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GreatSchools Rating

R C Barton Middle School

Public | 6-8 | 850 students

 

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Last modified
Community Rating

4 stars

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

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8 reviews of this school


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Posted March 11, 2012

My daughter came to Barton from another school district with a lets just say less than enthusiastic attitude. The teachers at Barton have done a wonderful job and really allowed her to shine. One of her most challenging subject before was social studies. She comes home almost every day now excited about what she learned in Coach Russo's U.S. History class. It excites me as a parent to see her so enthusiastic about learning and to be able to carry on conversations with her about all the wonderful things she is learning in this teachers classroom. Great job Barton teachers and keep up the great work!
—Submitted by a parent


Posted August 18, 2011

This is my son's 8th grade yr and my daughter's 6th grade yr. We love Barton. The band program is awesome. As for test scores, my son was chosen to take the SAT's in 7th grade and did amazingly well. We feel Barton is preparing these children for greatness. The teachers give up their own time to help students with tutoring. Everyone is very dedicated. Only complaint is PE has 6th-8th all together.
—Submitted by a parent


Posted May 4, 2010

I have 2 students at Barton and we have had excellent years. The teachers are wonderful, especially Jessica Homesley and Alicia Hernandez, who really challenge the kids to achieve more than they believe they can. The band program is excellent. BJ Sayger has got kids absolutely loving it! It has been a great 3 years for us and looking forward to 2 more!
—Submitted by a parent


Posted November 19, 2009

Very poor communication from the principal. I called to share concerns and found him to have a bad attitude, to be flippant and not to care. Kept stating that they were following State of Texas guidelines. When my daughter has at most 10 minutes of homework a night, receives straight As, but fails benchmark and district tests, I see a real problem. Following state standards are obviously not enough. I feel that our children are being 'dumbed down' and we are failing them miserably.
—Submitted by a parent


Posted March 3, 2009

Teachers are awesome! They go above and beyond with my 6th grader- They truly care. I do worry about safety and supervision in halls and in the cafeteria and do not like that 6,7,8 share lunch and PE. There does seem to be a lot of PDA with 8th graders- The assistant principal is very friendly and supportive and responds to questions- however, I have heard from other parents beside myself and own experience that the principal does not respond to emails. As a parent- I think it is important that all questions and concerns are responded to in a timely manner. Otherwise- I feel this school goes above and beyond in the way of academic expectations. My son loves it.
—Submitted by a parent


Posted February 20, 2009

it is great i was thankful to in roll my child
—Submitted by a parent


Posted January 22, 2009

I am very pleased with this school, my son has attended another middle school in this district, barton stands head and shoulders above the others
—Submitted by a parent


Posted September 30, 2006

I am very pleased with this school overall. My girls are so happy to be going here and have enjoyed every aspect of their school days. They have moved a lot and have had the best success at 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 84% in 2011.

256 students were tested at this school in 2011.

2011

 
 
80%

2010

 
 
85%
Math

The state average for Math was 83% in 2011.

253 students were tested at this school in 2011.

2011

 
 
79%

2010

 
 
81%
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.

241 students were tested at this school in 2011.

2011

 
 
84%

2010

 
 
84%
Math

The state average for Math was 81% in 2011.

240 students were tested at this school in 2011.

2011

 
 
83%

2010

 
 
86%
Writing

The state average for Writing was 94% in 2011.

237 students were tested at this school in 2011.

2011

 
 
93%

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 85% in 2011.

225 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
94%
Math

The state average for Math was 73% in 2011.

224 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
92%
Science

The state average for Science was 79% in 2011.

225 students were tested at this school in 2011.

2011

 
 
82%

2010

 
 
84%
Social Studies

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

223 students were tested at this school in 2011.

2011

 
 
100%

2010

 
 
100%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

All Students80%
Female82%
Male78%
Black or African American67%
Asiann/a
Hispanic73%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged71%
Not economically disadvantaged89%
Special education60%
Not special education81%
Limited English proficient (LEP)49%
Proficient in English85%
Migrantn/a
Non-migrant80%
Gifted/talented100%

Math

All Students79%
Female79%
Male79%
Black or African American100%
Asiann/a
Hispanic73%
American Indian or Alaska Nativen/a
White86%
Economically disadvantaged70%
Not economically disadvantaged89%
Special education40%
Not special education80%
Limited English proficient (LEP)64%
Proficient in English81%
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 Students84%
Female90%
Male79%
Black or African Americann/a
Asiann/a
Hispanic78%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged72%
Not economically disadvantaged92%
Special education45%
Not special education86%
Limited English proficient (LEP)56%
Proficient in English88%
Migrantn/a
Non-migrant84%
Gifted/talented100%

Math

All Students83%
Female86%
Male81%
Black or African Americann/a
Asiann/a
Hispanic79%
American Indian or Alaska Nativen/a
White89%
Economically disadvantaged74%
Not economically disadvantaged90%
Special education50%
Not special education85%
Limited English proficient (LEP)56%
Proficient in English87%
Migrantn/a
Non-migrant83%
Gifted/talented100%

Writing

All Students93%
Female96%
Male90%
Black or African Americann/a
Asiann/a
Hispanic90%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged88%
Not economically disadvantaged96%
Special education91%
Not special education93%
Limited English proficient (LEP)64%
Proficient in English96%
Migrantn/a
Non-migrant93%
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 Students95%
Female94%
Male95%
Black or African Americann/a
Asiann/a
Hispanic92%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged92%
Not economically disadvantaged97%
Special education50%
Not special education96%
Limited English proficient (LEP)64%
Proficient in English96%
Migrantn/a
Non-migrant95%
Gifted/talented100%

Math

All Students94%
Female93%
Male95%
Black or African Americann/a
Asiann/a
Hispanic91%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged90%
Not economically disadvantaged97%
Special education71%
Not special education94%
Limited English proficient (LEP)100%
Proficient in English93%
Migrantn/a
Non-migrant94%
Gifted/talented100%

Science

All Students82%
Female76%
Male88%
Black or African Americann/a
Asiann/a
Hispanic75%
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged72%
Not economically disadvantaged92%
Special education75%
Not special education82%
Limited English proficient (LEP)36%
Proficient in English85%
Migrantn/a
Non-migrant82%
Gifted/talented100%

Social Studies

All Students100%
Female100%
Male100%
Black or African Americann/a
Asiann/a
Hispanic100%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged100%
Not economically disadvantaged100%
Special education100%
Not special education100%
Limited English proficient (LEP)100%
Proficient in English100%
Migrantn/a
Non-migrant100%
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.

293 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
77%
Math

The state average for Math was 74% in 2013.

291 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
74%
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.

286 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
70%
Math

The state average for Math was 71% in 2013.

286 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
60%
Writing

The state average for Writing was 70% in 2013.

288 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
55%
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.

285 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
81%
Math

The state average for Math was 77% in 2013.

224 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
70%
Science

The state average for Science was 75% in 2013.

285 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
69%
Social Studies

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

284 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
74%
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.

62 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
99%
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 Students68%
Female70%
Male65%
Black or African Americann/a
Asiann/a
Hispanic53%
Multiracial78%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged50%
Not economically disadvantaged83%
Special education14%
Not special education70%
Limited English proficient (LEP)29%
Proficient in English74%
Migrantn/a
Non-migrant68%
Gifted/talented100%
Non-Gifted63%
Bilingualn/a

Math

All Students77%
Female77%
Male78%
Black or African Americann/a
Asiann/a
Hispanic70%
Multiracial75%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged70%
Not economically disadvantaged84%
Special education30%
Not special education79%
Limited English proficient (LEP)63%
Proficient in English80%
Migrantn/a
Non-migrant77%
Gifted/talented100%
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

English Language Arts

All Students81%
Female86%
Male78%
Black or African American100%
Asiann/a
Hispanic74%
Multiracial83%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged71%
Not economically disadvantaged89%
Special education56%
Not special education83%
Limited English proficient (LEP)27%
Proficient in English87%
Migrantn/a
Non-migrant81%
Gifted/talented100%
Non-Gifted78%
Bilingualn/a

Math

All Students77%
Female79%
Male76%
Black or African American80%
Asiann/a
Hispanic71%
Multiracial83%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged66%
Not economically disadvantaged85%
Special education24%
Not special education81%
Limited English proficient (LEP)36%
Proficient in English81%
Migrantn/a
Non-migrant77%
Gifted/talented100%
Non-Gifted73%
Bilingualn/a

Writing

All Students63%
Female76%
Male53%
Black or African American90%
Asiann/a
Hispanic55%
Multiracial67%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White74%
Economically disadvantaged47%
Not economically disadvantaged76%
Special education6%
Not special education67%
Limited English proficient (LEP)11%
Proficient in English69%
Migrantn/a
Non-migrant64%
Gifted/talented93%
Non-Gifted58%
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 Students80%
Female84%
Male77%
Black or African American71%
Asian83%
Hispanic76%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged72%
Not economically disadvantaged89%
Special education45%
Not special education82%
Limited English proficient (LEP)39%
Proficient in English86%
Migrantn/a
Non-migrant80%
Gifted/talented100%
Non-Gifted78%
Bilingualn/a

Math

All Students69%
Female63%
Male75%
Black or African Americann/a
Asiann/a
Hispanic67%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White76%
Economically disadvantaged65%
Not economically disadvantaged74%
Special education43%
Not special education71%
Limited English proficient (LEP)57%
Proficient in English71%
Migrantn/a
Non-migrant69%
Gifted/talented100%
Non-Gifted68%
Bilingualn/a

Science

All Students72%
Female66%
Male78%
Black or African American71%
Asian100%
Hispanic64%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged61%
Not economically disadvantaged85%
Special education31%
Not special education75%
Limited English proficient (LEP)26%
Proficient in English79%
Migrantn/a
Non-migrant72%
Gifted/talented96%
Non-Gifted70%
Bilingualn/a

Social Studies

All Students71%
Female61%
Male79%
Black or African American86%
Asian100%
Hispanic63%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White84%
Economically disadvantaged61%
Not economically disadvantaged81%
Special education44%
Not special education72%
Limited English proficient (LEP)31%
Proficient in English76%
Migrantn/a
Non-migrant71%
Gifted/talented96%
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

Algebra I

All Students100%
Female100%
Male100%
Black or African Americann/a
Asiann/a
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
Hispanic 59% 50%
White 37% 31%
Black 2% 13%
Asian 1% 3%
Two or more races 1% 2%
American Indian/Alaska Native 0% 0%
Hawaiian Native/Pacific Islander 0% 0%
Source: NCES, 2010-2011

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

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School basics

School Leader's name
  • Teri Eubank
Fax number
  • (512) 268-1610

Resources

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

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4950 Jack C Hays Trl
Buda, TX 78610
Website: Click here
Phone: (512) 268-1472

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