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GreatSchools Rating

Noel Grisham Middle School

Public | 6-8 | 672 students

 

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Last modified
Community Rating

4 stars

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

Teacher quality

Principal leadership

Parent involvement

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20 reviews of this school


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Posted Sunday, October 19, 2014

GMS is an amazing school, and I love it. They're organised and always working hard. As a student, I can say that some of the teachers have bad days, and tend to show that with no hesitation, but at the end of the day... We've all learned. The hallways do get a bit hectic, as our schedules are all over the school. I now go to a different school, which is larger and has a lot more students, and I can say I am thankful for Grisham's size. It was easy to get from class to class if you used your time efficiently.


Posted August 5, 2014

This school has a non-existent dress code. Morals and values of the general student population are very low. Uninterested school officials don't seem to mind the foul language, inappropriate conduct, and inappropriate dress. Over-emphasis on sports achievements and under-emphasis on real academic achievements. Smart, creative, and non-cookie cutter children won't thrive in the culture created at this school. There is little interest to "think outside the box" from staff.
—Submitted by a parent


Posted April 30, 2014

Grisham middle school, Has been one great school for our daughters. It has the IB program and a small student body which means more time for each student and time for exploring each lesson....The students help one other and support each others goals.
—Submitted by a parent


Posted August 26, 2013

This School Is Not to much too hype over. Most of the teachers Honestly are one sided. To me this school was horrible just in every way possible. You'll see it when you're child gets Enrolled


Posted August 10, 2013

In the past year the new administration has strategized to make necessary changes in an attempt to attain a "recognized" status. As a parent, having met and spoken with the new principal and counselers there is a tremendous amount of motivation and forethought going into the future of success of the school. Of course, this is a school in transition. Time will tell.
—Submitted by a parent


Posted August 7, 2013

Unresponsive administration. Very bureaucratic. When they respond to parent concerns at all it is to claim there is nothing they can do, rather than to work on solutions to problems.
—Submitted by a parent


Posted November 29, 2012

The school is horrible with alot to do with the IB program that they are so proud of. The grade system is hard for the kids to understand. Very little feedback is given as to what is wrong with assignments, which don't count for grades. Many times an assignment will count for 2 or 3 separate grades, which may be half of the grades given for a grading cycle, and it makes it very hard to recover from a assignment that the student did poorly on. Many teachers seem to lack motivation and are not timely in posting grades or updating their calendars. No spelling or vocabulary in language arts, essays on math tests. Not enough time spent on core skills. A lot of time is spent working on projects at home that never count for a grade and receive little to no feedback about what needs improved. My son is an A student and in honors language arts and in accelerated math. When tested for tutoring placement for both was placed two grades lower than he is. I had suspected that both skills were below par and that confirmed it. The odd teacher that is engaged can't save a broken cirriculum. The new administation doesn't seem to be making meaningful changes.
—Submitted by a parent


Posted September 2, 2012

we transferred to this school from an Austin isd school because my child was being bullied real bad. i have had the best experience with this school so far. when my child has an issue i have found the teachers to be a great help. even though the school year has just started, from my experience of being there a few months of last school year i have a very positive feeling about the school year this year. so far so good!
—Submitted by a parent


Posted June 21, 2012

I've been slightly concerned by the influx of students, but I believe transfers have stopped for the coming year. That said, I'm glad this school is available to my kids and in our neighborhood. You can't blame the school for having to teach to a test mandated by the state. RRISD has been outspoken with their criticism (as have most school systems across the state) and only time will tell if these mandates are lifted. That said, I want my kids going to college and if they have to jump through hoops to get there I want teachers who are able to to make it happen. I think teachers have a good heart, but can feel very limited by the restraints placed upon them. Let's work on increasing our volunteer rate and taking an active role in our children's education so they can reap all the benefits this school has to offer. Teachers/admins can't do it alone, the community needs to come out. I think Grisham is doing the best with what they have and the band program is proof.
—Submitted by a parent


Posted December 29, 2011

This school really took a turn for the worse this year, with way too much teaching to the test - the upcoming STAAR test. It's unfortunate, because there are some good teachers at Grisham, but their lessons are tightly controlled by administration, from what I saw and heard. Also, the school became more crowded this year, with bullying and fights becoming more common. We transferred our child to a charter school, where we discovered he was behind in both math and science, though his grades had been okay at Grisham.
—Submitted by a parent


Posted October 20, 2011

There are some good teachers who work hard and are very dedicated. Unfortunatly, they are burdened with the constaints of the IB MYP program (this is not the diploma program) and a school principal who is inept. Parents are involved, but when school administration is not open to input, it is very frustrating. Parents are so fed up, many have sold their homes over it.
—Submitted by a parent


Posted October 14, 2011

The band program is amazing. Challenging, energetic, dynamic. I'm so impressed. Unless you are in the top tier of classes, the academics are only so-so. We were at a middle school in VA where the "average" classes could easily be compared with the honors classes at Grisham. I can't say that I've been bowled over by the teachers at Grisham, either. I haven't picked up a sense of enthusiasm coming from the classroom. My other problem is that if you don't make the massive time commitment to the athletics program, then you are essentially out of luck for P.E. It's either fourteen hours a week or nothing at all. Can't they have a P.E. class that is separate from the athletic program?
—Submitted by a parent


Posted August 6, 2009

I love going to Grisham because I love the clubs, the actitivities, and the classes!
—Submitted by a student


Posted October 1, 2008

The students and parents at Grisham are outstanding in their effort & support. The faculty truly cares about each child being the best they can be. Morale is high due to effective leadership and collaboration between colleagues. A wonderful place to work!
—Submitted by a teacher


Posted February 28, 2008

This is the best school ever;teachers are great,students are smart. I love Grisham.
—Submitted by a student


Posted December 17, 2007

Grisham has the best enviorment for use kids and it makes school worth going to. Iam very glad to be attending the school in 7th grade. This years we are covering many things in all classes and the teachers have a good way of doing it. Students aren't pressured at all but there are practically no slackers. This is a very good school and love going there.
—Submitted by a student


Posted November 21, 2007

We have been pleased with the academics, teachers and social aspects of this school. This is the best middle school in RRISD. The teacher to student ratio is superior. The school is not so large (like some neighboring middle schools) that the students get lost. The administration is excellent. These children are truely doing high school level work and each child is accountable for turning work in..not a place for slackers! The parental envolvment is fantastic and the band is the best in the state!
—Submitted by a parent


Posted November 16, 2007

I love my school because it has the best social activity than any other in Austin! Iam basically friends with everyone and theres no bullying and theres always entertainment. It makes everything fun while going to Grisham Middle School. -McCall =)
—Submitted by a student


Posted September 1, 2007

This school has been an amazing establishment for my children! Also with 9 kids i really think about what school is best for them! Also the school just became and IB world school meaning that you child will have a better chance of getting into a harder college without the TAG and other stuff like that. The school set higher standerds this year and has the best teachers than any other middle school in texas making it easy for you child to be part of this wonderful IB school!
—Submitted by a parent


Posted August 16, 2005

Very little parent involvement. Very little one on one attention. Social life is good for students but acedemic process is not high quality.
—Submitted by a former 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.

208 students were tested at this school in 2011.

2011

 
 
91%

2010

 
 
94%
Math

The state average for Math was 83% in 2011.

208 students were tested at this school in 2011.

2011

 
 
90%

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 86% in 2011.

247 students were tested at this school in 2011.

2011

 
 
91%

2010

 
 
94%
Math

The state average for Math was 81% in 2011.

247 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
91%
Writing

The state average for Writing was 94% in 2011.

239 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
96%
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.

232 students were tested at this school in 2011.

2011

 
 
98%

2010

 
 
98%
Math

The state average for Math was 73% in 2011.

232 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
94%
Science

The state average for Science was 79% in 2011.

232 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
94%
Social Studies

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

232 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
97%
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 Students91%
Female91%
Male91%
Black or African American80%
Asian100%
Hispanic83%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged79%
Not economically disadvantaged97%
Special education83%
Not special education92%
Limited English proficient (LEP)50%
Proficient in English93%
Migrantn/a
Not migrant91%
Gifted/talented100%

Math

All Students90%
Female89%
Male90%
Black or African American60%
Asian96%
Hispanic77%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged71%
Not economically disadvantaged98%
Special education67%
Not special education91%
Limited English proficient (LEP)50%
Proficient in English92%
Migrantn/a
Not migrant90%
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 Students91%
Female92%
Male89%
Black or African American50%
Asian100%
Hispanic83%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged67%
Not economically disadvantaged97%
Special education60%
Not special education92%
Limited English proficient (LEP)75%
Proficient in English91%
Migrantn/a
Not migrant91%
Gifted/talented100%

Math

All Students89%
Female91%
Male87%
Black or African American50%
Asian100%
Hispanic76%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged75%
Not economically disadvantaged93%
Special education40%
Not special education91%
Limited English proficient (LEP)75%
Proficient in English89%
Migrantn/a
Not migrant89%
Gifted/talented100%

Writing

All Students96%
Female98%
Male94%
Black or African American100%
Asian100%
Hispanic91%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged93%
Not economically disadvantaged97%
Special education100%
Not special education96%
Limited English proficient (LEP)86%
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 Students98%
Female99%
Male96%
Black or African American100%
Asian100%
Hispanic96%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged92%
Not economically disadvantaged99%
Special education100%
Not special education98%
Limited English proficient (LEP)89%
Proficient in English98%
Migrantn/a
Not migrant98%
Gifted/talented100%

Math

All Students93%
Female96%
Male90%
Black or African American80%
Asian100%
Hispanic83%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged78%
Not economically disadvantaged97%
Special education67%
Not special education94%
Limited English proficient (LEP)56%
Proficient in English95%
Migrantn/a
Not migrant93%
Gifted/talented100%

Science

All Students90%
Female90%
Male90%
Black or African American67%
Asian98%
Hispanic80%
American Indian or Alaska Nativen/a
White91%
Economically disadvantaged70%
Not economically disadvantaged96%
Special education70%
Not special education91%
Limited English proficient (LEP)56%
Proficient in English91%
Migrantn/a
Not migrant90%
Gifted/talented100%

Social Studies

All Students95%
Female96%
Male94%
Black or African American83%
Asian100%
Hispanic91%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged87%
Not economically disadvantaged97%
Special education73%
Not special education96%
Limited English proficient (LEP)89%
Proficient in English95%
Migrantn/a
Not migrant95%
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.

210 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
89%
Math

The state average for Math was 74% in 2013.

182 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
89%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the State of Texas Assessments of Academic Readiness (STAAR) was used to test students in reading and math in grades 3 through 8; in writing in grades 4 and 7; in science in grades 5 and 8; in social studies in grade 8; and end-of-course assessments for English I, II, and II, Algebra I and II, biology and US History. STAAR is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The goal is for all students to score at or above the state standard.

Source: Texas Education Agency

English Language Arts

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

239 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
89%
Math

The state average for Math was 71% in 2013.

95 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
72%
Writing

The state average for Writing was 70% in 2013.

234 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
80%
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.

218 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
93%
Math

The state average for Math was 77% in 2013.

237 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
86%
Science

The state average for Science was 75% in 2013.

218 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
86%
Social Studies

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

214 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
81%
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.

110 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
99%
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.

34 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 Students82%
Female84%
Male80%
Black or African American69%
Asian97%
Hispanic70%
Multiracial91%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged58%
Not economically disadvantaged90%
Special education33%
Not special education86%
Limited English proficient (LEP)31%
Proficient in English85%
Migrantn/a
Not migrant82%
Gifted/talented100%
Not Gifted78%
Bilingualn/a

Math

All Students79%
Female79%
Male79%
Black or African American50%
Asian94%
Hispanic61%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged60%
Not economically disadvantaged87%
Special education50%
Not special education82%
Limited English proficient (LEP)23%
Proficient in English83%
Migrantn/a
Not migrant79%
Gifted/talented100%
Not Gifted78%
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 Students89%
Female93%
Male84%
Black or African American87%
Asian94%
Hispanic78%
Multiracial82%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White94%
Economically disadvantaged71%
Not economically disadvantaged96%
Special education30%
Not special education91%
Limited English proficient (LEP)36%
Proficient in English91%
Migrantn/a
Not migrant89%
Gifted/talented100%
Not Gifted86%
Bilingualn/a

Math

All Students63%
Female66%
Male61%
Black or African American50%
Asian100%
Hispanic41%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White71%
Economically disadvantaged38%
Not economically disadvantaged80%
Special education17%
Not special education66%
Limited English proficient (LEP)29%
Proficient in English66%
Migrantn/a
Not migrant63%
Gifted/talented100%
Not Gifted49%
Bilingualn/a

Writing

All Students83%
Female89%
Male77%
Black or African American67%
Asian94%
Hispanic68%
Multiracial90%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged63%
Not economically disadvantaged91%
Special education67%
Not special education84%
Limited English proficient (LEP)10%
Proficient in English87%
Migrantn/a
Not migrant83%
Gifted/talented100%
Not Gifted79%
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%
Female94%
Male92%
Black or African American67%
Asian100%
Hispanic85%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White98%
Economically disadvantaged81%
Not economically disadvantaged98%
Special education50%
Not special education94%
Limited English proficient (LEP)57%
Proficient in English94%
Migrantn/a
Not migrant93%
Gifted/talented100%
Not Gifted91%
Bilingualn/a

Math

All Students79%
Female77%
Male81%
Black or African American47%
Asian96%
Hispanic65%
Multiracial60%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged60%
Not economically disadvantaged88%
Special education43%
Not special education80%
Limited English proficient (LEP)33%
Proficient in English80%
Migrantn/a
Not migrant79%
Gifted/talented100%
Not Gifted77%
Bilingualn/a

Science

All Students85%
Female83%
Male88%
Black or African American50%
Asian96%
Hispanic67%
Multiracial90%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White96%
Economically disadvantaged56%
Not economically disadvantaged96%
Special education33%
Not special education87%
Limited English proficient (LEP)17%
Proficient in English87%
Migrantn/a
Not migrant85%
Gifted/talented100%
Not Gifted81%
Bilingualn/a

Social Studies

All Students77%
Female74%
Male80%
Black or African American40%
Asian96%
Hispanic55%
Multiracial90%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged45%
Not economically disadvantaged89%
Special education40%
Not special education78%
Limited English proficient (LEP)20%
Proficient in English78%
Migrantn/a
Not migrant77%
Gifted/talented100%
Not Gifted70%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the State of Texas Assessments of Academic Readiness (STAAR) was used to test students in reading and math in grades 3 through 8; in writing in grades 4 and 7; in science in grades 5 and 8; in social studies in grade 8; and end-of-course assessments for English I, II, and II, Algebra I and II, biology and US History. STAAR is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.

Source: Texas Education Agency

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 Students100%
Female100%
Male100%
Black or African Americann/a
Asian100%
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 "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 46% 29%
Hispanic 27% 52%
Asian or Pacific Islander 15% 4%
Black 6% 13%
Two or more races 5% 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) 5%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 4%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

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

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Arts & music

Performing and written arts
  • Dance
  • Drama

Health & athletics

Staff resources available to students
  • Nurse(s)
School facilities
  • Access to sports fields
  • Gym
Note: Data provided by community members,
needs to be verified by school leaders.

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

School basics

School Leader's name
  • KIM WINTERS
Fax number
  • (512) 428-2790

Resources

Staff resources available to students
  • Nurse(s)
  • School social worker/counselors(s)
Transportation options
  • Buses/vans for students only
School facilities
  • Access to sports fields
  • Gym
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
  • Basketball
  • Football
  • Soccer
Girls sports
  • Basketball
  • Soccer

Arts & music

Performing arts
  • Dance
  • Drama
Note: Data provided by community members,
needs to be verified by school leaders.

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School culture

Parent involvement
  • Join PTO/PTA
Note: Data provided by community members,
needs to be verified by school leaders.

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10805 School House Lane
Austin, TX 78750
Website: Click here
Phone: (512) 428-2650

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