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GreatSchools Rating

Lee High School

Public | 9-12 | 1440 students

 

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Last modified
Community Rating

3 stars

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

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Parent involvement

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15 reviews of this school


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Posted June 10, 2014

So sad this school does not compare to the other schools in the district. We had teachers leave in the middle of the year because of discipline. We are being forced to change to a private school for our two in high school.
—Submitted by a parent


Posted June 6, 2014

We moved to the area because we heard schools were good. Well, I have daughters, three, two love dance and theater, and one is my athlete. Drama and dance programs are very limited with little budget. Track and softball are secondary to football. Coming from Shreveport we are totally disappointed. Glad we rented our first year here.
—Submitted by a parent


Posted December 5, 2011

I believe the problem with the majority of these reviews is they are either lee drop outs or seemingly educated individuals unable to see "color" as having every bit of intelligence and deserving of every bit of opportunity to be at a level playing field with the other two Baytown High Schools. Lee has a simply amazing teaching and administrations staff (yes, every school has it's bad apples-staff and students). But FYI in 2010 Lee high school had the FEWEST discipline issue PERCENTAGES (because yes, enrollment wise, they have the fewest students) resulting in the Baytown PD officers having to intervene than EITHER of the other two high schools and remains having the highest teacher retention averages. Just look at all of the AMAZING teachers that are there and have been over 10, 20, some 30 years! You can't tell me Lee H.S. is not doing SOMETHING right! Aesthetically speaking, Lee has also had a major revamp since the removal of the portables & other upgrades. The main problem still remains. You rezone the district to where the student populations is comprised of 70% hispanic, 15% white and 15% black, you're bound to see some evident, yet unwarranted discrepancies. Believe in LEE.
—Submitted by a teacher


Posted March 30, 2011

Alumni (2006-2010).The school has great teachers who genuinely care about their students. Secondly, discipline problems happen at every school, this school never gets the credit it deserves and it s frankly sad. Students do respect their teachers here, granted there are very few who don t!? But what school doesn t have a few! that is like debating what is normal? People make exaggerations on the discipline problems" here. I also don t believe that teachers just pass students, I know for a fact I earned my grades and every student for that matter has too. You have no idea what this school is capable of, and there for do not judge based on a few mishaps others exaggerate. The academics and extracurricular activities are great, don't believe but SEE what this school has to offer. Seeing is worth believing. In fact this school has a great atmosphere with much spirit and friendly teachers, staff and an excellent principal to match. Embrace the pride lee has to offer.
—Submitted by a student


Posted December 10, 2010

Lees staff seems to pass students just to get them out of the school, Safety and discipline is another problem that need to be address by the school administration. Students don't respect their teachers, same goes for the teachers not respecting the students. Students here are more worried about getting respect by their peers rather than coming to school to get an education.
—Submitted by a parent


Posted July 30, 2010

Great Pre-AP & AP Teachers and Distinguished Programs. If your child is smart enough to be in these classes, then they will get a good education. I can't say as much for the students in Regular classes because I've been in those classrooms and they are wild, out of control, and have students that don't even respect the teachers. The principal is amazing and really likes students who participate in Honors Classes, extra sports and clubs.
—Submitted by a student


Posted October 3, 2009

Great teachers that care about their students. Wonderful students who have lots of school spirit.
—Submitted by a parent


Posted April 20, 2009

I think there are many great things about the school. We are the only school in the district with an AP Physics program. We have more students who sit AP exams. The choir and band have more people than the other school in the district who make it to state. Many of our athletic programs are high in rank and the dance team is constantly winning awards. The school gets looked down upon because of the student population and it's not fair. Even though we have roughly the same amount of students the other school is 36% ecomomically disadvantaged while Lee is 65%. Our students have unimaginable hardships that they must overcome and yet they still rise to the top. Discipline needs a complete overhaul because there is not much respect for the teachers. On the other hand many teachers are disrespectful to the students. Lee is doing ok.
—Submitted by a teacher


Posted January 2, 2008

really if you just want a ok football pogram in Baytown go here but everything else is lacking, football is its only fame really not really an academic school.
—Submitted by a parent


Posted January 11, 2006

Lee offer a wide varity of excellant academic programs. Because of the demograthic of the student population, not all students are able to take advanage of the programs. Safety and discipline is another problem that need to be address by the school adminstration. It is entirely to easy to access the campus without reporting to the office. Also the school student population far exceed the capacity of the facilities, which nesscitate the extenstive use of portable buildings. The school offers an excellant varity of extracurricular activities. The parental involvement at the school is good, but because of economic factors, some parents are unable to be be actively involved.
—Submitted by a parent


Posted June 28, 2005

The level of parent involvment is low. As a first time high school parent; I was disappointed to attend a choir function and see at least four parents participating. However, as a choir parent there was little ask of parents help or get involved. The choir is great! awesome teachers and a variety of curriculum or talents to choose is great. I believe the parents need to be more involve in their children's lives now before we loose them in four year. At this function I attend the stuents had no respect for the teacher or the few parents who did attend. I think more structure agenda and security. I know there is a difference between sports and other extra curricular activities and it shows when I attended the softball sports banquet. The parents were ask for participation. Thanks for the opportunity to respond.
—Submitted by a parent


Posted February 28, 2005

When looking at the academic quality at Robert E. Lee High School in Baytown, you find that it really is not something to write home about, it really needs to face improvement. When asking about the availability of music, art, or sports, you clearly find that the only thing faculty budget draws upon is the football program and maybe a few other sports. The level of parental involvement is slim to none, the parents of the students act as if they really don't care, and it shows in the halls, in the faculty, and in the students behavior. Discipline is not a matter at this school, if you are liked by faculty you get away with anything, and if you're not liked then you better stay out of everybody's way here at Lee.
—Submitted by a student


Posted February 13, 2005

The academic standards of the school leave much to be desired. There is also the matter of the flagrent disregard for the rules concerning the students PDA (Public Display of Affection). Drugs are highly common among the students, yet the rules concerning drug possesion are sometimes more lienient than those dealing with food fights. Lee High School has been deprived of many of the long standing traditions that keep school spirit alive.The problems are internal and building a third high school will not solve them, only spread the problems out.
—Submitted by a former student


Posted July 12, 2004

I think this school needs a new principal, which can bring back the spirit and also fun activities for the students. During the school year of 2003-2004, many traditions have been taken away, because of this principal which refuses to allow the school to take part in anything that could provide 'Spirit'. I dont think 30 minutes maximum, from certain days, is too much to ask for, to get the students to have the fun and pride put back in, for their school.
—Submitted by a student


Posted March 4, 2004

Academic Dean requires pre-AP and AP science teachers to tutor Biology for 10 minutes each class period for 3.5 months in preparation for the TAKS science test! This means that teachers cannot cover required TEKS curriculum for Chemistry, Physics, etc.! School also pulls students from elective courses in order to tutor them for taking the TAKS test! Who is teaching the students curriculum materials? Isn't this against TEA policy and the state mandate for education policy?
—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.

382 students were tested at this school in 2011.

2011

 
 
80%

2010

 
 
93%
Math

The state average for Math was 70% in 2011.

381 students were tested at this school in 2011.

2011

 
 
61%

2010

 
 
67%
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 91% in 2011.

422 students were tested at this school in 2011.

2011

 
 
86%

2010

 
 
87%
Math

The state average for Math was 74% in 2011.

406 students were tested at this school in 2011.

2011

 
 
73%

2010

 
 
68%
Science

The state average for Science was 76% in 2011.

410 students were tested at this school in 2011.

2011

 
 
63%

2010

 
 
65%
Social Studies

The state average for Social Studies was 93% in 2011.

410 students were tested at this school in 2011.

2011

 
 
84%

2010

 
 
89%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 95% in 2013.

351 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
91%

2011

 
 
94%

2010

 
 
95%
Math

The state average for Math was 89% in 2013.

342 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
90%

2011

 
 
87%

2010

 
 
90%
Science

The state average for Science was 95% in 2013.

343 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
89%

2011

 
 
88%

2010

 
 
95%
Social Studies

The state average for Social Studies was 98% in 2013.

342 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
95%

2011

 
 
97%

2010

 
 
99%
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 Students91%
Female96%
Male87%
Black or African American89%
Asiann/a
Hispanic92%
American Indian or Alaska Nativen/a
White91%
Economically disadvantaged89%
Special education70%
Limited English proficient (LEP)42%

Math

All Students85%
Female87%
Male84%
Black or African American72%
Asiann/a
Hispanic88%
American Indian or Alaska Nativen/a
White90%
Economically disadvantaged83%
Special education50%
Limited English proficient (LEP)45%

Science

All Students90%
Female93%
Male88%
Black or African American80%
Asiann/a
Hispanic92%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged88%
Special education52%
Limited English proficient (LEP)45%

Social Studies

All Students96%
Female96%
Male95%
Black or African American92%
Asiann/a
Hispanic96%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged94%
Special education79%
Limited English proficient (LEP)64%
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

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

Algebra I

The state average for Algebra I was 78% in 2013.

274 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
70%
Algebra II

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

75 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
n/a
Biology I

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

377 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
83%
Chemistry

The state average for Chemistry was 84% in 2013.

328 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
n/a
English I Reading

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

430 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
49%
English I Writing

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

463 students were tested at this school in 2013.

2013

 
 
30%

2012

 
 
28%
English II Reading

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

338 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
n/a
English II Writing

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

333 students were tested at this school in 2013.

2013

 
 
29%

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.

354 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
98%
Physics

The state average for Physics was 81% in 2013.

2013

 
 
n/a

2012

 
 
49%
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.

425 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
62%
World History

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

328 students were tested at this school in 2013.

2013

 
 
50%

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

Algebra I

All Students65%
Female73%
Male58%
Black or African American57%
Asiann/a
Hispanic66%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White70%
Economically disadvantaged63%
Not economically disadvantaged68%
Special education35%
Not special education69%
Limited English proficient (LEP)29%
Proficient in English67%
Migrant62%
Not migrant65%
Gifted/talentedn/a
Not Gifted64%
Bilingualn/a

Algebra II

All Students99%
Female98%
Male100%
Black or African Americann/a
Asiann/a
Hispanic98%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged98%
Not economically disadvantaged100%
Special educationn/a
Not special education99%
Limited English proficient (LEP)n/a
Proficient in English99%
Migrant100%
Not migrant99%
Gifted/talented100%
Not Gifted98%
Bilingualn/a

Biology I

All Students81%
Female86%
Male77%
Black or African American76%
Asiann/a
Hispanic81%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged79%
Not economically disadvantaged88%
Special education52%
Not special education85%
Limited English proficient (LEP)43%
Proficient in English83%
Migrant73%
Not migrant82%
Gifted/talented100%
Not Gifted80%
Bilingualn/a

Chemistry

All Students70%
Female74%
Male65%
Black or African American62%
Asian80%
Hispanic70%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White74%
Economically disadvantaged69%
Not economically disadvantaged74%
Special education24%
Not special education75%
Limited English proficient (LEP)33%
Proficient in English71%
Migrant63%
Not migrant70%
Gifted/talented100%
Not Gifted69%
Bilingualn/a

English I Reading

All Students50%
Female60%
Male40%
Black or African American34%
Asiann/a
Hispanic50%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White66%
Economically disadvantaged48%
Not economically disadvantaged54%
Special education18%
Not special education54%
Limited English proficient (LEP)0%
Proficient in English52%
Migrant53%
Not migrant49%
Gifted/talented93%
Not Gifted48%
Bilingualn/a

English I Writing

All Students30%
Female36%
Male25%
Black or African American21%
Asiann/a
Hispanic29%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White49%
Economically disadvantaged28%
Not economically disadvantaged38%
Special education4%
Not special education34%
Limited English proficient (LEP)0%
Proficient in English32%
Migrant16%
Not migrant31%
Gifted/talented93%
Not Gifted28%
Bilingualn/a

English II Reading

All Students63%
Female68%
Male58%
Black or African American54%
Asian100%
Hispanic62%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White74%
Economically disadvantaged60%
Not economically disadvantaged72%
Special education11%
Not special education69%
Limited English proficient (LEP)8%
Proficient in English65%
Migrant61%
Not migrant63%
Gifted/talented100%
Not Gifted61%
Bilingualn/a

English II Writing

All Students29%
Female33%
Male24%
Black or African American13%
Asian60%
Hispanic28%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White43%
Economically disadvantaged28%
Not economically disadvantaged31%
Special education0%
Not special education32%
Limited English proficient (LEP)0%
Proficient in English30%
Migrant25%
Not migrant29%
Gifted/talented93%
Not Gifted26%
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 Students73%
Female76%
Male70%
Black or African American66%
Asiann/a
Hispanic72%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged71%
Not economically disadvantaged79%
Special education44%
Not special education76%
Limited English proficient (LEP)67%
Proficient in English73%
Migrant63%
Not migrant74%
Gifted/talented100%
Not Gifted72%
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 Students59%
Female59%
Male60%
Black or African American40%
Asiann/a
Hispanic61%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White75%
Economically disadvantaged56%
Not economically disadvantaged69%
Special education20%
Not special education65%
Limited English proficient (LEP)24%
Proficient in English61%
Migrant58%
Not migrant59%
Gifted/talented100%
Not Gifted58%
Bilingualn/a

World History

All Students50%
Female46%
Male55%
Black or African American39%
Asian80%
Hispanic47%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White71%
Economically disadvantaged48%
Not economically disadvantaged56%
Special education20%
Not special education54%
Limited English proficient (LEP)22%
Proficient in English51%
Migrant46%
Not migrant50%
Gifted/talented92%
Not Gifted48%
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

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 70% 52%
Black 15% 13%
White 13% 29%
Asian or Pacific Islander 1% 4%
Two or more races 1% 2%
American Indian/Alaska Native 0% 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) 3%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 4%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • GREG LYND
Fax number
  • (281) 420-4548

Resources

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

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P O Box 30
Baytown, TX 77522
Phone: (281) 420-4535

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