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GreatSchools Rating

Belton Middle School (Will close: Summer 2014)

Public | 6-8 | 702 students

 

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Last modified
Community Rating

4 stars

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

Teacher quality

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Parent involvement

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7 reviews of this school


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Posted April 12, 2014

I'm in the 8th grade, one thing I must do is congratulate my teachers! They are very respective, nice, caring, and willing to do anything to help you be successful! They don't hide their personality, they make them known! I think that they want all of their students, including me, to be successful and have a great time learning. Their are lots of hands-on activities the teachers plan, and they are great fun. This school is and always will be, the best school around! THANK YOU BMS TEACHERS!


Posted August 8, 2013

Belton Middle School has had a great influence on my son. The teachers are all very approachable and do their best to accommodate to the children. The teachers give ample opportunity for each student to do their best and teach the students to take responsibility for their learning. The sports and band departments are spectacular and are above and beyond if your student is involved. The reason I gave a 4 out of 5 is the student to teacher ratio. The teachers do their best but in most classrooms the number of students is overwhelming and sometimes has a negative impact on the classroom environment due to the difficulty of control over such a large number of students per teacher.
—Submitted by a parent


Posted March 3, 2011

I am still fairly new to the Belton school area but I've been impressed with the genuine care and concern of the faculty and staff towards the students. Reading some of the reviews offered I have a few words of advise. As far as distention due to hair styles? Grow up! As for the TAKS comments? The instructors are require by the state to instruct our children in this manner. Trust me. They want to teach more directly and cognitively but their hands are often tied. My opinion for what it's worth? Great job BISD. Keep up the good work.
—Submitted by a parent


Posted April 22, 2010

I love the wonderful way the office greets everyone that comes in. I love how personal the staff are with the children and the families. The teachers treat every student like they are the most important people around. They are always friendly at school and out of school. Their very interested in helping every child to become a winner.They work so well together as a team.
—Submitted by a parent


Posted April 14, 2010

it is a great place to work. The students are hard working and a pleasure to be around. The staff is top notch with caring and giving attitudes and spirits.
—Submitted by a parent


Posted February 8, 2009

this school i thought was a fun school and very active in football but... one problem i have with this school is some of the teachers and that some styles of hair must be put down because it is the name of the style or it is a 'distraction'. the distraction part really ticks me off because i have had this happen personally and i cannot wear my hair style of choice because it is a distraction and guess what the har style is? it is a faux-hawk and it is barely 3 inches long and not only that but one of my friends hair styles had to be put down their hair because of its name the 'devil lock' but i think the attitude of most of the teachers and the kids outwieghs all of that
—Submitted by a student


Posted December 5, 2008

We have moved several times in my daughter's life allowing us to see other school districts. This particular school fails to impress me. 1) Failure to provide a genuine gifted/talented program. There is absolutely no point to enrolling your child in the AP or G/T programs. They do not cause my daughter to be enriched in any fashion. 2) A heavy emphasis is placed on filling out worksheets and busy work without actual learning. The homework is not challenging nor particular instructive. It is just something to keep the children busy. 3) Heavy emphasis is placed on the TAKS test in all the Belton schools, with a failure to actually teach. If teachers taught their students throughout the year, there would be no need for such a heavy emphasis on passing the TAKS test. Overall, just not very impressed.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.
English Language Arts

The state average for English Language Arts was 84% in 2011.

292 students were tested at this school in 2011.

2011

 
 
79%

2010

 
 
86%
Math

The state average for Math was 83% in 2011.

297 students were tested at this school in 2011.

2011

 
 
79%

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 86% in 2011.

327 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
85%
Math

The state average for Math was 81% in 2011.

322 students were tested at this school in 2011.

2011

 
 
81%

2010

 
 
84%
Writing

The state average for Writing was 94% in 2011.

320 students were tested at this school in 2011.

2011

 
 
95%

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.

287 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
96%
Math

The state average for Math was 73% in 2011.

287 students were tested at this school in 2011.

2011

 
 
86%

2010

 
 
92%
Science

The state average for Science was 79% in 2011.

287 students were tested at this school in 2011.

2011

 
 
79%

2010

 
 
80%
Social Studies

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

289 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
98%
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 Students79%
Female81%
Male78%
Black or African American80%
Asiann/a
Hispanic70%
American Indian or Alaska Nativen/a
White85%
Economically disadvantaged69%
Not economically disadvantaged93%
Special education76%
Not special education80%
Limited English proficient (LEP)47%
Proficient in English82%
Migrantn/a
Non-migrant80%
Gifted/talented100%

Math

All Students79%
Female78%
Male80%
Black or African American71%
Asiann/a
Hispanic76%
American Indian or Alaska Nativen/a
White80%
Economically disadvantaged72%
Not economically disadvantaged90%
Special education52%
Not special education81%
Limited English proficient (LEP)75%
Proficient in English79%
Migrantn/a
Non-migrant79%
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%
Female91%
Male89%
Black or African American91%
Asiann/a
Hispanic85%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged85%
Not economically disadvantaged96%
Special education81%
Not special education90%
Limited English proficient (LEP)69%
Proficient in English91%
Migrantn/a
Non-migrant90%
Gifted/talented100%

Math

All Students81%
Female76%
Male86%
Black or African American64%
Asiann/a
Hispanic75%
American Indian or Alaska Nativen/a
White86%
Economically disadvantaged72%
Not economically disadvantaged93%
Special education92%
Not special education81%
Limited English proficient (LEP)56%
Proficient in English82%
Migrantn/a
Non-migrant81%
Gifted/talented100%

Writing

All Students95%
Female96%
Male93%
Black or African American90%
Asiann/a
Hispanic92%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged93%
Not economically disadvantaged97%
Special education87%
Not special education95%
Limited English proficient (LEP)88%
Proficient in English95%
Migrantn/a
Non-migrant95%
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 Students94%
Female96%
Male92%
Black or African American89%
Asiann/a
Hispanic90%
American Indian or Alaska Native80%
White97%
Economically disadvantaged88%
Not economically disadvantaged99%
Special education92%
Not special education94%
Limited English proficient (LEP)71%
Proficient in English96%
Migrantn/a
Non-migrant94%
Gifted/talented97%

Math

All Students86%
Female84%
Male88%
Black or African American72%
Asiann/a
Hispanic79%
American Indian or Alaska Native80%
White92%
Economically disadvantaged77%
Not economically disadvantaged95%
Special education77%
Not special education87%
Limited English proficient (LEP)53%
Proficient in English88%
Migrantn/a
Non-migrant86%
Gifted/talented97%

Science

All Students79%
Female79%
Male81%
Black or African American50%
Asiann/a
Hispanic67%
American Indian or Alaska Native80%
White88%
Economically disadvantaged66%
Not economically disadvantaged91%
Special education75%
Not special education79%
Limited English proficient (LEP)35%
Proficient in English82%
Migrantn/a
Non-migrant79%
Gifted/talented100%

Social Studies

All Students95%
Female96%
Male94%
Black or African American88%
Asiann/a
Hispanic97%
American Indian or Alaska Native100%
White94%
Economically disadvantaged92%
Not economically disadvantaged97%
Special education79%
Not special education96%
Limited English proficient (LEP)100%
Proficient in English94%
Migrantn/a
Non-migrant95%
Gifted/talented100%
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

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

218 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
83%
Math

The state average for Math was 74% in 2013.

216 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
86%
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.

233 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
84%
Math

The state average for Math was 71% in 2013.

231 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
83%
Writing

The state average for Writing was 70% in 2013.

233 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
80%
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.

216 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
86%
Math

The state average for Math was 77% in 2013.

105 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
73%
Science

The state average for Science was 75% in 2013.

211 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
81%
Social Studies

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

208 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
81%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

Algebra I

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

100 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%
Algebra II

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

2013

 
 
n/a

2012

 
 
n/a
Biology I

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

2013

 
 
n/a

2012

 
 
n/a
Chemistry

The state average for Chemistry was 84% in 2013.

2013

 
 
n/a

2012

 
 
n/a
English I Reading

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

2013

 
 
n/a

2012

 
 
n/a
English I Writing

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

2013

 
 
n/a

2012

 
 
n/a
English II Reading

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

2013

 
 
n/a

2012

 
 
n/a
English II Writing

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

2013

 
 
n/a

2012

 
 
n/a
English III Reading

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

2013

 
 
n/a

2012

 
 
n/a
English III Writing

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

2013

 
 
n/a

2012

 
 
n/a
Geometry

The state average for Geometry was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Physics

The state average for Physics was 81% in 2013.

2013

 
 
n/a

2012

 
 
n/a
U.S. History

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

2013

 
 
n/a

2012

 
 
n/a
World Geography

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

2013

 
 
n/a

2012

 
 
n/a
World History

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

2013

 
 
n/a

2012

 
 
n/a
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

All Students82%
Female77%
Male87%
Black or African American83%
Asiann/a
Hispanic75%
Multiracial80%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged68%
Not economically disadvantaged90%
Special education75%
Not special education82%
Limited English proficient (LEP)17%
Proficient in English84%
Migrantn/a
Non-migrant82%
Gifted/talented100%
Non-Gifted78%
Bilingualn/a

Math

All Students85%
Female84%
Male87%
Black or African American67%
Asiann/a
Hispanic79%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged75%
Not economically disadvantaged91%
Special education64%
Not special education86%
Limited English proficient (LEP)n/a
Proficient in English86%
Migrantn/a
Non-migrant85%
Gifted/talented100%
Non-Gifted82%
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 Students86%
Female91%
Male81%
Black or African American75%
Asian80%
Hispanic74%
Multiracial83%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White92%
Economically disadvantaged77%
Not economically disadvantaged91%
Special education56%
Not special education89%
Limited English proficient (LEP)43%
Proficient in English88%
Migrantn/a
Non-migrant86%
Gifted/talented100%
Non-Gifted84%
Bilingualn/a

Math

All Students81%
Female82%
Male80%
Black or African American50%
Asiann/a
Hispanic72%
Multiracial83%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged68%
Not economically disadvantaged88%
Special education61%
Not special education83%
Limited English proficient (LEP)17%
Proficient in English83%
Migrantn/a
Non-migrant81%
Gifted/talented100%
Non-Gifted77%
Bilingualn/a

Writing

All Students73%
Female81%
Male65%
Black or African American63%
Asian100%
Hispanic62%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White77%
Economically disadvantaged56%
Not economically disadvantaged82%
Special education28%
Not special education77%
Limited English proficient (LEP)14%
Proficient in English75%
Migrantn/a
Non-migrant73%
Gifted/talented100%
Non-Gifted68%
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 Students86%
Female92%
Male80%
Black or African American63%
Asian83%
Hispanic72%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged67%
Not economically disadvantaged96%
Special education75%
Not special education87%
Limited English proficient (LEP)8%
Proficient in English91%
Migrantn/a
Non-migrant86%
Gifted/talented100%
Non-Gifted84%
Bilingualn/a

Math

All Students80%
Female76%
Male83%
Black or African American43%
Asiann/a
Hispanic78%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged76%
Not economically disadvantaged84%
Special education88%
Not special education79%
Limited English proficient (LEP)67%
Proficient in English81%
Migrantn/a
Non-migrant80%
Gifted/talentedn/a
Non-Gifted80%
Bilingualn/a

Science

All Students82%
Female83%
Male82%
Black or African American56%
Asian100%
Hispanic64%
Multiracial60%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White92%
Economically disadvantaged63%
Not economically disadvantaged92%
Special education45%
Not special education85%
Limited English proficient (LEP)29%
Proficient in English84%
Migrantn/a
Non-migrant82%
Gifted/talented100%
Non-Gifted80%
Bilingualn/a

Social Studies

All Students82%
Female82%
Male81%
Black or African American78%
Asian100%
Hispanic68%
Multiracial60%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged66%
Not economically disadvantaged89%
Special education60%
Not special education83%
Limited English proficient (LEP)29%
Proficient in English84%
Migrantn/a
Non-migrant82%
Gifted/talented96%
Non-Gifted80%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

Algebra I

All Students100%
Female100%
Male100%
Black or African Americann/a
Asian100%
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged100%
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant100%
Gifted/talented100%
Non-Gifted100%
Bilingualn/a

Algebra II

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
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 "Academically Acceptable".
  • In 2009-2010, this school was rated "Recognized".
  • In 2008-2009, this school was rated "Academically Acceptable".

About the tests


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

Source: Texas Education Agency

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
White 62% 29%
Hispanic 29% 52%
Black 3% 13%
Two or more races 3% 2%
Asian or Pacific Islander 2% 4%
American Indian/Alaska Native 1% 0%
Hawaiian Native/Pacific Islander N/A 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 5%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 1%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • Mr. Joe Brown
Fax number
  • (254) 215-2801

Resources

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

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1704 Sparta Rd
Belton, TX 76513
Website: Click here
Phone: (254) 215-2800

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