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GreatSchools Rating

Small Middle School

Public | 6-8 | 968 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 3 ratings
2012:
Based on 4 ratings
2011:
Based on 1 rating

Teacher quality

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26 reviews of this school


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Posted June 25, 2014

CSMS is a really awesome school! I'm going to go into my 2nd year (7th grade) in Middle School and 6th grade was really fun! We did have a lot of projects and a lot of fights happened this year, but Clint Small is really great school and wish I could come back next year. I made a lot of new friends and Clint Small made this really memorable.


Posted January 19, 2014

We moved into the district about a month before school started, and my daughter has now completed over half of her 6th grade year at Small. She's very happy. She's in the Gifted and Talented program and feels like she's being challenged enough to stay interested, but not so much that it takes over her life. The 6th grade counselor has been wonderful, the principal responded to an email question very quickly and thoroughly, and the teachers have all come across quite reasonably when we've interacted. Oh, and the GT coordinator has taken plenty of time to explain the program and allay our fears (we came from an academic magnet school in Seattle). The proof for us is that our daughter is happy on her way to school and happy when she arrives home. I asked her about bullying, and she says she hasn't noticed anything. So that may be an issue in certain circles, but hasn't affected us. Hopefully it never will.
—Submitted by a parent


Posted October 14, 2013

Just feel the need to respond to the previous review. Academics mean nothing if there is so much bullying and drama that your kid cannot concentrate on their work. Discipline, rules, etc have to come first. The improvement I've seen in my child's grades since leaving small is remarkable.
—Submitted by a parent


Posted October 9, 2013

Because of my husbands work, we unfortunately moved around a lot. My son attended 4 different junior highs and is now in his senior year (he's doing Connexus online public school - which has been a God send - highly recommend it). We were talking about the best and worst schools he went to the other day and he said Patton Elementary (attended for 3 years) and Small JH (he attended for 1 year) were the best. He said he was actually challenged academically there. He also spoke highly of Pillow Elementary in North Austin. My point is, Small may have it's issues, but compared to other schools it's at the top of the list.
—Submitted by a parent


Posted August 25, 2013

This is my third year at small. It's amazing how half the teachers are extremely helpfull and the other half have no intrist in most of the kids. My peers are very two-faced. At least via my experience. They need to change the staff. No one can do anything about the students attitudes'. I loved Mrs. V, Mrs. Brown, and Mrs. Smith out of my core classes. I hated advanced theatre with Mrs. Hall. She was very negative to my group and it was stressful. Cheer wasn't that fun because everyone grouped off, but the beginning of this year has been great with this group. I think it will be a great year though. Honestly, I'm just scared of this years teacher, even though I've heard half of them are great.


Posted August 30, 2012

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


Posted May 29, 2012

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


Posted May 29, 2012

Great school.The teachers here are much more professional, the curriculum is more complete and frendly. He is so happy.
—Submitted by a parent


Posted May 15, 2012

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


Posted November 22, 2011

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


Posted December 11, 2009

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


Posted November 3, 2009

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!


Posted April 18, 2009

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


Posted May 28, 2008

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


Posted March 28, 2008

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


Posted February 20, 2008

Very good communication with teachers and parents. Violent behavior not accepted! Excellent School!
—Submitted by a parent


Posted July 18, 2007

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


Posted June 10, 2007

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


Posted August 5, 2006

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


Posted February 24, 2006

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


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.

312 students were tested at this school in 2011.

2011

 
 
85%

2010

 
 
94%
Math

The state average for Math was 83% in 2011.

314 students were tested at this school in 2011.

2011

 
 
82%

2010

 
 
88%
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.

291 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
89%
Math

The state average for Math was 81% in 2011.

288 students were tested at this school in 2011.

2011

 
 
86%

2010

 
 
87%
Writing

The state average for Writing was 94% in 2011.

284 students were tested at this school in 2011.

2011

 
 
98%

2010

 
 
95%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

301 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
97%
Math

The state average for Math was 73% in 2011.

299 students were tested at this school in 2011.

2011

 
 
91%

2010

 
 
94%
Science

The state average for Science was 79% in 2011.

292 students were tested at this school in 2011.

2011

 
 
84%

2010

 
 
90%
Social Studies

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

294 students were tested at this school in 2011.

2011

 
 
96%

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 Students85%
Female89%
Male81%
Black or African American50%
Asian100%
Hispanic79%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged72%
Not economically disadvantaged92%
Special education67%
Not special education85%
Limited English proficient (LEP)65%
Proficient in English86%
Migrantn/a
Not migrant85%
Gifted/talented100%

Math

All Students82%
Female82%
Male81%
Black or African American50%
Asian100%
Hispanic72%
American Indian or Alaska Nativen/a
White91%
Economically disadvantaged64%
Not economically disadvantaged92%
Special education50%
Not special education83%
Limited English proficient (LEP)65%
Proficient in English83%
Migrantn/a
Not migrant82%
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 Students93%
Female95%
Male92%
Black or African American91%
Asian94%
Hispanic90%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged90%
Not economically disadvantaged96%
Special education60%
Not special education95%
Limited English proficient (LEP)63%
Proficient in English96%
Migrantn/a
Not migrant93%
Gifted/talented94%

Math

All Students86%
Female85%
Male87%
Black or African American68%
Asian100%
Hispanic81%
American Indian or Alaska Nativen/a
White91%
Economically disadvantaged77%
Not economically disadvantaged91%
Special education29%
Not special education88%
Limited English proficient (LEP)72%
Proficient in English88%
Migrantn/a
Not migrant86%
Gifted/talented94%

Writing

All Students98%
Female99%
Male97%
Black or African American100%
Asian100%
Hispanic94%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged96%
Not economically disadvantaged98%
Special education100%
Not special education97%
Limited English proficient (LEP)88%
Proficient in English98%
Migrantn/a
Not migrant98%
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 Students97%
Female98%
Male96%
Black or African American91%
Asian92%
Hispanic95%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged90%
Not economically disadvantaged99%
Special education93%
Not special education97%
Limited English proficient (LEP)81%
Proficient in English98%
Migrantn/a
Not migrant97%
Gifted/talented100%

Math

All Students91%
Female92%
Male91%
Black or African American82%
Asian85%
Hispanic88%
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged81%
Not economically disadvantaged95%
Special education75%
Not special education92%
Limited English proficient (LEP)82%
Proficient in English92%
Migrantn/a
Not migrant91%
Gifted/talented100%

Science

All Students84%
Female81%
Male89%
Black or African American36%
Asian83%
Hispanic79%
American Indian or Alaska Nativen/a
White91%
Economically disadvantaged65%
Not economically disadvantaged92%
Special education40%
Not special education86%
Limited English proficient (LEP)80%
Proficient in English84%
Migrantn/a
Not migrant84%
Gifted/talented94%

Social Studies

All Students96%
Female95%
Male96%
Black or African American73%
Asian100%
Hispanic93%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged88%
Not economically disadvantaged99%
Special education100%
Not special education95%
Limited English proficient (LEP)87%
Proficient in English96%
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

The state average for English Language Arts was 71% in 2013.

348 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
83%
Math

The state average for Math was 74% in 2013.

342 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
78%
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.

305 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
83%
Math

The state average for Math was 71% in 2013.

218 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
83%
Writing

The state average for Writing was 70% in 2013.

305 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
83%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 84% in 2013.

332 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
88%
Math

The state average for Math was 77% in 2013.

330 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
84%
Science

The state average for Science was 75% in 2013.

331 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
84%
Social Studies

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

332 students were tested at this school in 2013.

2013

 
 
73%

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.

69 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%
Algebra II

The state average for Algebra II was 97% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Biology I

The state average for Biology I was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Chemistry

The state average for Chemistry was 84% in 2013.

2013

 
 
n/a

2012

 
 
n/a
English I Reading

The state average for English I Reading was 65% in 2013.

2013

 
 
n/a

2012

 
 
n/a
English I Writing

The state average for English I Writing was 48% in 2013.

2013

 
 
n/a

2012

 
 
n/a
English II Reading

The state average for English II Reading was 78% in 2013.

2013

 
 
n/a

2012

 
 
n/a
English II Writing

The state average for English II Writing was 52% in 2013.

2013

 
 
n/a

2012

 
 
n/a
English III Reading

The state average for English III Reading was 63% in 2013.

2013

 
 
n/a

2012

 
 
n/a
English III Writing

The state average for English III Writing was 42% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Geometry

The state average for Geometry was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Physics

The state average for Physics was 81% in 2013.

2013

 
 
n/a

2012

 
 
n/a
U.S. History

The state average for U.S. History was 73% in 2013.

2013

 
 
n/a

2012

 
 
n/a
World Geography

The state average for World Geography was 75% in 2013.

2013

 
 
n/a

2012

 
 
n/a
World History

The state average for World History was 70% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

All Students81%
Female83%
Male79%
Black or African American69%
Asian73%
Hispanic74%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged68%
Not economically disadvantaged89%
Special education32%
Not special education85%
Limited English proficient (LEP)57%
Proficient in English83%
Migrantn/a
Not migrant81%
Gifted/talented100%
Not Gifted79%
Bilingualn/a

Math

All Students80%
Female79%
Male81%
Black or African American50%
Asian85%
Hispanic72%
Multiracial95%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged69%
Not economically disadvantaged87%
Special education44%
Not special education82%
Limited English proficient (LEP)63%
Proficient in English81%
Migrantn/a
Not migrant80%
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 Students85%
Female87%
Male84%
Black or African American92%
Asian86%
Hispanic79%
Multiracial91%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged78%
Not economically disadvantaged89%
Special education58%
Not special education88%
Limited English proficient (LEP)33%
Proficient in English89%
Migrantn/a
Not migrant85%
Gifted/talented100%
Not Gifted84%
Bilingualn/a

Math

All Students83%
Female81%
Male86%
Black or African American83%
Asian86%
Hispanic83%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White81%
Economically disadvantaged79%
Not economically disadvantaged86%
Special education83%
Not special education83%
Limited English proficient (LEP)69%
Proficient in English84%
Migrantn/a
Not migrant83%
Gifted/talented100%
Not Gifted83%
Bilingualn/a

Writing

All Students81%
Female83%
Male78%
Black or African American75%
Asian93%
Hispanic74%
Multiracial91%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged64%
Not economically disadvantaged90%
Special education54%
Not special education83%
Limited English proficient (LEP)48%
Proficient in English83%
Migrantn/a
Not migrant81%
Gifted/talented96%
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 Students89%
Female92%
Male87%
Black or African American72%
Asian100%
Hispanic86%
Multiracial83%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White95%
Economically disadvantaged85%
Not economically disadvantaged92%
Special education65%
Not special education91%
Limited English proficient (LEP)82%
Proficient in English90%
Migrantn/a
Not migrant89%
Gifted/talented100%
Not Gifted89%
Bilingualn/a

Math

All Students84%
Female86%
Male81%
Black or African American69%
Asian100%
Hispanic73%
Multiracial76%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White95%
Economically disadvantaged72%
Not economically disadvantaged90%
Special education70%
Not special education84%
Limited English proficient (LEP)55%
Proficient in English85%
Migrantn/a
Not migrant84%
Gifted/talented100%
Not Gifted82%
Bilingualn/a

Science

All Students83%
Female83%
Male84%
Black or African American53%
Asian100%
Hispanic74%
Multiracial83%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White95%
Economically disadvantaged69%
Not economically disadvantaged91%
Special education38%
Not special education86%
Limited English proficient (LEP)50%
Proficient in English84%
Migrantn/a
Not migrant83%
Gifted/talented100%
Not Gifted82%
Bilingualn/a

Social Studies

All Students73%
Female71%
Male74%
Black or African American55%
Asian100%
Hispanic60%
Multiracial67%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged55%
Not economically disadvantaged83%
Special education36%
Not special education75%
Limited English proficient (LEP)40%
Proficient in English74%
Migrantn/a
Not migrant73%
Gifted/talented96%
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%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged100%
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Not migrant100%
Gifted/talented100%
Not Gifted100%
Bilingualn/a

Algebra II

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

Biology I

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

Chemistry

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

English I Reading

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

English I Writing

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

English II Reading

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

English II Writing

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

English III Reading

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

English III Writing

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

Geometry

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

Physics

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

U.S. History

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

World Geography

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

World History

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

About the tests


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

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

Source: Texas Education Agency

  • In 2010-2011, this school was rated "Academically Acceptable".
  • In 2009-2010, this school was rated "Recognized".
  • In 2008-2009, this school was rated "Academically Acceptable".

About the tests


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

Source: Texas Education Agency

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
Hispanic 43% 52%
White 43% 29%
Asian or Pacific Islander 5% 4%
Two or more races 5% 2%
Black 4% 13%
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 2%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

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

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Special education / special needs

Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students

Arts & music

Staff resources available to students
  • Art teacher(s)
  • Music teacher(s)
Visual arts
  • Drawing / sketching
Music
  • Band
  • Choir / Chorus
  • Instrumental music lessons
  • Orchestra

Language learning

Foreign languages taught
  • American sign language
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students

Health & athletics

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

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School basics

Before school or after school care / program onsite
  • After school
School Leader's name
  • AMY TAYLOR
Fax number
  • (512) 841-6703

Programs

Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Foreign languages taught
  • American sign language
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students

Resources

Staff resources available to students
  • Art teacher(s)
  • Assistant principal(s)
  • Cooking/Nutrition teacher(s)
  • Librarian/media specialist(s)
  • Music teacher(s)
  • School social worker/counselors(s)
Extra learning resources offered
  • Counseling
Transportation options
  • Buses/vans for students only
School facilities
  • Cafeteria
  • Library
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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

Sports

Boys sports
  • Basketball
  • Football
Girls sports
  • Basketball
  • Cheerleading
  • Soccer
  • Swimming
  • Tennis

Arts & music

Visual arts
  • Drawing / sketching
Music
  • Band
  • Choir / Chorus
  • Instrumental music lessons
  • Orchestra
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Upcoming Events

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School culture

Dress Code
  • Dress code
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Apply

To learn more about enrolling, please call the school.
 

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

 
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4801 Monterey Oaks Boulevard
Austin, TX 78749
Phone: (512) 841-6700

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