a
Not migrant94%
Gifted/talented100%

Math

All Students93%
Female94%
Male92%
Black or African American100%
Asian100%
Hispanic84%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged83%
Not economically disadvantaged97%
Special education53%
Not special education95%
Limited English proficient (LEP)68%
Proficient in English95%
Migrantn/a
Not migrant93%
Gifted/talented100%

Writing

All Students96%
Female98%
Male93%
Black or African American100%
Asian100%
Hispanic88%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged88%
Not economically disadvantaged99%
Special education59%
Not special education97%
Limited English proficient (LEP)82%
Proficient in English97%
Migrantn/a
Not migrant96%
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%
Female99%
Male100%
Black or African American100%
Asian100%
Hispanic98%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged99%
Not economically disadvantaged100%
Special education95%
Not special education100%
Limited English proficient (LEP)100%
Proficient in English99%
Migrantn/a
Not migrant99%
Gifted/talented100%

Math

All Students96%
Female96%
Male95%
Black or African American95%
Asian100%
Hispanic89%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged88%
Not economically disadvantaged98%
Special education94%
Not special education96%
Limited English proficient (LEP)87%
Proficient in English96%
Migrantn/a
Not migrant96%
Gifted/talented100%

Science

All Students86%
Female82%
Male89%
Black or African American71%
Asian84%
Hispanic70%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged64%
Not economically disadvantaged92%
Special education54%
Not special education88%
Limited English proficient (LEP)20%
Proficient in English88%
Migrantn/a
Not migrant86%
Gifted/talented98%

Social Studies

All Students97%
Female95%
Male100%
Black or African American86%
Asian100%
Hispanic95%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged90%
Not economically disadvantaged99%
Special education92%
Not special education98%
Limited English proficient (LEP)87%
Proficient in English97%
Migrantn/a
Not migrant97%
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.

452 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
91%
Math

The state average for Math was 74% in 2013.

445 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
90%
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.

498 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
89%
Math

The state average for Math was 71% in 2013.

425 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
90%
Writing

The state average for Writing was 70% in 2013.

497 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
85%
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.

451 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
95%
Math

The state average for Math was 77% in 2013.

433 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
93%
Science

The state average for Science was 75% in 2013.

452 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
86%
Social Studies

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

451 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
83%
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.

71 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.

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 Students86%
Female90%
Male82%
Black or African American54%
Asian85%
Hispanic80%
Multiracial88%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White94%
Economically disadvantaged73%
Not economically disadvantaged92%
Special education55%
Not special education88%
Limited English proficient (LEP)56%
Proficient in English89%
Migrantn/a
Not migrant86%
Gifted/talented98%
Not Gifted85%
Bilingualn/a

Math

All Students85%
Female87%
Male83%
Black or African American54%
Asian87%
Hispanic75%
Multiracial86%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White94%
Economically disadvantaged68%
Not economically disadvantaged93%
Special education56%
Not special education87%
Limited English proficient (LEP)56%
Proficient in English88%
Migrantn/a
Not migrant85%
Gifted/talented100%
Not Gifted83%
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 Students87%
Female88%
Male86%
Black or African American62%
Asian90%
Hispanic76%
Multiracial92%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White95%
Economically disadvantaged69%
Not economically disadvantaged95%
Special education56%
Not special education89%
Limited English proficient (LEP)45%
Proficient in English90%
Migrantn/a
Not migrant87%
Gifted/talented100%
Not Gifted85%
Bilingualn/a

Math

All Students84%
Female84%
Male85%
Black or African American53%
Asian93%
Hispanic72%
Multiracial89%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White94%
Economically disadvantaged64%
Not economically disadvantaged95%
Special education55%
Not special education86%
Limited English proficient (LEP)61%
Proficient in English86%
Migrantn/a
Not migrant84%
Gifted/talented100%
Not Gifted83%
Bilingualn/a

Writing

All Students80%
Female85%
Male75%
Black or African American53%
Asian95%
Hispanic65%
Multiracial92%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged57%
Not economically disadvantaged90%
Special education38%
Not special education83%
Limited English proficient (LEP)33%
Proficient in English83%
Migrantn/a
Not migrant80%
Gifted/talented98%
Not Gifted77%
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 Students93%
Female95%
Male92%
Black or African American72%
Asian89%
Hispanic89%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White98%
Economically disadvantaged85%
Not economically disadvantaged97%
Special education56%
Not special education95%
Limited English proficient (LEP)52%
Proficient in English96%
Migrantn/a
Not migrant93%
Gifted/talented100%
Not Gifted93%
Bilingualn/a

Math

All Students89%
Female90%
Male89%
Black or African American45%
Asian100%
Hispanic86%
Multiracial90%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged78%
Not economically disadvantaged94%
Special education69%
Not special education90%
Limited English proficient (LEP)76%
Proficient in English90%
Migrantn/a
Not migrant89%
Gifted/talented95%
Not Gifted89%
Bilingualn/a

Science

All Students88%
Female88%
Male90%
Black or African American65%
Asian95%
Hispanic77%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White95%
Economically disadvantaged78%
Not economically disadvantaged93%
Special education47%
Not special education90%
Limited English proficient (LEP)65%
Proficient in English90%
Migrantn/a
Not migrant88%
Gifted/talented100%
Not Gifted88%
Bilingualn/a

Social Studies

All Students77%
Female75%
Male79%
Black or African American32%
Asian81%
Hispanic61%
Multiracial85%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged51%
Not economically disadvantaged87%
Special education45%
Not special education78%
Limited English proficient (LEP)35%
Proficient in English79%
Migrantn/a
Not migrant77%
Gifted/talented94%
Not Gifted75%
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
Asian100%
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 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

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 "Recognized".
  • In 2008-2009, this school was rated "Academically Acceptable".

About the tests


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

Source: Texas Education Agency

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
White 50% 29%
Hispanic 31% 52%
Asian or Pacific Islander 10% 4%
Black 5% 13%
Two or more races 4% 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) 7%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students Assistant principal(s)
ELL/ESL Coordinator
Librarian/media specialist(s)
School social worker/counselors(s)
Computer specialist(s)
Dance teacher(s)
Gardening teacher(s)
Instructional aide(s)/coach(es)
Music teacher(s)
Poetry/Creative writing teacher(s)
Robotics/Technology specialist(s)
School psychologist
Security personnel
Special education coordinator
Read more about programs at this school
Source: Provided by school community.

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Special education / special needs

Staff resources available to students
  • Special education coordinator

Science, Technology, Engineering, & Math (STEM)

Staff resources available to students
  • Computer specialist(s)
  • Gardening teacher(s)
  • Robotics/Technology specialist(s)
School facilities
  • Garden/Greenhouse
  • Industrial shop
Visual arts
  • Architecture

Arts & music

Staff resources available to students
  • Dance teacher(s)
  • Music teacher(s)
  • Poetry/Creative writing teacher(s)
School facilities
  • Art room
  • Performance stage
Visual arts
  • Architecture
  • Design
  • Drawing / sketching
  • Photography
  • Printmaking
  • Textile design
Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing and written arts
  • Dance
  • Drama
Media arts
  • Computer animation
  • Technical design and production
  • Video / Film production

Language learning

Foreign languages taught
  • Chinese (Mandarin)
  • French
  • German
  • Latin
  • Spanish
Staff resources available to students
  • ELL/ESL Coordinator

Health & athletics

Staff resources available to students
  • Dance teacher(s)
  • Gardening teacher(s)
  • Instructional aide(s)/coach(es)
  • School psychologist
School facilities
  • Access to sports fields
  • Garden/Greenhouse
  • Gym
  • Multi-purpose room ("cafegymatorium")
Note: Data provided by community members,
needs to be verified by school leaders.

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School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

School basics

School Leader's name
  • SAMMI HARRISON
Fax number
  • (512) 343-1710

Programs

Foreign languages taught
  • Chinese (Mandarin)
  • French
  • German
  • Latin
  • Spanish

Resources

Staff resources available to students
  • Assistant principal(s)
  • Computer specialist(s)
  • Dance teacher(s)
  • ELL/ESL Coordinator
  • Gardening teacher(s)
  • Instructional aide(s)/coach(es)
  • Librarian/media specialist(s)
  • Music teacher(s)
  • Poetry/Creative writing teacher(s)
  • Robotics/Technology specialist(s)
  • School psychologist
  • School social worker/counselors(s)
  • Security personnel
  • Special education coordinator
Transportation options
  • Buses/vans for students only
  • Transportation provided for special education students only
School facilities
  • Access to sports fields
  • Art room
  • Cafeteria
  • College/career center
  • Garden/Greenhouse
  • Gym
  • Industrial shop
  • Internet access
  • Learning lab
  • Library
  • Multi-purpose room ("cafegymatorium")
  • Performance stage
Note: Data provided by community members,
needs to be verified by school leaders.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Baseball
  • Basketball
  • Football
  • Soccer
  • Tennis
  • Track
Girls sports
  • Basketball
  • Cheerleading
  • Soccer
  • Tennis
  • Track
  • Ultimate Frisbee
  • Volleyball

Arts & music

Visual arts
  • Architecture
  • Design
  • Drawing / sketching
  • Photography
  • Printmaking
  • Textile design
Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing arts
  • Dance
  • Drama
Media arts
  • Computer animation
  • Technical design and production
  • Video / Film production
Note: Data provided by community members,
needs to be verified by school leaders.

School culture

Parent involvement
  • Join PTO/PTA
  • Organize cultural events
  • Organize fundraising events (school auction, bake sales, etc.)
  • Serve on school improvement team or governance council
  • Volunteer in the classroom
Note: Data provided by community members,
needs to be verified by school leaders.

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!

3700 North Hills Drive
Austin, TX 78731
Phone: (512) 414-3254

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