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GreatSchools Rating

Cedars International Academy

Charter | PK-8 | 250 students

 

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Living in Austin

Situated in an urban neighborhood. The median home value is $124,100. The average monthly rent for a 2 bedroom apartment is $830.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 1 rating
2012:
No new ratings
2011:
Based on 8 ratings

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33 reviews of this school


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Posted April 8, 2014

I love and appreciate the team here at Cedars! This has been a challenging year for my son and I due to family transitions and I truly feel like the decision we made to come to Cedars has been one of the best decisions we have ever made. My son likes coming to Cedars and I believe that is largely due to the fact that he feels loved and supported here, which has been extremely helpful for us this year. "It takes a village to raise a child", and I feel privileged to be a part of this village. Thank you Cedars for your continued support!
—Submitted by a parent


Posted February 3, 2014

I have to disagree with the post on June 25, 2013. I am a parent and have been a parent for the past 7 years. I have never experienced any issues with the communications with the school or any of the teachers. The school does parent orientation at the beginning of every year where they go over the various ways to receive communication, they give parents access to review grades online any time, and the teachers communicate well through email. All a parent needs to do is contact the front office to gain access to the online grades. I have found that by communicating regularly through email with the teachers & asking how my children are doing, that the same level of communication is reciprocated.
—Submitted by a parent


Posted June 25, 2013

I cannot speak this on all the teachers at Cedars International Academy, but there is a lack of communication from the teachers to the parents. Teachers are not informing parents prior to a child's grades declining. There is no indication of problems, until the progress report comes out and a shortage in time for the problem to be corrected. This school has the potential to be a great school, yet if the communication system is not improved, student academic rated will decline.
—Submitted by a parent


Posted September 9, 2011

I disagree with this negative review as both a school staff member and a parent. As a member of the staff, I am proud to say that we have made major strides here at Cedars in both terms of academics and school culture. Academically, we are a recognized school where our students' learning is our number one priority. As a school, we have become a tight knit group and that learns from each other. I am proud to say that we only had to hire 2 new teachers this year (we have a total of 15 certified teachers on staff). As a parent, I am very selective in where I send my children. All of my other children attended private schools in elementary. Yet, I am proud that my child attends Cedars. His teacher is phenomenal! She is innovative, caring, highly structured and caters instruction to his needs. The administrative team is positive and the members are very invested in the community as instructional leaders and school families. Discipline and structure guidelines have been in place since before school started this year. This is one community that is moving forward in a positive and exciting manner!
—Submitted by a teacher


Posted July 31, 2011

This is a great elementary school, however, administration does not know how to handle middle school. The discipline policy is reactive rather than proactive, which reinforces terrible habits in students. In addition, teachers are given insufficient amount of time to properly prepare lessons. The teacher retention rate speaks for itself.
—Submitted by a teacher


Posted March 18, 2011

This school has provided my students with everything they need to be successful. I am very happy with the progress they are making. Dr. Diaz is very easy to talk to and willing to listen to the parents. I especially like the diversity of the population at this school
—Submitted by a parent


Posted March 4, 2011

The school has what schools around it need to have. It provides its students with hands on learning, small class size, and teachers that strive to ensure the students exceed their own expectations. It may be smaller in size, but it makes up for it in education, dedication, and individuality. I would definitely recommend this school for parents looking for a new school for their child(ren).
—Submitted by a parent


Posted March 4, 2011

I read some of the reviews and I honestly have no idea what some people are saying. My children have been at the school for over two years and their teachers are absolutely wonderful. Some work does come from edhelper, which many schools use! What is so bad about it? Its a great website, that allows students to get presented with information being taught in class a number of times. However, they don't just use edhelper, other educational books are used. Test scores for my children, as well as other parents I've talked to have increased. The teachers work hard and are dedicated to the students, You get what you can't get at the surrounding schools. They have smaller class sizes, hands on learning, and interactive teaching techniques. They are just wonderful.
—Submitted by a parent


Posted March 3, 2011

The staff & teachers are very caring and make the school feel like a community.My children have been at Cedars over 4 years and during this time they have developed strong study habbits and have built a solid learning foundation.
—Submitted by a parent


Posted January 12, 2011

This is my sons second year at CIA and he is very happy to be here. The principal and staff share a very cohesive working relationship. The staff is dedicated to building an environment of academic and social growth. The PTO is also a very important asset to the campus, working tirelessly for the needs of the students.
—Submitted by a parent


Posted January 6, 2011

Great students, teachers, and staff. Wonderful warm inviting environment. Challenging curriculum, great cafeteria, growing campus, pride is evident among the community.
—Submitted by a parent


Posted October 5, 2010

In my opinion, the teachers who left needed to go. Many were yellers and not good at classroom management. The kids at Cedars are generally very good kids, many are extremely bright and creative, but most come from working families who may lack some of the resources more posh districts have. The thing I love about Cedars is the small school atmosphere and the deication to the whole child. Classes are as small as ten kids and none are larger than 18.
—Submitted by a parent


Posted July 6, 2010

There is nothing international about Cedars so do not let the name fool you. It is the dedicated teachers who work far beyound the call of duty that keep the school going. However, 10 or more of these great and caring teachers have left this school year. Many of these teachers have been there for years. Please do your research, visit the school and investigate before enrolling your child.


Posted June 5, 2010

10 out of 22 teachers leaving after this school year? In my opinion, some of thier best teachers. Sending your children here is a roll of the dice. In addition, there seems to be much misleading information on the schools website. Do your research.
—Submitted by a teacher


Posted May 6, 2010

Cedars is an excellent school. We have been so happy her and my children have blossomed.
—Submitted by a parent


Posted April 9, 2010

This is our first year at this school and I just love it!! I love my daughters teacher, she is the best, and I can tell she genuinely cares for her students!!! Dr. Diaz does a great job interacting with the students and parents. The faculty here from the janitor, office personnel, cafeteria staff to the teachers is just great.
—Submitted by a parent


Posted April 2, 2010

I have been to the school and seen kids throwing chairs around on the playground. I did not see any adults interrupt the bad behavior. The school has had several plumbing problems this year. The only reason I even go near this school is because I have to pick up my stepson. I would never put my children at this school and the first chance we get we will be moving my stepson. Homework comes from EdHelper.
—Submitted by a parent


Posted December 4, 2009

Teachers do not always communicate. would also like positive feedback too. Teachers should communicate ASAP when see children starting to fall short in work ethics instead of waiting and give kids a bad grade. Teachers should use the communication log daily. Teachers/Teachers aid should notify parents ASAP when an accident/inncident occurs; should not here from the children.
—Submitted by a parent


Posted May 11, 2009

Awesome school! Teachers really care about the students and respect the teachers. All three of my kids will attend in the Fall.
—Submitted by a parent


Posted July 5, 2008

originally the division of the younger and older children appeared to be a good idea and in some instances it has been, however, the principal is no where to be found on the old campus. Many of the children are provided more relaxed rules which in the end of the year begain to get the best of many of them. The controll changed hands from teacher to student. And what most bothers me is the fact that written rule has no standing! It truely is a matter of not wanting to take the steps to deal those who can not follow rules.
—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 89% in 2011.

19 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
79%
Math

The state average for Math was 87% in 2011.

19 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
63%
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.

14 students were tested at this school in 2011.

2011

 
 
71%

2010

 
 
74%
Math

The state average for Math was 88% in 2011.

14 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
65%
Writing

The state average for Writing was 90% in 2011.

15 students were tested at this school in 2011.

2011

 
 
87%

2010

 
 
100%
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 82% in 2011.

21 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
67%
Math

The state average for Math was 81% in 2011.

21 students were tested at this school in 2011.

2011

 
 
86%

2010

 
 
89%
Science

The state average for Science was 87% in 2011.

21 students were tested at this school in 2011.

2011

 
 
76%

2010

 
 
82%
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 84% in 2011.

15 students were tested at this school in 2011.

2011

 
 
87%

2010

 
 
71%
Math

The state average for Math was 83% in 2011.

15 students were tested at this school in 2011.

2011

 
 
100%

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.

21 students were tested at this school in 2011.

2011

 
 
86%

2010

 
 
72%
Math

The state average for Math was 81% in 2011.

21 students were tested at this school in 2011.

2011

 
 
71%

2010

 
 
53%
Writing

The state average for Writing was 94% in 2011.

21 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
100%
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.

11 students were tested at this school in 2011.

2011

 
 
91%

2010

 
 
n/a
Math

The state average for Math was 73% in 2011.

10 students were tested at this school in 2011.

2011

 
 
80%

2010

 
 
n/a
Science

The state average for Science was 79% in 2011.

11 students were tested at this school in 2011.

2011

 
 
82%

2010

 
 
n/a
Social Studies

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

11 students were tested at this school in 2011.

2011

 
 
91%

2010

 
 
n/a
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 Students95%
Female89%
Male100%
Black or African American100%
Asiann/a
Hispanic90%
Whiten/a
Economically disadvantaged94%
Not economically disadvantagedn/a
Special educationn/a
Not special education95%
Limited English proficient (LEP)n/a
Proficient in English93%
Non-migrant95%
Gifted/talentedn/a

Math

All Students89%
Female89%
Male90%
Black or African American89%
Asiann/a
Hispanic90%
Whiten/a
Economically disadvantaged88%
Not economically disadvantagedn/a
Special educationn/a
Not special education89%
Limited English proficient (LEP)n/a
Proficient in English93%
Non-migrant89%
Gifted/talentedn/a
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 Students71%
Female57%
Male86%
Black or African American50%
Asiann/a
Hispanic88%
Whiten/a
Economically disadvantaged71%
Not economically disadvantagedn/a
Special educationn/a
Not special education71%
Limited English proficient (LEP)n/a
Proficient in English73%
Non-migrant71%
Gifted/talentedn/a

Math

All Students93%
Female86%
Male100%
Black or African American83%
Asiann/a
Hispanic100%
Whiten/a
Economically disadvantaged93%
Not economically disadvantagedn/a
Special educationn/a
Not special education93%
Limited English proficient (LEP)n/a
Proficient in English91%
Non-migrant93%
Gifted/talentedn/a

Writing

All Students87%
Female88%
Male86%
Black or African American86%
Asiann/a
Hispanic88%
Whiten/a
Economically disadvantaged87%
Not economically disadvantagedn/a
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English85%
Non-migrant87%
Gifted/talentedn/a
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%
Female100%
Male92%
Black or African American92%
Asiann/a
Hispanic100%
Whiten/a
Economically disadvantaged92%
Not economically disadvantaged100%
Special educationn/a
Not special education95%
Limited English proficient (LEP)n/a
Proficient in English95%
Non-migrant95%
Gifted/talentedn/a

Math

All Students86%
Female89%
Male83%
Black or African American75%
Asiann/a
Hispanic100%
Whiten/a
Economically disadvantaged75%
Not economically disadvantaged100%
Special educationn/a
Not special education85%
Limited English proficient (LEP)n/a
Proficient in English84%
Non-migrant85%
Gifted/talentedn/a

Science

All Students76%
Female67%
Male83%
Black or African American67%
Asiann/a
Hispanic86%
Whiten/a
Economically disadvantaged71%
Not economically disadvantaged86%
Special educationn/a
Not special education76%
Limited English proficient (LEP)n/a
Proficient in English75%
Non-migrant76%
Gifted/talentedn/a
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 Students87%
Female86%
Male88%
Black or African American75%
Asiann/a
Hispanic100%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged91%
Not economically disadvantagedn/a
Special educationn/a
Not special education87%
Limited English proficient (LEP)n/a
Proficient in English86%
Non-migrant87%
Gifted/talentedn/a

Math

All Students100%
Female100%
Male100%
Black or African American100%
Asiann/a
Hispanic100%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged100%
Not economically disadvantagedn/a
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Non-migrant100%
Gifted/talentedn/a
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 Students86%
Female100%
Male73%
Black or African American92%
Asiann/a
Hispanic71%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged86%
Not economically disadvantaged86%
Special educationn/a
Not special education90%
Limited English proficient (LEP)n/a
Proficient in English94%
Non-migrant86%
Gifted/talentedn/a

Math

All Students71%
Female70%
Male73%
Black or African American62%
Asiann/a
Hispanic86%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged64%
Not economically disadvantaged86%
Special educationn/a
Not special education75%
Limited English proficient (LEP)n/a
Proficient in English71%
Non-migrant71%
Gifted/talentedn/a

Writing

All Students95%
Female90%
Male100%
Black or African American100%
Asiann/a
Hispanic86%
Whiten/a
Economically disadvantaged93%
Not economically disadvantaged100%
Special educationn/a
Not special education95%
Limited English proficient (LEP)n/a
Proficient in English100%
Non-migrant95%
Gifted/talentedn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students91%
Femalen/a
Male86%
Black or African Americann/a
Asiann/a
Hispanic83%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged90%
Not economically disadvantagedn/a
Special educationn/a
Not special education90%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant91%
Gifted/talentedn/a

Math

All Students80%
Femalen/a
Male83%
Black or African Americann/a
Asiann/a
Hispanic80%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged89%
Not economically disadvantagedn/a
Special educationn/a
Not special education80%
Limited English proficient (LEP)n/a
Proficient in English71%
Migrantn/a
Non-migrant80%
Gifted/talentedn/a

Science

All Students82%
Femalen/a
Male71%
Black or African Americann/a
Asiann/a
Hispanic83%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged82%
Not economically disadvantagedn/a
Special educationn/a
Not special education82%
Limited English proficient (LEP)n/a
Proficient in English86%
Migrantn/a
Non-migrant82%
Gifted/talentedn/a

Social Studies

All Students91%
Femalen/a
Male86%
Black or African Americann/a
Asiann/a
Hispanic83%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged91%
Not economically disadvantagedn/a
Special educationn/a
Not special education91%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant91%
Gifted/talentedn/a
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 79% in 2013.

27 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
45%
Math

The state average for Math was 69% in 2013.

27 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
37%
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 72% in 2013.

24 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
61%
Math

The state average for Math was 68% in 2013.

24 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
42%
Writing

The state average for Writing was 71% in 2013.

24 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
68%
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.

16 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
64%
Math

The state average for Math was 75% in 2013.

17 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
50%
Science

The state average for Science was 73% in 2013.

17 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
43%
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 71% in 2013.

20 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
76%
Math

The state average for Math was 74% in 2013.

21 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
47%
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.

19 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
80%
Math

The state average for Math was 71% in 2013.

19 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
67%
Writing

The state average for Writing was 70% in 2013.

19 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
93%
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.

15 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
65%
Math

The state average for Math was 77% in 2013.

13 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
75%
Science

The state average for Science was 75% in 2013.

15 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
63%
Social Studies

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

15 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
56%
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.

2013

 
 
n/a

2012

 
 
n/a
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%
Female87%
Male75%
Black or African American86%
Asiann/a
Hispanic79%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged82%
Not economically disadvantaged80%
Special educationn/a
Not special education81%
Limited English proficient (LEP)64%
Proficient in English94%
Migrantn/a
Non-migrant81%
Gifted/talentedn/a
Non-Gifted79%
Bilingualn/a

Math

All Students78%
Female87%
Male67%
Black or African American88%
Asiann/a
Hispanic72%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged86%
Not economically disadvantaged50%
Special educationn/a
Not special education77%
Limited English proficient (LEP)64%
Proficient in English88%
Migrantn/a
Non-migrant78%
Gifted/talentedn/a
Non-Gifted75%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students54%
Female58%
Male50%
Black or African American17%
Asiann/a
Hispanic60%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged39%
Not economically disadvantaged100%
Special educationn/a
Not special education54%
Limited English proficient (LEP)50%
Proficient in English53%
Migrantn/a
Non-migrant54%
Gifted/talentedn/a
Non-Gifted50%
Bilingualn/a

Math

All Students79%
Female67%
Male92%
Black or African American50%
Asiann/a
Hispanic87%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged72%
Not economically disadvantaged100%
Special educationn/a
Not special education79%
Limited English proficient (LEP)90%
Proficient in English73%
Migrantn/a
Non-migrant79%
Gifted/talentedn/a
Non-Gifted77%
Bilingualn/a

Writing

All Students50%
Female58%
Male42%
Black or African American33%
Asiann/a
Hispanic53%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged39%
Not economically disadvantaged83%
Special educationn/a
Not special education50%
Limited English proficient (LEP)40%
Proficient in English53%
Migrantn/a
Non-migrant50%
Gifted/talentedn/a
Non-Gifted45%
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 Students63%
Female83%
Male50%
Black or African American63%
Asiann/a
Hispanic63%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged55%
Not economically disadvantaged80%
Special educationn/a
Not special education63%
Limited English proficient (LEP)57%
Proficient in English67%
Migrantn/a
Non-migrant63%
Gifted/talentedn/a
Non-Gifted63%
Bilingualn/a

Math

All Students82%
Female100%
Male73%
Black or African American78%
Asiann/a
Hispanic88%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged83%
Not economically disadvantaged80%
Special educationn/a
Not special education81%
Limited English proficient (LEP)86%
Proficient in English80%
Migrantn/a
Non-migrant82%
Gifted/talentedn/a
Non-Gifted82%
Bilingualn/a

Science

All Students59%
Female83%
Male45%
Black or African American56%
Asiann/a
Hispanic63%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged50%
Not economically disadvantaged80%
Special educationn/a
Not special education56%
Limited English proficient (LEP)71%
Proficient in English50%
Migrantn/a
Non-migrant59%
Gifted/talentedn/a
Non-Gifted59%
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 Students70%
Female43%
Male83%
Black or African Americann/a
Asiann/a
Hispanic79%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged69%
Not economically disadvantagedn/a
Special educationn/a
Not special education70%
Limited English proficient (LEP)73%
Proficient in English67%
Migrantn/a
Non-migrant70%
Gifted/talentedn/a
Non-Gifted70%
Bilingualn/a

Math

All Students67%
Female43%
Male77%
Black or African Americann/a
Asiann/a
Hispanic80%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged65%
Not economically disadvantagedn/a
Special educationn/a
Not special education67%
Limited English proficient (LEP)83%
Proficient in English44%
Migrantn/a
Non-migrant67%
Gifted/talentedn/a
Non-Gifted67%
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 Students84%
Female89%
Male80%
Black or African Americann/a
Asiann/a
Hispanic79%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged86%
Not economically disadvantaged80%
Special educationn/a
Not special education84%
Limited English proficient (LEP)n/a
Proficient in English93%
Migrantn/a
Non-migrant84%
Gifted/talentedn/a
Non-Gifted84%
Bilingualn/a

Math

All Students79%
Female78%
Male80%
Black or African Americann/a
Asiann/a
Hispanic71%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged71%
Not economically disadvantaged100%
Special educationn/a
Not special education79%
Limited English proficient (LEP)n/a
Proficient in English87%
Migrantn/a
Non-migrant79%
Gifted/talentedn/a
Non-Gifted79%
Bilingualn/a

Writing

All Students79%
Female89%
Male70%
Black or African Americann/a
Asiann/a
Hispanic71%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged71%
Not economically disadvantaged100%
Special educationn/a
Not special education79%
Limited English proficient (LEP)n/a
Proficient in English87%
Migrantn/a
Non-migrant79%
Gifted/talentedn/a
Non-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 Students100%
Female100%
Malen/a
Black or African American100%
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged100%
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant100%
Gifted/talentedn/a
Non-Gifted100%
Bilingualn/a

Math

All Students100%
Female100%
Malen/a
Black or African Americann/a
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged100%
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant100%
Gifted/talentedn/a
Non-Gifted100%
Bilingualn/a

Science

All Students87%
Female92%
Malen/a
Black or African American80%
Asiann/a
Hispanic86%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged78%
Not economically disadvantaged100%
Special educationn/a
Not special education93%
Limited English proficient (LEP)n/a
Proficient in English93%
Migrantn/a
Non-migrant87%
Gifted/talentedn/a
Non-Gifted86%
Bilingualn/a

Social Studies

All Students80%
Female83%
Malen/a
Black or African American80%
Asiann/a
Hispanic71%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged67%
Not economically disadvantaged100%
Special educationn/a
Not special education86%
Limited English proficient (LEP)n/a
Proficient in English86%
Migrantn/a
Non-migrant80%
Gifted/talentedn/a
Non-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

Algebra 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
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
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
Non-migrantn/a
Gifted/talentedn/a
Non-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
Non-migrantn/a
Gifted/talentedn/a
Non-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
Non-migrantn/a
Gifted/talentedn/a
Non-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
Non-migrantn/a
Gifted/talentedn/a
Non-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
Non-migrantn/a
Gifted/talentedn/a
Non-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
Non-migrantn/a
Gifted/talentedn/a
Non-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
Non-migrantn/a
Gifted/talentedn/a
Non-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
Non-migrantn/a
Gifted/talentedn/a
Non-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
Non-migrantn/a
Gifted/talentedn/a
Non-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
Non-migrantn/a
Gifted/talentedn/a
Non-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
Non-migrantn/a
Gifted/talentedn/a
Non-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
Non-migrantn/a
Gifted/talentedn/a
Non-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
Non-migrantn/a
Gifted/talentedn/a
Non-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
Non-migrantn/a
Gifted/talentedn/a
Non-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 "Recognized".
  • 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
Black 47% 13%
Hispanic 43% 50%
White 7% 31%
American Indian/Alaska Native 1% 0%
Asian 1% 3%
Two or more races 1% 2%
Hawaiian Native/Pacific Islander 0% 0%
Source: NCES, 2010-2011

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What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

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School basics

School Leader's name
  • Heather Rauls
Fax number
  • (512) 419-1581

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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8416 N Ih-35
Austin, TX 78753
Website: Click here
Phone: (512) 419-1551 x316

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