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GreatSchools Rating

Bastrop Middle School

Public | 7-8 | 701 students

 
 

Last modified
Community Rating

3 stars

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

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13 reviews of this school


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Posted April 29, 2014

friendly staff however the hanging out between the cafeteria and the school should be enclosed at the middle school. Its to dangerous with all the violence in schools these days to have it open like that with all the children just hangin out . Yes its supervised but the one day i had to go up there the principle and two other staff members where in a circle gabbing no one asked who i was or y i was there etc. not to mention the staff at the lunch room she watched me walk in and watched me walk out no questions. I just enrolled my child here and there was no way i blended with the children so why wasnt i stopped? why is it open? why isnt staff really watching ? why wasnt i asked to check in the office for a sticker pass or something?
—Submitted by a parent


Posted July 23, 2013

Bastrop Middle School is one of the worst schools I have ever attended. The teachers here are absolutely terrible, they yell at the students for unnecessary reasons and some teachers will take up your phone or electronic device just because it falls out of your pocket. Some teachers are actually really great in this school and have improved my education dramatically. This school goes through more principals in a school year than most schools go through with 25 years. One of the principals raced my friend and I to class even though all we were doing was going to was our lockers and she gave us detention for being late to class even though we were already in class and the teacher let us go to our lockers. She made anybody else go to detention who was still in the hallways except one girl, which was totally unfair because the rest of us were late and so was she. The number of students in each class is uneven. Some classes have only 10 students while others have 35 and it gets over crowded in the classroom. Even though our education is not very good, except a few handful of students, our extra curricular classes and great and are highly awarded for their greatness.


Posted April 7, 2010

This school is the worst school that my daughter ever went too the teachers are rude the students are not well tought and fights break out every day.!!!!!!!!!!
—Submitted by a parent


Posted March 3, 2010

It says a lot of the school when a permanent police car is part of your aesthetics. Communication with a smile and welcoming gestures goes a long way. The office staff need to take sensitivity training. If you want people to join PTA and be actively involved with your school, present a welcoming campus. The district has created an evironment where teachers are unable to connect on a personal level with students or parents? Mostly, the teachers are overloaded. They are expected to do mountains of paperwork, email, grading, and be at the top of their game. Where are teacher aides? The district has taken the love out of teaching for most. Parents need to be involved with their child's education. My generation was expected to go to school for an education. We were responsible for low grades, not the teacher. 'Walk a mile in their
—Submitted by a parent


Posted July 27, 2009

This school has some very good teachers. The reason this school has problems is not becuase of the teachers or principal. The reason is the parents fault.
—Submitted by a student


Posted March 1, 2009

This School does not satisfy me at all. I am and 8th grader and can't wait to leave for high school! There's a reason we made academically unacceptable last year. Dr. Bauer talks to us like third graders and it's very irritating. And do we really need cops at practically living at the school? I'm totally unimpressed. This school need some one new. Any offers?
—Submitted by a student


Posted February 8, 2009

Some of the rules are getting way too out of hand and it's way too strict. It's only increasing student's tempt to get into trouble. The princible promised to have a conduct card party every 6 weeks, and she can't even keep that small of a promise! theres definatley much much more room for improvement. :) Sorry dr.B, your trying too hard.
—Submitted by a student


Posted October 9, 2008

This schoo,l is pretty good but some of the teachers are horrible but most of the teachers are the best!
—Submitted by a student


Posted March 3, 2008

Bastrop Middle School needs to implement a sensitivity program for some of their staff. Overall, there are some really great teachers in this school. Unfortunately, there are a few not so great teachers can have a huge impact for the negative for some of the students. What I have seen in these couple of years is lack of the ability to speak to parents and students in a respectful tone. I am appalled at the unnecessary aggressive undertones that or used. I am also unhappy with the fact that administration in this school, seems to go out of their way to make parents feel unwelcome in the school. It makes me wonder, 'What do they not want us to see?' They don't seem to understand that parental involvement is most important when the child/children goes into middle and high school.
—Submitted by a parent


Posted December 30, 2007

The school has a new principal and it is 100% better since my last two children attend BMS. The halls are safe and my child loves it there this year. There is a lot of supervision and I always see teachers supervising students in the mornings and afternoons. My child says that she is learning a lot and is really safe in the halls.
—Submitted by a parent


Posted August 28, 2005

There is not much parents can be involved with, I would choose this as a last resort.
—Submitted by a former student


Posted February 18, 2005

My son is flourishing here. He feels safe and feels accepted by his teachers. As an educator, I applaud the efforts of administration and staff. If we want to talk issues,talk to me about having to send your child to school in a large city! You get what you give. Most districts operate under poor budgets with extremely high accountabilty. Imagine trying to run your business with little funds and stock holders who only demanded more and more without releasing any funding for that more...ask not what your district can do for you, but what can YOU do for your district. It takes all of us!
—Submitted by a parent


Posted January 7, 2004

There are a limited number of elective classes and it appears that grades and desire are not used to decide who gets the 'good' classes but socio-economic status. The 'good-old-boy' network is alive and well in this school district. There are some very good teachers but there is also a lack of 'teaching' interest in far too many others with little direction from the administration. The principal cannot even pronounce the names of some of his own teachers and sometimes has difficulty recalling what their names are. Discipline is lax and safety concerns are not always given proper attention. Beware leaving your children early or picking them up late, even during school hours there is poor supervision. There is definitely room for improvement in this school.
—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 86% in 2011.

323 students were tested at this school in 2011.

2011

 
 
80%

2010

 
 
79%
Math

The state average for Math was 81% in 2011.

320 students were tested at this school in 2011.

2011

 
 
77%

2010

 
 
76%
Writing

The state average for Writing was 94% in 2011.

319 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
94%
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.

302 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
92%
Math

The state average for Math was 73% in 2011.

297 students were tested at this school in 2011.

2011

 
 
84%

2010

 
 
83%
Science

The state average for Science was 79% in 2011.

297 students were tested at this school in 2011.

2011

 
 
75%

2010

 
 
74%
Social Studies

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

295 students were tested at this school in 2011.

2011

 
 
97%

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 Students80%
Female82%
Male78%
Black or African American72%
Asiann/a
Hispanic75%
American Indian or Alaska Nativen/a
White84%
Economically disadvantaged73%
Not economically disadvantaged89%
Special education45%
Not special education83%
Limited English proficient (LEP)21%
Proficient in English84%
Migrantn/a
Not migrant80%
Gifted/talented98%

Math

All Students77%
Female73%
Male81%
Black or African American50%
Asiann/a
Hispanic74%
American Indian or Alaska Nativen/a
White80%
Economically disadvantaged71%
Not economically disadvantaged84%
Special education24%
Not special education80%
Limited English proficient (LEP)58%
Proficient in English78%
Migrantn/a
Not migrant77%
Gifted/talented98%

Writing

All Students92%
Female92%
Male93%
Black or African American94%
Asiann/a
Hispanic94%
American Indian or Alaska Nativen/a
White91%
Economically disadvantaged90%
Not economically disadvantaged95%
Special education70%
Not special education94%
Limited English proficient (LEP)79%
Proficient in English93%
Migrantn/a
Not migrant92%
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 Students90%
Female90%
Male89%
Black or African American89%
Asiann/a
Hispanic86%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged84%
Not economically disadvantaged97%
Special education69%
Not special education92%
Limited English proficient (LEP)53%
Proficient in English92%
Migrant63%
Not migrant90%
Gifted/talented98%

Math

All Students84%
Female83%
Male85%
Black or African American73%
Asiann/a
Hispanic86%
American Indian or Alaska Nativen/a
White85%
Economically disadvantaged79%
Not economically disadvantaged91%
Special education56%
Not special education87%
Limited English proficient (LEP)74%
Proficient in English85%
Migrant75%
Not migrant84%
Gifted/talented96%

Science

All Students75%
Female72%
Male78%
Black or African American68%
Asiann/a
Hispanic66%
American Indian or Alaska Nativen/a
White82%
Economically disadvantaged65%
Not economically disadvantaged87%
Special education43%
Not special education78%
Limited English proficient (LEP)16%
Proficient in English79%
Migrant50%
Not migrant75%
Gifted/talented98%

Social Studies

All Students97%
Female97%
Male96%
Black or African American100%
Asiann/a
Hispanic96%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged95%
Not economically disadvantaged99%
Special education93%
Not special education97%
Limited English proficient (LEP)84%
Proficient in English97%
Migrant100%
Not migrant97%
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 77% in 2013.

322 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
76%
Math

The state average for Math was 71% in 2013.

321 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
81%
Writing

The state average for Writing was 70% in 2013.

319 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
71%
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.

307 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
83%
Math

The state average for Math was 77% in 2013.

183 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
79%
Science

The state average for Science was 75% in 2013.

306 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
82%
Social Studies

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

306 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
71%
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.

121 students were tested at this school in 2013.

2013

 
 
99%

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 Students73%
Female77%
Male69%
Black or African American57%
Asiann/a
Hispanic63%
Multiracial56%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White84%
Economically disadvantaged65%
Not economically disadvantaged83%
Special education48%
Not special education75%
Limited English proficient (LEP)35%
Proficient in English75%
Migrant80%
Not migrant73%
Gifted/talented100%
Not Gifted70%
Bilingualn/a

Math

All Students64%
Female66%
Male63%
Black or African American38%
Asiann/a
Hispanic54%
Multiracial63%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White78%
Economically disadvantaged54%
Not economically disadvantaged79%
Special education31%
Not special education67%
Limited English proficient (LEP)42%
Proficient in English66%
Migrant80%
Not migrant64%
Gifted/talented100%
Not Gifted61%
Bilingualn/a

Writing

All Students66%
Female72%
Male60%
Black or African American38%
Asiann/a
Hispanic64%
Multiracial33%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White74%
Economically disadvantaged58%
Not economically disadvantaged76%
Special education22%
Not special education70%
Limited English proficient (LEP)42%
Proficient in English67%
Migrant80%
Not migrant65%
Gifted/talented97%
Not Gifted62%
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 Students81%
Female83%
Male80%
Black or African American77%
Asiann/a
Hispanic73%
Multiracial88%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged71%
Not economically disadvantaged95%
Special education32%
Not special education85%
Limited English proficient (LEP)24%
Proficient in English85%
Migrant83%
Not migrant81%
Gifted/talented98%
Not Gifted79%
Bilingualn/a

Math

All Students73%
Female79%
Male69%
Black or African American53%
Asiann/a
Hispanic70%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White80%
Economically disadvantaged70%
Not economically disadvantaged83%
Special education32%
Not special education78%
Limited English proficient (LEP)39%
Proficient in English77%
Migrant100%
Not migrant72%
Gifted/talentedn/a
Not Gifted73%
Bilingualn/a

Science

All Students81%
Female78%
Male83%
Black or African American65%
Asiann/a
Hispanic74%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged71%
Not economically disadvantaged94%
Special education38%
Not special education84%
Limited English proficient (LEP)32%
Proficient in English84%
Migrant92%
Not migrant81%
Gifted/talented100%
Not Gifted78%
Bilingualn/a

Social Studies

All Students72%
Female71%
Male72%
Black or African American52%
Asiann/a
Hispanic63%
Multiracial75%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White82%
Economically disadvantaged57%
Not economically disadvantaged91%
Special education17%
Not special education76%
Limited English proficient (LEP)16%
Proficient in English75%
Migrant58%
Not migrant72%
Gifted/talented98%
Not 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

Algebra I

All Students99%
Female98%
Male100%
Black or African American100%
Asiann/a
Hispanic98%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged97%
Not economically disadvantaged100%
Special educationn/a
Not special education99%
Limited English proficient (LEP)n/a
Proficient in English99%
Migrant100%
Not migrant99%
Gifted/talented100%
Not Gifted99%
Bilingualn/a

Algebra II

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

Biology I

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

Chemistry

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

English I Reading

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

English I Writing

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

English II Reading

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

English II Writing

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

English III Reading

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

English III Writing

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

Geometry

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

Physics

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

U.S. History

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

World Geography

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

World History

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

About the tests


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

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

Source: Texas Education Agency

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

About the tests


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

Source: Texas Education Agency

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
White 46% 29%
Hispanic 42% 52%
Black 8% 13%
Two or more races 3% 2%
American Indian/Alaska Native 1% 0%
Asian or Pacific Islander N/A 4%
Hawaiian Native/Pacific Islander N/A 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 7%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 5%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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709 Old Austin Highway
Bastrop, TX 78602
Website: Click here
Phone: (512) 321-3911

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