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GreatSchools Rating

Covington Middle School

Public | 6-8 | 664 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 1 rating
2012:
Based on 5 ratings
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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38 reviews of this school


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Posted September 18, 2014

I couldn't be happier with our choice to transfer to Covington; I almost regret we didn't come sooner. We've not experienced one real disappointment, from interactions with office staff, counselors, teachers, principal and vice-principals to feeling welcomed to participate as a parent volunteer as much as I like around the school. The teachers are still smiling at the end of the day - they want to be there! Email communication with any staff member is very effective. Walking the halls, the place feels bright, clean, well-orchestrated. The students seem happy to be there, the bands are amazing, the art produced is incredible, the theater productions fun. Even though I have one child who prefers math/science and another child strong in language/arts, there are so many engaging choices to try, for both stimulation needs!! I love Covington and am proud to have children there.
—Submitted by a parent


Posted May 29, 2014

Covington is a great school. The new principal and teachers have gone above and beyond to bring the year to a close in a positive way. The PTA has really changed and as has sponsored some new fun events and scheduled new programs for the school next year. My kids are sad they won't be there next year. Great learning atmosphere!
—Submitted by a parent


Posted May 6, 2014

This school has come a long way in recent years. It has suffered from bad attitudes and sluggishness; too many teachers and staff (not all) have minimized their personal accountability and have been cutting corners. Naturally, some of these characteristics have carried over to the students. However, there have been several retirements (at midterm-see what I mean-uncaring). Now there is a new, enthusiastic and caring principal that has already made noticeable improvements. The future is bright!
—Submitted by a parent


Posted September 17, 2013

Covington is an amazing school with dedicated teachers who incorporate the latest instructional practices and go above and beyond to meet their students' needs. I have never failed to be treated with courtesy and respect by them. The fine arts students produce some of the best quality plays, music, and visual art I've ever experienced at the middle school level! What a tribute to the Covingtons! The kids look great in their clothes, too. They adhere to the AISD dress code now. Finally, Covington serves a diverse student population, one that accurately reflects the racial makeup of Austin. What a beautiful rainbow!
—Submitted by a parent


Posted December 11, 2012

Over the last 8 years I had 3 children attend Covington and I saw how the teachers and principals created a school culture of creativity and caring. And then in my last 2 years I saw how the Fine Arts classes, especially Theater, exploded. I am so lucky my daughter had been a part of the Theater, Band, and Art classes at Covington. Also, I'm an academic intervention tutor who's worked with hundreds of students and attended parent teacher conferences at many different schools. In comparison, Covington teachers are the best; they understand what it is to differentiate instruction for students who have dyslexia and ADHD, plus they value students who come from different backgrounds and experiences. They possess a combination of high expectations and warmth that has helped my 2 dyslexic sons and my ADHD daughter thrive and become successful in middle school, high school, and now college. I can't help but be grateful for all they've done for me and my children! By the way, the dress code is much better than it used to be.
—Submitted by a parent


Posted March 20, 2012

This is a fantastic school. From a few of the reviews below it appears parents mad about dress code (which your child, adult will follow one for the rest of their lives) and then throwing blame on school. Take reviews with a grain of salt. Most people who write reviews do so when they are mad no when they are pleased. P.S. some of these reviews are so old they are pointless. They discuss details that no longer apply to this school. If you want a feel for the school, visit it!
—Submitted by a parent


Posted March 12, 2012

This school is horrible. My daughter was so excited to start middle school and now she hates going to school. She is an honor student and behaves in class so she is mercilessly picked on every day. The other reviews were spot on about administration. They are more worried about the over bearing dress code than the behavior of the students. I have tried to speak with the assistant principal and was dismissed and told if I didn't like the dress code I should attend the campus advisory counsel meetings. I also spoke with another assistant principal that said the exact same thing. Its like they have a script they read from when parents complain. It is very clear to me that nothing is going to change with this school. The counselor is great and does her best but the administration is so bad that nothing changes. I have tried to transfer to another school in my area that is a lot better but we didn't get the transfer because we were white and the only spots left were for minorities. Well I guess my white daughters education isn't as important as the minority students to AISD. It is very sad. I guess equality doesn't pertain to white students in AISD.
—Submitted by a parent


Posted February 9, 2012

This is a school where discipline takes priority over grades. The administration staff are unnecessarily rigid and quick to punish harshly. You are lucky if you get a phone call from an assistant principal, I did not once see or speak to the principal dispite my attempts and you will never have communications with the teachers. I have been consistently spoken to as if I were to be handled and shown the door rather than have my concerns heard and addressed. This has to be the worst schoolI have been involved with. It's a shame that they don't put our childrens education first. There are some genuinely good and wonderful teachers there, but they are overshadowed by the horrible administration. Do not put your child here if you want them to learn anything.
—Submitted by a parent


Posted January 27, 2012

Between the dress code and the staff, this school was a nightmare. Communication simply does not exist between the teachers, the staff and the parents. The assistant principal was quite rude and very condescending. Like most schools, some of the teachers are good, some are bad. However, it is difficult to keep up with what assignments are due or my child's progress when the parent connection information is not completed and there is little communication. We are moving out of this district as soon as possible.
—Submitted by a parent


Posted June 3, 2011

this is my first year at covington as a 6th grader and it has been a blast so many oppurtunities you make so many good friends.the teachers make learning fun and the great thing was that i was always exited for another day of learning


Posted April 21, 2011

There is much to be desired and I agree with some reviews that maybe the school is not as great as it once was but Covington is still a good school. There are many teachers that are good and I love the Band progarm that 3 of my children have been invovled with for the past 4 yrs. I believe you make it what you want of it and we've made it the best for us. As for the dress code I wasn't to happy about it at first but in all truth school is not about fashion it's about learning. The dress code is the least of my worries.
—Submitted by a parent


Posted September 20, 2010

I think sometimes Covington gets a bad wrap but it really is a good school. My daughter transferred from West Ridge because we moved. She was put into AP classes and they really do try to challenge her. The band program is also amazing!!
—Submitted by a parent


Posted August 20, 2010

I agree with other statements regarding the overly strict dress code. It is designed to sqelch any individuality a student possesses. My grandson wore nothing but grey shirts for three years. Even coats must adhere to the approved four colors, with no contrasting trim. Boys are disciplined for forgetting to wear a belt. The office staff is rude to parents, ignoring them as long as possible and then grudgingly acknowledging their presence. The only good impression I have of the school is the music program. The orchestra teacher there a couple years ago was great.


Posted March 27, 2010

My second child is attending Covington this year as a 6th grader. I have to say after sending my first child there, that this school has absolutely gone down hill. I feel the staff has slacked off and don't want to handle the problems of the school. I would like to see the principal step up to the plate to correct the problems that have occurred this school year. What I have found after having two children in AISD is when problems arise, principals like to pretend they don't exist. As a leader of the school, I feel the principal should step up to the plate and take problems by the horns, after all, we spend good money to pay the principal of our schools. A great example of a principal is Craig Shapiro at Crockett High!
—Submitted by a parent


Posted March 26, 2010

We moved from AZ to TX last summer and enrolled our son into Covington. What a mistake that was. The so-called dress code only makes the student body look like a juvenile detention center. The kids mostly wear black. White is not allowed, because they don't want the boys wearing the over sized T-shirts. Just absurd! My son is a honor student and just wants to learn, but finds it very difficult do to the out of control students. They bus a lot of the students in, and those the students that cause all the problems. The parents get upset that there kids can't go to the dances because of their poor grades, but don't get upset about their grades. Our son is not safe at this school and we tried to transfer, but were told because he is white, he can't transfer to one of the three schools we choose.
—Submitted by a parent


Posted March 24, 2010

Covington has a great principal and staff that TRY to control the hooligans and thugs that infest it, but they just cant do it without the parental support. Children run that school. Its out of control. Doing a google search on the incidents that have happened at that school in the past year would send any concerned parent running. My daughter has attended the past 2 years, and we were able to get her transferred into another school for her 8th grade year. RUN, dont walk, away from this horrendous school
—Submitted by a parent


Posted January 6, 2010

This school is a good one. Sure we have our problems, but so does every other school. The teachers are great. People would be surprised if they just spend a day there. Most of the bad things you here about us are judged as an entire school discipline issue, when it is just a couple of students.
—Submitted by a student


Posted October 5, 2009

The best thing about Covington is the teachers and they are good; however, the military-style of directing the school teaches the children, in my opinion, how to behave in a prison instead of the real world. Thank God for the teachers who realize this manner of control is relative. It has been my experience to have felt like I am intruding when I try to reach my child at school. The person that answers the main line hardly masks an unwillingness to help when you call. Good customer service skills should be a requirement if you answer the phone.
—Submitted by a parent


Posted July 30, 2009

Covington was a great school 2 yrs ago when my daughter first attended, but as she anticipated a wonderful 7th grade yr it was aweful! She has expressed she don't want to attend Covington her 8th grade yr. The safety of the students is slim to none, the students are walking around holding hands and kissing in front of authority figures, and the educators appear to have lack of controll.
—Submitted by a parent


Posted March 28, 2009

Covington has amazing teachers who really care about the kids. The Band is the best! The directors encourage and motivate their students to be the best they can be.
—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.

206 students were tested at this school in 2011.

2011

 
 
76%

2010

 
 
81%
Math

The state average for Math was 83% in 2011.

201 students were tested at this school in 2011.

2011

 
 
78%

2010

 
 
83%
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.

264 students were tested at this school in 2011.

2011

 
 
88%

2010

 
 
80%
Math

The state average for Math was 81% in 2011.

269 students were tested at this school in 2011.

2011

 
 
76%

2010

 
 
83%
Writing

The state average for Writing was 94% in 2011.

262 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
89%
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.

226 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
96%
Math

The state average for Math was 73% in 2011.

222 students were tested at this school in 2011.

2011

 
 
84%

2010

 
 
81%
Science

The state average for Science was 79% in 2011.

222 students were tested at this school in 2011.

2011

 
 
76%

2010

 
 
66%
Social Studies

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

223 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
91%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

All Students76%
Female78%
Male74%
Black or African American67%
Asiann/a
Hispanic73%
American Indian or Alaska Nativen/a
White85%
Economically disadvantaged71%
Not economically disadvantaged87%
Special education50%
Not special education79%
Limited English proficient (LEP)50%
Proficient in English77%
Migrantn/a
Not migrant76%
Gifted/talented100%

Math

All Students78%
Female77%
Male79%
Black or African American61%
Asiann/a
Hispanic75%
American Indian or Alaska Nativen/a
White88%
Economically disadvantaged71%
Not economically disadvantaged93%
Special education44%
Not special education81%
Limited English proficient (LEP)41%
Proficient in English81%
Migrantn/a
Not migrant78%
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 Students88%
Female89%
Male86%
Black or African American69%
Asiann/a
Hispanic85%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged83%
Not economically disadvantaged95%
Special education63%
Not special education89%
Limited English proficient (LEP)67%
Proficient in English90%
Migrantn/a
Not migrant88%
Gifted/talented94%

Math

All Students76%
Female78%
Male74%
Black or African American47%
Asiann/a
Hispanic72%
American Indian or Alaska Nativen/a
White91%
Economically disadvantaged68%
Not economically disadvantaged90%
Special education52%
Not special education78%
Limited English proficient (LEP)42%
Proficient in English80%
Migrantn/a
Not migrant76%
Gifted/talented89%

Writing

All Students92%
Female96%
Male89%
Black or African American81%
Asiann/a
Hispanic92%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged90%
Not economically disadvantaged96%
Special education82%
Not special education93%
Limited English proficient (LEP)82%
Proficient in English93%
Migrantn/a
Not migrant92%
Gifted/talented94%
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 Students95%
Female95%
Male95%
Black or African American100%
Asiann/a
Hispanic92%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged94%
Not economically disadvantaged95%
Special education88%
Not special education95%
Limited English proficient (LEP)68%
Proficient in English98%
Migrantn/a
Not migrant95%
Gifted/talented100%

Math

All Students84%
Female81%
Male87%
Black or African American93%
Asiann/a
Hispanic78%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged80%
Not economically disadvantaged91%
Special education62%
Not special education86%
Limited English proficient (LEP)60%
Proficient in English87%
Migrantn/a
Not migrant84%
Gifted/talented94%

Science

All Students76%
Female69%
Male81%
Black or African American86%
Asiann/a
Hispanic69%
American Indian or Alaska Nativen/a
White89%
Economically disadvantaged73%
Not economically disadvantaged80%
Special education53%
Not special education77%
Limited English proficient (LEP)42%
Proficient in English80%
Migrantn/a
Not migrant76%
Gifted/talented89%

Social Studies

All Students90%
Female86%
Male93%
Black or African American100%
Asiann/a
Hispanic87%
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged88%
Not economically disadvantaged93%
Special education68%
Not special education92%
Limited English proficient (LEP)80%
Proficient in English91%
Migrantn/a
Not migrant90%
Gifted/talented94%
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.

187 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
65%
Math

The state average for Math was 74% in 2013.

185 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
79%
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.

195 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
72%
Math

The state average for Math was 71% in 2013.

197 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
62%
Writing

The state average for Writing was 70% in 2013.

203 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
66%
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.

211 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
78%
Math

The state average for Math was 77% in 2013.

166 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
66%
Science

The state average for Science was 75% in 2013.

216 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
68%
Social Studies

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

217 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
46%
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.

46 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
96%
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 Students61%
Female66%
Male57%
Black or African American54%
Asiann/a
Hispanic56%
Multiracial67%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White76%
Economically disadvantaged59%
Not economically disadvantaged67%
Special education33%
Not special education65%
Limited English proficient (LEP)23%
Proficient in English67%
Migrantn/a
Not migrant61%
Gifted/talented89%
Not Gifted60%
Bilingualn/a

Math

All Students68%
Female66%
Male69%
Black or African American73%
Asiann/a
Hispanic61%
Multiracial67%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White83%
Economically disadvantaged62%
Not economically disadvantaged81%
Special education36%
Not special education72%
Limited English proficient (LEP)40%
Proficient in English72%
Migrantn/a
Not migrant68%
Gifted/talented100%
Not Gifted66%
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 Students72%
Female72%
Male72%
Black or African American50%
Asian100%
Hispanic66%
Multiracial82%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged66%
Not economically disadvantaged84%
Special education43%
Not special education75%
Limited English proficient (LEP)24%
Proficient in English76%
Migrantn/a
Not migrant72%
Gifted/talented95%
Not Gifted69%
Bilingualn/a

Math

All Students68%
Female64%
Male71%
Black or African American44%
Asian80%
Hispanic64%
Multiracial73%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White84%
Economically disadvantaged57%
Not economically disadvantaged89%
Special education46%
Not special education71%
Limited English proficient (LEP)44%
Proficient in English69%
Migrantn/a
Not migrant68%
Gifted/talented95%
Not Gifted64%
Bilingualn/a

Writing

All Students71%
Female77%
Male66%
Black or African American56%
Asian100%
Hispanic66%
Multiracial82%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged66%
Not economically disadvantaged83%
Special education31%
Not special education77%
Limited English proficient (LEP)16%
Proficient in English77%
Migrantn/a
Not migrant71%
Gifted/talented95%
Not Gifted69%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students78%
Female83%
Male74%
Black or African American76%
Asian67%
Hispanic75%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged70%
Not economically disadvantaged94%
Special education22%
Not special education86%
Limited English proficient (LEP)33%
Proficient in English82%
Migrantn/a
Not migrant78%
Gifted/talented100%
Not Gifted78%
Bilingualn/a

Math

All Students63%
Female60%
Male65%
Black or African American57%
Asiann/a
Hispanic60%
Multiracial60%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White75%
Economically disadvantaged53%
Not economically disadvantaged85%
Special education26%
Not special education69%
Limited English proficient (LEP)44%
Proficient in English65%
Migrantn/a
Not migrant63%
Gifted/talentedn/a
Not Gifted63%
Bilingualn/a

Science

All Students65%
Female64%
Male66%
Black or African American59%
Asian80%
Hispanic59%
Multiracial75%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged58%
Not economically disadvantaged80%
Special education11%
Not special education73%
Limited English proficient (LEP)22%
Proficient in English69%
Migrantn/a
Not migrant65%
Gifted/talented100%
Not Gifted63%
Bilingualn/a

Social Studies

All Students57%
Female59%
Male55%
Black or African American35%
Asiann/a
Hispanic50%
Multiracial88%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White79%
Economically disadvantaged48%
Not economically disadvantaged77%
Special education7%
Not special education65%
Limited English proficient (LEP)11%
Proficient in English62%
Migrantn/a
Not migrant57%
Gifted/talented100%
Not Gifted55%
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 Students96%
Female91%
Male100%
Black or African Americann/a
Asiann/a
Hispanic92%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged92%
Not economically disadvantaged100%
Special educationn/a
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English96%
Migrantn/a
Not migrant96%
Gifted/talented88%
Not Gifted97%
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 "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 60% 52%
White 26% 29%
Black 8% 13%
Asian or Pacific Islander 3% 4%
Two or more races 3% 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) 14%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 Librarian/media specialist(s)
School social worker/counselors(s)
Read more about programs at this school
Source: Provided by school community.

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School basics

School Leader's name
  • CANDACE HUGHES
Fax number
  • (512) 892-4547

Resources

Staff resources available to students
  • Librarian/media specialist(s)
  • School social worker/counselors(s)
Transportation options
  • Buses/vans for students only
School facilities
  • Cafeteria
  • Library
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 »

Sports

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

Arts & music

Music
  • Band
  • Choir / Chorus
  • Orchestra
Note: Data provided by community members,
needs to be verified by school leaders.

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3700 Convict Hill Road
Austin, TX 78749
Phone: (512) 414-3276

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