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GreatSchools Rating

Jack C Hays High School

Public | 9-12 | 2320 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 3 ratings
2012:
Based on 1 rating
2011:
No new ratings

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29 reviews of this school


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Posted November 15, 2013

It depends on the teachers that you get for class. Some care some didn't. Their are some problem with the school though like student conduct.
—Submitted by a student


Posted August 22, 2013

I rated this as a 1 due to, particularly 2 coaches, the way they choose students for teams. These coaches are very misleading and lead students to believe one thing and then just slam the door on them. I will be following the academics of these students to see what impact this has on them this year. This school really needs to monitor their coaches better.


Posted March 19, 2013

I went to Hays High School my junior and senior year. Some teachers care and some didn't. Most of the times the teachers had favorites and it wasn't hidden. The teachers try to be too much of a friend and gossip buddy. While football, band, ect. are all "important" things in every high school. I can truly say that if you are "somebody" at Hays, meaning you play football ect. you can get away with almost anything even failing grades. The Priorities at Hays HS are all Jacked up. Race is an issue. The issue isn't because of the confederate flag at all. It comes in with how they handle dress code issues with different races. Don't get me wrong I liked Hays for the most part. I also participated in many different clubs. But, I'm not going to say good things about it just because I had a decent time there. The school needs lots of improvement.
—Submitted by a student


Posted November 28, 2012

I am a sophomore at this school, and truthfully, it is not bad. A good chunk of the teachers still know what it was like when they were teenagers, and are pretty easy to connect with. The only reason anyone really fails here is because they don not apply themselves. There are some "bad eggs" in this group, but there are a lot more respectable people than our rival school. I have fun learning here, and consider my teachers friends...but the APs are useless, and just like any school, you are judged by a number.
—Submitted by a student


Posted November 2, 2010

i am a 9th grader here and this school is terrible im planning to transfer as soon as i can too Austin this school has so many problems like non helping teachers stupid principle low test scores it cares more about football and cheerleaders than academics its racist and sexist almost everybody does weed and drugs and gets away whit everything no parental involvement and so many other things i hate it here what ever you do dont move here and it will just get worse whit more and more diversity so please dont for your children's sake unless hes a red neck bone head joc then hell fit perfect here
—Submitted by a student


Posted May 19, 2010

What a FAILING system being run at the middle and high school levels of this district! Does anybody at these levels work? You have teachers w/ mandatory tutorial periods who DO NOT utilize them...just another off period. The staff there focuses more on being your child's peer rather than support the child academically or socially. Why be the bad guy in education, when you can act the same age as the student and be their best friend. Where are the positive role models of life long learning?
—Submitted by a parent


Posted May 19, 2010

Get as far away from this district as you can! My child went from A's & B's w/ Commended Performance on TAKS to failing with no support, parental notification, or effort of any kind. Let me put it this way, there is a WAITING LINE to get into SUMMER SCHOOL! Hays would rather profit off of your child's failure via $200/ course while your child sits in front of a computer being taught what a teacher should have been doing all year long.
—Submitted by a parent


Posted September 20, 2009

Because we have an AMAZING debate program, even though we lack a coach. We just wen to our first tournament, and won it!
—Submitted by a student


Posted May 1, 2009

I am a graduate of Hays and later returned to teach/coach. The above review stating 'if your kid is a bone-headed jock, then it's the perfect place' is incredibly inaccurate. While Hays is a school with a passion for athletics/cheerleading/band, etc, it also offers a talented theater department, a fantastic art department as well as many other activities for those don't fall in that category. The lack of 'proper education' doesn't stem from the teachers, but a lack of leadership from the assistant and main principals,etc. I believe it's apparent how little a principal cares for her students when she instructs the special needs students to 'stay put' during a fire drill and bomb threat...that's unacceptable. As a former student, athlete, teacher and coach, I definitely acknowledge that Hays has digressed in the last 10+ years, but to blame the athletic dept. is asinine.
—Submitted by a teacher


Posted February 27, 2009

I am very disappointed in Hays. MY older brother attended Hays before it went down the drain, and because of how happy he was there I couldn't wait to go. I was very disappointed. The majority of the teachers couldn't care less about their students. Athletes are catered to while people who care about school and are trying their best, but might need a little help, are ignored. The school is more concerned about spirit days and cheerleaders than the severe drug problems, violence problems, and lack of a proper education. Students and parents are very uninformed about things going on around the school unless it has to do with sports. I guess if you or your kid is a bone-headed jock, though, this is the perfect place for them. There are too many good other schools in the central Texas area to settle for this one.
—Submitted by a student


Posted January 22, 2009

My teachers do everything they can to ensure that I am getting the best education that they can give me. The councilors and administrators go out of their way to be certain that seniors have all of the information they need to get to into college. School spirit has everyone feeling like they are important and can make a difference.
—Submitted by a student


Posted July 13, 2008

Great parent groups and booster clubs. Most of the teachers are wonderful. Admin could use some house cleaning. Overall, a great place to raise a kid!
—Submitted by a parent


Posted December 15, 2007

hays has changed way too much in the past 2 years. I dont know why. But im glad i left. Anyways. they are putting up to many rules and regulations. Not to mention shortening Students lunches, The problem with that is that the population has doubled. I dont know whats going on, But someone should come along to fix it. And this isnt the only problem with the school either.
—Submitted by a student


Posted September 1, 2007

Things have changed since 2004. New buildings, new administration, new staff. Teachers are very concerned about student development. My son graduated from Hays HS and we were very pleased with the school. His experience was great! He was involved in many school activities. The school even created a class for him, taught by a teacher who already had a class. We were very pleased with Hays HS.
—Submitted by a parent


Posted June 25, 2007

As a former student of Hays High I got to see a variety of events unfold while I was a student. Prior to graduating in 2004 I was a member of many organizations and teams at Hays. The school has its share of problems, but what school doesn't? A school is supposed to provide an academic service for students, not a baby sitting service for parents. Most teachers within the school are interested in student learning, and development towards a better future. There are challenging courses and extra curricular activities to keep students involved. This is a great school that facilitates a good learning environment.


Posted June 7, 2007

I graduated from Hays and am currently working on completing my doctorate. I was in college bound courses, and was for the most part pleased with all of my teachers. For all the parents that complain about the school district and the lack of teacher support, all I can say is that it is up to you, not the teacher to take the lead in your children's education. Join the PTA, get involved. This isnt a 2A school anymore and the individual attention that your children may need will have to come from you.
—Submitted by a former student


Posted May 31, 2007

My daughter went from an A & B student in middle school to failing every subject in 9th grade. Several teachers did not answer my phone calls. Even if 30 seconds late they are not allowed to attend class. The hall monitors were rude and unhelpful. I rate this school 2 stars.
—Submitted by a parent


Posted January 2, 2007

I'm a Junior at Hays, and in the years that I have been there, many positive changes have been made. We got a new principal who gets to know students personally, supports extracurricular activities, and encourages faculty and students to bump up rigor, relevance, and relationships. The academics are good; work is challenging in higher level classes. My only complaint would be that teachers, at least in the lower grades, spend too much time preparing for TAKS. Once you start taking AP classes, however, the focus changes and classes are much more interesting. My mom is a member of the PTSO, which parents are encouraged to join. By being a member she is updated on all upcoming events. She has been very pleased with the experiences she's had with the faculty and administration. There are cliques at Hays just like at any other school, but most people are welcoming and friendly.
—Submitted by a student


Posted November 15, 2006

Move to Austin if you can. As a general rule, Hays HS does not assign daily homework. I was told that to many students were not completing their homework anyway. What are they teaching our children about accountability and responsibility? We moved to Hays, not because of the school district, but because the homes are cheaper. We will move back to Austin when our child enters middle school.
—Submitted by a parent


Posted March 23, 2006

I have been Attending Jack C. Hays for about one and a half years now...they have a good education program but are a little strict with there computer policy. I have been to at least eight different schools in several different states in the last few years...yet I have found Jack C. Hays Internet Security Policy the hardest to work with. They are currently working on setting the security sytem to allow only education use...and I believe that that could severly limit the amount of research we are able to do at school...I believe that A tracking system and regular checks of student Internet history would be a much easier and logical choice of programs...other then just blocking all of the site that we would use for research.
—Submitted by a student


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.

553 students were tested at this school in 2011.

2011

 
 
91%

2010

 
 
93%
Math

The state average for Math was 70% in 2011.

544 students were tested at this school in 2011.

2011

 
 
85%

2010

 
 
84%
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.

474 students were tested at this school in 2011.

2011

 
 
91%

2010

 
 
88%
Math

The state average for Math was 74% in 2011.

465 students were tested at this school in 2011.

2011

 
 
80%

2010

 
 
75%
Science

The state average for Science was 76% in 2011.

465 students were tested at this school in 2011.

2011

 
 
82%

2010

 
 
79%
Social Studies

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

456 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
95%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

481 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
93%

2011

 
 
95%

2010

 
 
89%
Math

The state average for Math was 89% in 2013.

484 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
91%

2011

 
 
90%

2010

 
 
88%
Science

The state average for Science was 95% in 2013.

484 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
95%

2011

 
 
92%

2010

 
 
90%
Social Studies

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

487 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
97%

2011

 
 
99%

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 Students94%
Female96%
Male92%
Black or African American100%
Asiann/a
Hispanic91%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged88%
Special education71%
Limited English proficient (LEP)47%

Math

All Students93%
Female93%
Male92%
Black or African American80%
Asiann/a
Hispanic90%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged90%
Special education57%
Limited English proficient (LEP)67%

Science

All Students96%
Female97%
Male96%
Black or African American100%
Asiann/a
Hispanic93%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged92%
Special education69%
Limited English proficient (LEP)63%

Social Studies

All Students98%
Female98%
Male98%
Black or African American100%
Asiann/a
Hispanic97%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged96%
Special education89%
Limited English proficient (LEP)84%
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 Acceptable".
  • 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.

433 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
92%
Algebra II

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

163 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.

621 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
95%
Chemistry

The state average for Chemistry was 84% in 2013.

481 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
n/a
English I Reading

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

641 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
76%
English I Writing

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

702 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
61%
English II Reading

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

494 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
n/a
English II Writing

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

497 students were tested at this school in 2013.

2013

 
 
63%

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.

483 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
100%
Physics

The state average for Physics was 81% in 2013.

7 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
65%
U.S. History

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

2013

 
 
n/a

2012

 
 
55%
World Geography

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

633 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
93%
World History

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

489 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
58%
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 Students87%
Female89%
Male85%
Black or African American80%
Asiann/a
Hispanic83%
Multiracial83%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White95%
Economically disadvantaged82%
Not economically disadvantaged90%
Special education62%
Not special education89%
Limited English proficient (LEP)71%
Proficient in English88%
Migrantn/a
Non-migrant87%
Gifted/talented100%
Non-Gifted87%
Bilingualn/a

Algebra II

All Students99%
Female100%
Male99%
Black or African Americann/a
Asiann/a
Hispanic98%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged95%
Not economically disadvantaged100%
Special educationn/a
Not special education99%
Limited English proficient (LEP)n/a
Proficient in English99%
Migrantn/a
Non-migrant99%
Gifted/talented100%
Non-Gifted99%
Bilingualn/a

Biology I

All Students89%
Female89%
Male88%
Black or African American81%
Asian100%
Hispanic82%
Multiracial100%
American Indian or Alaska Native100%
Native Hawaiian/Pacific Islandern/a
White98%
Economically disadvantaged83%
Not economically disadvantaged92%
Special education50%
Not special education90%
Limited English proficient (LEP)53%
Proficient in English91%
Migrantn/a
Non-migrant89%
Gifted/talented100%
Non-Gifted87%
Bilingualn/a

Chemistry

All Students85%
Female86%
Male83%
Black or African American75%
Asian100%
Hispanic76%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White94%
Economically disadvantaged69%
Not economically disadvantaged92%
Special education64%
Not special education85%
Limited English proficient (LEP)47%
Proficient in English86%
Migrantn/a
Non-migrant85%
Gifted/talented99%
Non-Gifted83%
Bilingualn/a

English I Reading

All Students74%
Female79%
Male70%
Black or African American73%
Asian86%
Hispanic62%
Multiracial70%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged57%
Not economically disadvantaged84%
Special education38%
Not special education76%
Limited English proficient (LEP)18%
Proficient in English79%
Migrantn/a
Non-migrant74%
Gifted/talented100%
Non-Gifted70%
Bilingualn/a

English I Writing

All Students56%
Female62%
Male51%
Black or African American56%
Asian71%
Hispanic43%
Multiracial50%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White74%
Economically disadvantaged38%
Not economically disadvantaged67%
Special education15%
Not special education58%
Limited English proficient (LEP)6%
Proficient in English61%
Migrantn/a
Non-migrant56%
Gifted/talented96%
Non-Gifted51%
Bilingualn/a

English II Reading

All Students82%
Female83%
Male81%
Black or African American86%
Asian83%
Hispanic72%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White92%
Economically disadvantaged67%
Not economically disadvantaged89%
Special education38%
Not special education84%
Limited English proficient (LEP)37%
Proficient in English84%
Migrantn/a
Non-migrant82%
Gifted/talented100%
Non-Gifted79%
Bilingualn/a

English II Writing

All Students63%
Female68%
Male58%
Black or African American86%
Asian100%
Hispanic51%
Multiracial86%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White75%
Economically disadvantaged43%
Not economically disadvantaged72%
Special education0%
Not special education65%
Limited English proficient (LEP)5%
Proficient in English65%
Migrantn/a
Non-migrant63%
Gifted/talented100%
Non-Gifted57%
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 Students91%
Female90%
Male93%
Black or African Americann/a
Asian86%
Hispanic87%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White96%
Economically disadvantaged87%
Not economically disadvantaged94%
Special education79%
Not special education92%
Limited English proficient (LEP)69%
Proficient in English92%
Migrantn/a
Non-migrant91%
Gifted/talented100%
Non-Gifted90%
Bilingualn/a

Physics

All Students86%
Femalen/a
Male100%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
White100%
Economically disadvantagedn/a
Not economically disadvantaged100%
Special educationn/a
Not special education86%
Limited English proficient (LEP)n/a
Proficient in English86%
Migrantn/a
Non-migrant86%
Gifted/talentedn/a
Non-Gifted83%

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 Students82%
Female79%
Male84%
Black or African American73%
Asian100%
Hispanic73%
Multiracial90%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White94%
Economically disadvantaged72%
Not economically disadvantaged88%
Special education39%
Not special education84%
Limited English proficient (LEP)38%
Proficient in English86%
Migrantn/a
Non-migrant82%
Gifted/talented100%
Non-Gifted79%
Bilingualn/a

World History

All Students77%
Female74%
Male80%
Black or African American75%
Asian100%
Hispanic65%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged58%
Not economically disadvantaged86%
Special education26%
Not special education79%
Limited English proficient (LEP)17%
Proficient in English79%
Migrantn/a
Non-migrant77%
Gifted/talented97%
Non-Gifted74%
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 54% 52%
White 41% 29%
Black 2% 13%
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) 6%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 4%N/AN/A
Source: CRDC, 2011-2012

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School Leader's name
  • DAVID PIERCE
Fax number
  • (512) 268-1394
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4800 Jack C Hays Trail
Buda, TX 78610
Website: Click here
Phone: (512) 268-2911

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