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Teacher quality
Principal leadership
Parent involvement
I'm now entering my 4th year (2nd child) at Small. I've been pleased with the academic environment and the teaching staff as a whole with my older son. The only negative interaction experienced with an academic teacher did have to be escalated to AP and then Principal attention, with the involvement of the counselor as well, but was ultimately resolved to everyone's satisfaction. There is a lack of coddling at Small - and it would seem that many people factor that in negatively. I do not have a special needs child, so I can't speak to the lack of support others cite, but I will say I have never had any issues in communicating with Mrs. Taylor; she answers my emails promptly and any questions I have for her I can express and discuss at her monthly coffees, which are open to all parents and widely advertised. My older son thrived socially and academically at Small. His core group of friends from Mills did not attend Small, requiring him to make new friends and establish a new base - which he did quickly and kept for 3 years. He is now at LASA, along with many other Small kids, and Small more than prepared him for this academically rigorous high school.
—Submitted by a parent
I have to say, if it weren't for an excellent Band program, a wonderful Art teacher, and the fact that all her friends go to this school, my daughter would not be attending Small anymore. She used to be a straight A honor student who developed a panic disorder in this hostile and bullying environment. Some teachers use constant threats as the only way to maintain their authority. A substitute who led the advanced Pre-AP math class in the last grading period of the year taught nothing to the kids, but simply handed out papers and distributed failed grades. We found out that asking for understanding and support received no positive response from some teachers, it even evoked a thoroughly negative reaction from the Dance teacher who spitefully failed my daughter, due to a few officially Dr-excused absences. The school's principal, Ms. Taylor, consistently neglected to respond to emails or letters. I would strongly advise anyone with a very bright but sensitive child to stay away from this school.
—Submitted by a parent
Great school.The teachers here are much more professional, the curriculum is more complete and frendly. He is so happy.
—Submitted by a parent
The teachers seem to provide overall good instruction. Some of the teachers are excellent. Unfortunately, I have to agree with some previous postings that Small could definitely improve in serving students with disabilities.
—Submitted by a parent
I am so pleased with Small Middle School. My son left a local private school that just wasn't performing as well as it once did and enrolled in the 7th grade at Small. He is so happy here! It seems as though it would be the opposite but my son much prefers the learning environment at Small versus that in the private school he left. The teachers here are much more professional, the curriculum is more complete and the incessant, social drama, (for both students and parents), of the small, private school is gone!
—Submitted by a parent
I hate to say it, but 'I hear you.' Unless you are a fearless, persistent advocate for your child and know all the workings of the special education system, Small is a hostile place for your child.
—Submitted by a parent
Absolutely speechless about the lack of caring for students who have learning challenges. One teacher didn't wish to discuss students grade because she knew he had failed. The whole system is broken and the teachers are intimidated to tell the truth. So dear educators is this the kind of role model you think we shouldbe for out future leaders. I dare say not!
As with all schools there is always room for improvement, but the sign of a good school is a school which is willing and able to change to suit the student population. Small is such a school. With wonderful leadership and a good staff (there are always exceptions in any school as far as teachers) Small's teachers generally help students achieve to the best of their abilities and beyond. More parent volunteers and mentors would be nice.
—Submitted by a parent
I've had (2) kids attend Small, the youngest of which will move on to high school next year. I've been very pleased overall. The few times I've had concerns I've approached the teacher and was able to work it out. I've heard comments from teachers in high school that Small students are often more prepared academically in some areas than other area middle school students.
—Submitted by a parent
I am a special ed student at Clint Small Middle School. The administration only pays attention to the bad kids and the kids who are failing. I get good grades, so they don't think I need help, but I do. They don't believe what the good kids say, and just think you're lying. They don't listen to the parents either. They only care about what the teachers say. A lot of students need help with social communication, but the school will not provide it unless you get into fist fights or are failing your classes. This school is very good if you don't have any 'special needs.'
—Submitted by a student
Very good communication with teachers and parents. Violent behavior not accepted! Excellent School!
—Submitted by a parent
This school has a great learning enviornment that anyone can adapt to! It gives stundents room to grow while discovering their niche in life. Clint Small supplies great skills for anyone who attends! I am proud to say that Clint Small is excellent.
—Submitted by a student
The counselors tend to cater to the parents that are most involved. There are a few questionable teachers but other than that it's ok.
—Submitted by a parent
I went to Clint Small from the 2nd semester of 6th grade through 8th grade. It was an amazing experience. I could not have asked for a better school or better teachers. At Small, the teachers actually do care about each and every student, and it shows. If you're having a personal problem or falling behind, they help you out. I learned so much here, and am very prepared for highschool. I would definetly recomend this school to everyone.
—Submitted by a former student
My child left a small private school to attend Clint Small Middle School in her 7th grade year. She is thriving, we are thrilled. She was warmly welcomed by teachers and students, alleviating our fears about transitioning a middle-schooler to another environment with different kids. The athletics program in particular with its wonderful coaches/mentors has been outstanding in helping create a healthy and robust social life for my daughter, especially with other girls. We are very pleased with Clint Small Middle School and would recommend it to anyone.
—Submitted by a parent
I was extremely happy with my son's entire middle school experience at Small. The 6ht grade staff made that extra effort to make sure the freshmen did not get lost in the crowd. He was happy with almost all his teachers--quite a feat for a boy that hated elementary school. He's a sophomore in high school now, but I credit Small and its wonderful teachers for turning his attitude around.
—Submitted by an administrator
my daughter loves middle school this year. Teachers keep you updated with grades and let you know if any intervention is needed. It's a big school, but feels more like a large family.
—Submitted by a parent
I'm absolutely thrilled w/our kids Jr. High. We've been extremely lucky w/Oak Hill elementary and now Clint Small. The class choices for the students are great!
—Submitted by a parent
Clint Small is the best. The teachers are so great in every grade. The kids are so nice and spirited, and excell more than any school I know! Plus the cheerleaders are awesome!!
—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.
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 state average for Math was 83% in 2011.
314 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 84% in 2011.
312 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for Math was 81% in 2011.
288 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 86% in 2011.
291 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Writing was 94% in 2011.
284 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for Math was 73% in 2011.
299 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 85% in 2011.
301 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 79% in 2011.
292 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Social Studies was 95% in 2011.
294 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
| All Students | 82% |
| Female | 82% |
| Male | 81% |
| Black or African American | 50% |
| Asian | 100% |
| Hispanic | 72% |
| American Indian or Alaska Native | n/a |
| White | 91% |
| Economically disadvantaged | 64% |
| Not economically disadvantaged | 92% |
| Special education | 50% |
| Not special education | 83% |
| Limited English proficient (LEP) | 65% |
| Proficient in English | 83% |
| Migrant | n/a |
| Non-migrant | 82% |
| Gifted/talented | 100% |
| All Students | 85% |
| Female | 89% |
| Male | 81% |
| Black or African American | 50% |
| Asian | 100% |
| Hispanic | 79% |
| American Indian or Alaska Native | n/a |
| White | 92% |
| Economically disadvantaged | 72% |
| Not economically disadvantaged | 92% |
| Special education | 67% |
| Not special education | 85% |
| Limited English proficient (LEP) | 65% |
| Proficient in English | 86% |
| Migrant | n/a |
| Non-migrant | 85% |
| Gifted/talented | 100% |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. 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
| All Students | 86% |
| Female | 85% |
| Male | 87% |
| Black or African American | 68% |
| Asian | 100% |
| Hispanic | 81% |
| American Indian or Alaska Native | n/a |
| White | 91% |
| Economically disadvantaged | 77% |
| Not economically disadvantaged | 91% |
| Special education | 29% |
| Not special education | 88% |
| Limited English proficient (LEP) | 72% |
| Proficient in English | 88% |
| Migrant | n/a |
| Non-migrant | 86% |
| Gifted/talented | 94% |
| All Students | 93% |
| Female | 95% |
| Male | 92% |
| Black or African American | 91% |
| Asian | 94% |
| Hispanic | 90% |
| American Indian or Alaska Native | n/a |
| White | 96% |
| Economically disadvantaged | 90% |
| Not economically disadvantaged | 96% |
| Special education | 60% |
| Not special education | 95% |
| Limited English proficient (LEP) | 63% |
| Proficient in English | 96% |
| Migrant | n/a |
| Non-migrant | 93% |
| Gifted/talented | 94% |
| All Students | 98% |
| Female | 99% |
| Male | 97% |
| Black or African American | 100% |
| Asian | 100% |
| Hispanic | 94% |
| American Indian or Alaska Native | n/a |
| White | 99% |
| Economically disadvantaged | 96% |
| Not economically disadvantaged | 98% |
| Special education | 100% |
| Not special education | 97% |
| Limited English proficient (LEP) | 88% |
| Proficient in English | 98% |
| Migrant | n/a |
| Non-migrant | 98% |
| Gifted/talented | 100% |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. 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
| All Students | 91% |
| Female | 92% |
| Male | 91% |
| Black or African American | 82% |
| Asian | 85% |
| Hispanic | 88% |
| American Indian or Alaska Native | n/a |
| White | 95% |
| Economically disadvantaged | 81% |
| Not economically disadvantaged | 95% |
| Special education | 75% |
| Not special education | 92% |
| Limited English proficient (LEP) | 82% |
| Proficient in English | 92% |
| Migrant | n/a |
| Non-migrant | 91% |
| Gifted/talented | 100% |
| All Students | 97% |
| Female | 98% |
| Male | 96% |
| Black or African American | 91% |
| Asian | 92% |
| Hispanic | 95% |
| American Indian or Alaska Native | n/a |
| White | 99% |
| Economically disadvantaged | 90% |
| Not economically disadvantaged | 99% |
| Special education | 93% |
| Not special education | 97% |
| Limited English proficient (LEP) | 81% |
| Proficient in English | 98% |
| Migrant | n/a |
| Non-migrant | 97% |
| Gifted/talented | 100% |
| All Students | 84% |
| Female | 81% |
| Male | 89% |
| Black or African American | 36% |
| Asian | 83% |
| Hispanic | 79% |
| American Indian or Alaska Native | n/a |
| White | 91% |
| Economically disadvantaged | 65% |
| Not economically disadvantaged | 92% |
| Special education | 40% |
| Not special education | 86% |
| Limited English proficient (LEP) | 80% |
| Proficient in English | 84% |
| Migrant | n/a |
| Non-migrant | 84% |
| Gifted/talented | 94% |
| All Students | 96% |
| Female | 95% |
| Male | 96% |
| Black or African American | 73% |
| Asian | 100% |
| Hispanic | 93% |
| American Indian or Alaska Native | n/a |
| White | 99% |
| Economically disadvantaged | 88% |
| Not economically disadvantaged | 99% |
| Special education | 100% |
| Not special education | 95% |
| Limited English proficient (LEP) | 87% |
| Proficient in English | 96% |
| Migrant | n/a |
| Non-migrant | 96% |
| Gifted/talented | 100% |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. 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
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
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
Asian
Hispanic
White
All students
Economically disadvantaged
Not economically disadvantaged
Special education
Not special education
English language learners
Proficient in English
Non-migrant
Gifted/talented
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 61% | 34% | ||
| Hispanic | 28% | 48% | ||
| Asian/Pacific Islander | 5% | 4% | ||
| Black | 5% | 14% | ||
| American Indian/Alaska Native | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Special education | 12% | N/A | 10% |
| Gifted/talented students | 8% | N/A | 8% |
| Limited English proficient (LEP) | 5% | N/A | 17% |
| Economically disadvantaged | 18% | N/A | 55% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 16 | N/A | 15 |
| This school | District average | State average | |
|---|---|---|---|
| Beginning teachers | 9% | N/A | 8% |
| 1 to 5 years | 12% | N/A | 30% |
| 6 to 10 years | 15% | N/A | 20% |
| 11 to 20 years | 32% | N/A | 23% |
| 21 or more years | 31% | N/A | 19% |
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4801 Monterey Oaks Blvd
Austin,
TX 78749
Phone: (512) 841-6700
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