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GreatSchools Rating

Eric Dahlstrom Middle School

Public | 6-8 | 870 students

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
No new ratings
2012:
Based on 4 ratings
2011:
Based on 2 ratings

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18 reviews of this school


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Posted August 26, 2012

A new year, a new leader and 300+ tranfer students from ailing Barton and Simon MIddle Schools. Class sizes are jumping to 30 students because of the transfers. I am so glad this is my kids last year in this increasingly over crowded district. The teachers at DMS are amazing, but I am not sure if they are prepared for the HUGE classes. While I realize that the kids from BMS snd SMS deserve a good education, does it have to come at the cost of my kids? I moved here for DMS, now I am moving again to a smaller district - Dripping or Wimberley- for the same reason I came here. I just hope the stressful conditions don't affect my childrens educaion this year.
—Submitted by a parent


Posted April 11, 2012

Hi I am a student at Dahlstrom Middle School. DMS has the best education you can give your child. The teachers and staff stay late after school to give your child the time they need to do their best that they can do. They put their own time in to making your child succeed. I am an 8th grader and have been here all 3 years, and even though we got a new principal she try to do the best for us. I reccomend this school for anyone who wants their child to succeed! Love your fellow 8th grader J _ _ _ _ _ _ :)


Posted February 28, 2012

I am a proud Mustang Mom! I have had multiple children go to Dahlstrom and have volunteered there for 11 years now while each of them went through school. I only have GREAT things to say about it. I know getting a new principal always shakes things up, but I have always found an open door and ear when it comes to Dr. Thurman as well as the staff. They all do an outstanding job! I wouldn't have my kids go anywhere else! GO STANGS!!
—Submitted by a parent


Posted January 26, 2012

I am a student at dhalstrom middle school and I'm in 8th grade. i believe that although dr. thurmans policies are strict they are in the best interest of this school. i am a football player and compete in many other sports. as for the previous comment downsizing my school, i believe that our school is not bully free and some students are racist at times they are just retaliating from other problems. some parents think that social classes exist in school but nobodies perfect every child gets bullied. especially the popular ones. The teachers are great and overall the students are outgoing and warm to new and shunned students. please don't let a few bad reviews spoil your view of my amazing school. GO MUSTANGS oh and HIT BY A BUS for my fellow 8th graders;)


Posted September 14, 2011

Hi I'm student at dahlstom middle school, i really like the school it makes me feel welcome. They have so much to offer as well. I love the pricipal and the vice prinipal as well. I really love this school, I've never had any bulling of any sort and never heard of someone getting bullied also. Go mustangs! :D


Posted January 23, 2011

hated it, very racist students who d not have any respect for themselves, teachers, or the school facilities. teachers do try but students make it impossible many times reports of substitutes calling children names and very cruel ones. students take pride in public vandalism and other approve of it. very predigest . i am sorry that some people try to make it a good school while most students cannot control themselves. i am a former student. glad to have moved.


Posted November 1, 2010

It is a new beginning for our principal so I can only base her leadership on the short few months thus far. She has a VISION of direction, following the DISTRICT POLICIES that have most always been there but not strongly enforced, putting our teachers accountable for reaching out to their students for the better as the teachers put their students accountable for themselves. Our school should be rated at the highest level and I feel she is the right leader for this job! Stirring things up a little but for the better of our students!
—Submitted by a parent


Posted May 4, 2010

I have had 2 children go through this school and I find it is a warm, positive and inviting middle school. The principals know all the students and the curriculum keeps them challenged. The students seem to accept what each wants to be a part of--band, athletics, UIL competitions--without judgement and support each other. Unusual for a middle school! Mrs. Gartzke has been wonderful!
—Submitted by a parent


Posted April 22, 2010

Great school...they focus on your childs education! The teachers are fabulous and the learning environment is very positive.
—Submitted by a parent


Posted April 21, 2010

Great attention paid to students with learning disabilities.
—Submitted by a parent


Posted April 17, 2010

I love Dahlstrom Middle School because the teachers are fabulous and my daughter has loved being there!
—Submitted by a parent


Posted February 26, 2010

Hi i'm a student at Dahlstrom and I enjoy it so much. I'm in the 6th grade and am enjoying this year just as much as every other happy 6th grader. The teachers are great. The principal makes school awesome (so is the vice principal) The band teachers are fun too. Amazing athletic program. There is just something about Dahlstrom that makes a lot of kids want to go to school.
—Submitted by a student


Posted December 8, 2009

We are fairly new to the Buda area and our daughter is in 6th grade, so we do not have a long history with Dahlstrom, but from the viewpoint of somebody new, we and our daughter love the school. She is doing great in her classes and seems to have teachers that really care about her. And, we have seen the Principal out in the hallways being encouraging to the kids. I feel like our daughter is in a safe and positive environment. When we moved to the Austin area, It was difficult finding a Middle School that seemed to have the attributes that we were looking for. Therefore, we are extremely pleased with Dahlstrom.
—Submitted by a parent


Posted August 28, 2009

This is our sons second year at Dahlstrom, and I think the teahers here are great, They've always listened to any concerns we've had and have always been more than willing to help our son with any of his subjects. I belive it's good that the teachers give the students responsibilities, so that they know there are consequences if they disregard them. Its a Life Lesson to be accountable for your own actions. We think the school is very good, considering how many students attend, and the how many people are moving to the area. I commend the teaches for keeping up with the high standards they have set. Great job Dahlstrom Teachers!
—Submitted by a parent


Posted August 9, 2009

Parents, please bring these concerns to the attention of our administration! As a teacher at Dahlstrom, I generally enjoy the working environment, but it is impossible for us to address your concerns if you do not voice them. Thank you!
—Submitted by a teacher


Posted October 2, 2008

I have had 4 children so far attend Dahlstrom with my oldest being a Senior this year. They have had the same principle since that time. She is very hard to deal with and listens very poorly to parent concerns. I am not too sure that she does have 100% concern about her students. I have not been happy with her.
—Submitted by a parent


Posted March 12, 2008

I have had a hard time getting teachers to keep me informed about my son's grades. The kids do not bring home progress reports for each class and I don't usually get them becuase he 'lost it' or 'it's not passed out yet' I understand that he is responsible for this but I am ultimately responsible for his well being and grades. The teachers complain they have too many kids to contact me about my son's individual grades. I understand they have many kids but any teacher knows that that is part of being a public school teacher. Instead of discouraging parents who want to be involved and care about there children's education they should be eager to work with them to give the kids the best education possible. I
—Submitted by a parent


Posted January 31, 2007

Classes have too many kids. They dump a ton of responsibility on the kids but don't teach them how to learn to be accountable, causing them to fail. I will say the music program is very good, and certain teachers are very good, but overall this school is not great and does not handle individualism in children well at all.
—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.

229 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
94%
Math

The state average for Math was 83% in 2011.

226 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
91%
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.

246 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
94%
Math

The state average for Math was 81% in 2011.

243 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
90%
Writing

The state average for Writing was 94% in 2011.

243 students were tested at this school in 2011.

2011

 
 
96%

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

The state average for English Language Arts was 85% in 2011.

218 students were tested at this school in 2011.

2011

 
 
99%

2010

 
 
98%
Math

The state average for Math was 73% in 2011.

217 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
93%
Science

The state average for Science was 79% in 2011.

218 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
90%
Social Studies

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

219 students were tested at this school in 2011.

2011

 
 
99%

2010

 
 
97%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

All Students92%
Female95%
Male89%
Black or African Americann/a
Asiann/a
Hispanic88%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged85%
Not economically disadvantaged93%
Special education25%
Not special education94%
Limited English proficient (LEP)50%
Proficient in English93%
Migrantn/a
Non-migrant92%
Gifted/talented100%

Math

All Students95%
Female94%
Male97%
Black or African Americann/a
Asiann/a
Hispanic92%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged91%
Not economically disadvantaged96%
Special education80%
Not special education95%
Limited English proficient (LEP)80%
Proficient in English95%
Migrantn/a
Non-migrant96%
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 Students93%
Female96%
Male91%
Black or African Americann/a
Asiann/a
Hispanic89%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged85%
Not economically disadvantaged96%
Special education56%
Not special education95%
Limited English proficient (LEP)71%
Proficient in English94%
Migrantn/a
Non-migrant93%
Gifted/talented100%

Math

All Students93%
Female94%
Male93%
Black or African Americann/a
Asiann/a
Hispanic89%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged86%
Not economically disadvantaged95%
Special education100%
Not special education93%
Limited English proficient (LEP)60%
Proficient in English94%
Migrantn/a
Non-migrant93%
Gifted/talented100%

Writing

All Students96%
Female98%
Male93%
Black or African Americann/a
Asiann/a
Hispanic97%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged91%
Not economically disadvantaged97%
Special education67%
Not special education97%
Limited English proficient (LEP)100%
Proficient in English96%
Migrantn/a
Non-migrant96%
Gifted/talented98%
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 Students99%
Female99%
Male98%
Black or African Americann/a
Asiann/a
Hispanic97%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged94%
Not economically disadvantaged100%
Special educationn/a
Not special education99%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant99%
Gifted/talented100%

Math

All Students97%
Female98%
Male95%
Black or African Americann/a
Asiann/a
Hispanic92%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged88%
Not economically disadvantaged99%
Special educationn/a
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English98%
Migrantn/a
Non-migrant97%
Gifted/talented100%

Science

All Students89%
Female82%
Male95%
Black or African Americann/a
Asiann/a
Hispanic78%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged69%
Not economically disadvantaged94%
Special educationn/a
Not special education88%
Limited English proficient (LEP)n/a
Proficient in English91%
Migrantn/a
Non-migrant89%
Gifted/talented100%

Social Studies

All Students99%
Female98%
Male99%
Black or African Americann/a
Asiann/a
Hispanic96%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged94%
Not economically disadvantaged100%
Special educationn/a
Not special education99%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant99%
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.

296 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
90%
Math

The state average for Math was 74% in 2013.

297 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
91%
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.

256 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
88%
Math

The state average for Math was 71% in 2013.

256 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
89%
Writing

The state average for Writing was 70% in 2013.

257 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
83%
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.

238 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
87%
Math

The state average for Math was 77% in 2013.

119 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
79%
Science

The state average for Science was 75% in 2013.

239 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
79%
Social Studies

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

239 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
62%
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.

119 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
100%
Algebra II

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

2013

 
 
n/a

2012

 
 
n/a
Biology I

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

2013

 
 
n/a

2012

 
 
n/a
Chemistry

The state average for Chemistry was 84% in 2013.

2013

 
 
n/a

2012

 
 
n/a
English I Reading

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

2013

 
 
n/a

2012

 
 
n/a
English I Writing

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

2013

 
 
n/a

2012

 
 
n/a
English II Reading

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

2013

 
 
n/a

2012

 
 
n/a
English II Writing

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

2013

 
 
n/a

2012

 
 
n/a
English III Reading

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

2013

 
 
n/a

2012

 
 
n/a
English III Writing

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

2013

 
 
n/a

2012

 
 
n/a
Geometry

The state average for Geometry was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Physics

The state average for Physics was 81% in 2013.

2013

 
 
n/a

2012

 
 
n/a
U.S. History

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

2013

 
 
n/a

2012

 
 
n/a
World Geography

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

2013

 
 
n/a

2012

 
 
n/a
World History

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

2013

 
 
n/a

2012

 
 
n/a
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

All Students83%
Female87%
Male79%
Black or African American38%
Asiann/a
Hispanic76%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged66%
Not economically disadvantaged86%
Special education39%
Not special education86%
Limited English proficient (LEP)n/a
Proficient in English83%
Migrantn/a
Non-migrant83%
Gifted/talented100%
Non-Gifted78%
Bilingualn/a

Math

All Students86%
Female88%
Male83%
Black or African American56%
Asiann/a
Hispanic84%
Multiracial89%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged69%
Not economically disadvantaged89%
Special education47%
Not special education88%
Limited English proficient (LEP)n/a
Proficient in English86%
Migrantn/a
Non-migrant86%
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 Students89%
Female90%
Male88%
Black or African American83%
Asiann/a
Hispanic81%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White94%
Economically disadvantaged71%
Not economically disadvantaged93%
Special education40%
Not special education90%
Limited English proficient (LEP)n/a
Proficient in English90%
Migrantn/a
Non-migrant89%
Gifted/talented100%
Non-Gifted86%
Bilingualn/a

Math

All Students81%
Female79%
Male83%
Black or African American50%
Asiann/a
Hispanic71%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged63%
Not economically disadvantaged85%
Special education20%
Not special education82%
Limited English proficient (LEP)n/a
Proficient in English81%
Migrantn/a
Non-migrant81%
Gifted/talented100%
Non-Gifted76%
Bilingualn/a

Writing

All Students83%
Female91%
Male75%
Black or African American67%
Asiann/a
Hispanic74%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged53%
Not economically disadvantaged89%
Special education40%
Not special education84%
Limited English proficient (LEP)n/a
Proficient in English84%
Migrantn/a
Non-migrant83%
Gifted/talented100%
Non-Gifted78%
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 Students92%
Female93%
Male92%
Black or African American67%
Asiann/a
Hispanic90%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White95%
Economically disadvantaged80%
Not economically disadvantaged95%
Special education43%
Not special education94%
Limited English proficient (LEP)33%
Proficient in English94%
Migrantn/a
Non-migrant92%
Gifted/talented100%
Non-Gifted91%
Bilingualn/a

Math

All Students85%
Female80%
Male89%
Black or African American40%
Asiann/a
Hispanic84%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged81%
Not economically disadvantaged87%
Special education50%
Not special education87%
Limited English proficient (LEP)n/a
Proficient in English87%
Migrantn/a
Non-migrant85%
Gifted/talentedn/a
Non-Gifted85%
Bilingualn/a

Science

All Students85%
Female85%
Male86%
Black or African American57%
Asiann/a
Hispanic79%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged67%
Not economically disadvantaged90%
Special education18%
Not special education89%
Limited English proficient (LEP)20%
Proficient in English87%
Migrantn/a
Non-migrant85%
Gifted/talented100%
Non-Gifted83%
Bilingualn/a

Social Studies

All Students74%
Female73%
Male74%
Black or African American57%
Asiann/a
Hispanic64%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White78%
Economically disadvantaged54%
Not economically disadvantaged78%
Special education27%
Not special education76%
Limited English proficient (LEP)0%
Proficient in English75%
Migrantn/a
Non-migrant74%
Gifted/talented100%
Non-Gifted69%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

Algebra I

All Students99%
Female100%
Male98%
Black or African Americann/a
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White99%
Economically disadvantaged91%
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

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 56% 29%
Hispanic 38% 52%
Black 3% 13%
Two or more races 2% 2%
Asian or Pacific Islander 1% 4%
American Indian/Alaska Native N/A 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) 1%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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3600 Farm to Market 967
Buda, TX 78610
Website: Click here
Phone: (512) 268-8441

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