Advertisement
Advertisement

GreatSchools Rating

Dobie J High School

Public | 7-8 | 1076 students

 
 

Living in Cibolo

Situated in a suburban neighborhood. The median home value is $184,200. The average monthly rent for a 2 bedroom apartment is $800.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars

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

Teacher quality

Principal leadership

Parent involvement

Rate this school

Click on stars to rate
Please select a star rating for this school.
    Helpful reviews answer questions:
  • What do you think others should know?
  • What do you like?
  • How could your school improve?
    Review Guidelines
    GreatSchools won’t post reviews that contain:
  • Inappropriate language
  • Allegations of criminal conduct
  • Names of students, teachers or staff
1200 characters remaining
Please read and accept our Terms of Use to join GreatSchools.
Please indicate your relationship to the school.
Registration is required to post your anonymous review
We will not display your name, photo or email address with your review.
OR
Your email address will never be published or shared.
Indicates a required field

9 reviews of this school


Sort by:
Show reviews by:
Posted June 17, 2013

This school puts a lot of emphasis on its sports. Which shows in how successful they are. My daughter is in the honors classes, and they don't seem hard enough for her. I think the teachers should try and challenge the students more. Other than that I have no complaints as she absolutely adores her teachers, and the administrative staff seems good.
—Submitted by a parent


Posted May 16, 2013

I will admit there are a lot of students that attend this school only because everyone wants to go here and the community is growing by leaps and bounds. The teachers are great in replying to your emails pretty quickly. The Grade speed is in the only way to go but, if you don't have internet is is nearly impossible to get feed back from the teachers. Their counselors are a great help but, as for parent involvement, I haven't really notice anything. Our other school was always sending out request for help, having quarterly parent/teacher meet and greets. and offering invitations for plays, concerts, science fairs, and sports for everyone that had children in their school. They were always looking for volunteers to help. My daughter says she likes all of her teachers and the principal. She said the staff is nice except she isn't happy with the cafeteria workers (can be rude and stressed) or lunch itself. Only because there are too many kids to get a plate and not enough time to eat if you did. So, she takes a lunch.
—Submitted by a parent


Posted March 5, 2010

I moved here from alamo hieghts, and I am very dissapointed. this school has way to many students and to few teachers. My child never has homework, and is not academically challenges. She is however socially challenged, because alot of the kids are just mean. it's like their parents are nowere in their life. some of the teachers need to retire, since they do not actually teach. I was a sub teacher there and the kids are disrespectful and lazy.
—Submitted by a parent


Posted June 25, 2009

It's a great school. My son was in pre-ap and regular classes the 2 years his spend there, and he did great. He also was in Honor Band great program, great teacher Mr. Daniels. Did have couple of issue with some classes and as soon as I e-mailed or talked to the teacher it was solved, very satisfied with them never had to go to the principal. The only downside is small cafeteria for so many kids, besides that its a great school district. We are in the military and we plan to go back to the community.
—Submitted by a parent


Posted April 18, 2008

This school is great i must say. I would however recommend all pre-ap for your child as regular classes are really not a good crowd to have your child hanging out in. One thing is the principals and counselors never back the parent or the student. They will always back the teacher, that is just how the SCUCISD works. 6/7 of my teachers do care alot about how i do, and i will say if you do well in this district as far as studies go you will be rewarded as our teachers respect hard workers. Dobie is aslo one of the most respected schools even in san antonio. I would definitley consider putting your kid in this school. We just had construction done on our school, so there is lots of new facilities. Check it out!
—Submitted by a student


Posted April 10, 2008

Dobie Junior High is an excellent school and if you move to Cibilo you should send your child there. The lockers are very clean and the staff is very nice. I haven't had a problem with the school since my child went there. It is so nice that I believe I'll try to get a job there in the near future to spend more time with my child.
—Submitted by a parent


Posted September 2, 2006

Dobie is much better than where my child would be going 'Luna Middle School' had we not moved. However, I am very impressed with the overall district policy regarding discipline actions. The 'one strike, zero tolerance' is adequate. Take a student who is doing well (A's and B's), participates in school activities, etc., and has one minor incident like 'disorderly conduct - fighting', and the child is suspended for 3 days, ticketed by campus police, and attends court, yes real court with a real judge.
—Submitted by a parent


Posted May 5, 2004

Dobie is much better than where my child would be going had we not moved. However, I am not impressed with the overall district policy regarding discipline actions. The 'one strike, zero tolerance' is not adequate. Take a student who is doing well (A's and B's), particpates in school activities, etc., and has one minor incident like 'disorderly conduct - fighting', and the child is suspended for 3 days, ticketed by campus police, and attends court, yes real court with a real judge. Give me a break! And when you question administration about it, they say 'we must treat them all the same'. I remember that from when I was in school. We studied it. It was called communism! Yes I am venting, and our district isn't the only that works this way. And yes, I will be running for a board position soon.
—Submitted by a parent


Posted February 19, 2004

If you have to move to Schertz (or most anywhere else in San Antonio) this is the better Jr High by far. They still place a lot of emphasis on sports instead of academics, but they do offer honors classes, but education standards are still not that great (texas doesn't rank very high). My son has had a few great teachers, but a few that were awful, the 1 counselor is overworked. They have implemented email and grades posted online. Most teachers will give you quick feedback via email, a real plus! Environment and atmosphere are safe.
—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 86% in 2011.

513 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
89%
Math

The state average for Math was 81% in 2011.

509 students were tested at this school in 2011.

2011

 
 
86%

2010

 
 
88%
Writing

The state average for Writing was 94% in 2011.

506 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
94%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

527 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
98%
Math

The state average for Math was 73% in 2011.

530 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
94%
Science

The state average for Science was 79% in 2011.

526 students were tested at this school in 2011.

2011

 
 
87%

2010

 
 
79%
Social Studies

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

518 students were tested at this school in 2011.

2011

 
 
97%

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

All Students89%
Female91%
Male87%
Black or African American87%
Asian100%
Hispanic86%
American Indian or Alaska Nativen/a
White89%
Economically disadvantaged84%
Not economically disadvantaged90%
Special education63%
Not special education91%
Limited English proficient (LEP)60%
Proficient in English89%
Migrantn/a
Non-migrant89%
Gifted/talented100%

Math

All Students86%
Female84%
Male88%
Black or African American77%
Asian100%
Hispanic86%
American Indian or Alaska Nativen/a
White88%
Economically disadvantaged82%
Not economically disadvantaged88%
Special education68%
Not special education88%
Limited English proficient (LEP)60%
Proficient in English87%
Migrantn/a
Non-migrant86%
Gifted/talented100%

Writing

All Students93%
Female97%
Male90%
Black or African American93%
Asian100%
Hispanic93%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged85%
Not economically disadvantaged95%
Special education66%
Not special education96%
Limited English proficient (LEP)60%
Proficient in English94%
Migrantn/a
Non-migrant93%
Gifted/talented95%
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 Students96%
Female96%
Male95%
Black or African American95%
Asian100%
Hispanic96%
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged91%
Not economically disadvantaged97%
Special education71%
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English96%
Migrantn/a
Non-migrant96%
Gifted/talented100%

Math

All Students96%
Female97%
Male94%
Black or African American91%
Asian100%
Hispanic96%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged90%
Not economically disadvantaged97%
Special education68%
Not special education98%
Limited English proficient (LEP)n/a
Proficient in English96%
Migrantn/a
Non-migrant96%
Gifted/talented100%

Science

All Students87%
Female86%
Male88%
Black or African American76%
Asian93%
Hispanic84%
American Indian or Alaska Nativen/a
White91%
Economically disadvantaged76%
Not economically disadvantaged89%
Special education44%
Not special education91%
Limited English proficient (LEP)n/a
Proficient in English88%
Migrantn/a
Non-migrant87%
Gifted/talented100%

Social Studies

All Students97%
Female95%
Male98%
Black or African American96%
Asian100%
Hispanic96%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged90%
Not economically disadvantaged98%
Special education82%
Not special education98%
Limited English proficient (LEP)n/a
Proficient in English97%
Migrantn/a
Non-migrant97%
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 77% in 2013.

542 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
85%
Math

The state average for Math was 71% in 2013.

544 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
87%
Writing

The state average for Writing was 70% in 2013.

541 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
79%
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.

567 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
84%
Math

The state average for Math was 77% in 2013.

262 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
69%
Science

The state average for Science was 75% in 2013.

572 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
78%
Social Studies

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

573 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
72%
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.

309 students were tested at this school in 2013.

2013

 
 
97%

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 Students89%
Female91%
Male87%
Black or African American91%
Asian100%
Hispanic85%
Multiracial88%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged85%
Not economically disadvantaged90%
Special education50%
Not special education90%
Limited English proficient (LEP)43%
Proficient in English90%
Migrantn/a
Non-migrant89%
Gifted/talented100%
Non-Gifted88%
Bilingualn/a

Math

All Students91%
Female94%
Male87%
Black or African American88%
Asian100%
Hispanic89%
Multiracial97%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White92%
Economically disadvantaged84%
Not economically disadvantaged92%
Special education59%
Not special education92%
Limited English proficient (LEP)33%
Proficient in English91%
Migrantn/a
Non-migrant91%
Gifted/talented100%
Non-Gifted90%
Bilingualn/a

Writing

All Students75%
Female81%
Male70%
Black or African American79%
Asian100%
Hispanic71%
Multiracial87%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White75%
Economically disadvantaged65%
Not economically disadvantaged78%
Special education36%
Not special education77%
Limited English proficient (LEP)57%
Proficient in English76%
Migrantn/a
Non-migrant75%
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 Students91%
Female95%
Male88%
Black or African American88%
Asian100%
Hispanic90%
Multiracial88%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White94%
Economically disadvantaged83%
Not economically disadvantaged93%
Special education59%
Not special education93%
Limited English proficient (LEP)80%
Proficient in English91%
Migrantn/a
Non-migrant91%
Gifted/talented100%
Non-Gifted90%
Bilingualn/a

Math

All Students76%
Female77%
Male74%
Black or African American70%
Asiann/a
Hispanic83%
Multiracial67%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White71%
Economically disadvantaged64%
Not economically disadvantaged80%
Special education62%
Not special education77%
Limited English proficient (LEP)n/a
Proficient in English76%
Migrantn/a
Non-migrant76%
Gifted/talentedn/a
Non-Gifted76%
Bilingualn/a

Science

All Students86%
Female85%
Male86%
Black or African American91%
Asian100%
Hispanic80%
Multiracial88%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged73%
Not economically disadvantaged88%
Special education50%
Not special education88%
Limited English proficient (LEP)80%
Proficient in English86%
Migrantn/a
Non-migrant86%
Gifted/talented100%
Non-Gifted84%
Bilingualn/a

Social Studies

All Students79%
Female77%
Male81%
Black or African American77%
Asian100%
Hispanic72%
Multiracial88%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White82%
Economically disadvantaged70%
Not economically disadvantaged81%
Special education49%
Not special education81%
Limited English proficient (LEP)20%
Proficient in English79%
Migrantn/a
Non-migrant79%
Gifted/talented100%
Non-Gifted77%
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 Students97%
Female98%
Male96%
Black or African American94%
Asian100%
Hispanic97%
Multiracial93%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White98%
Economically disadvantaged91%
Not economically disadvantaged98%
Special education100%
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English97%
Migrantn/a
Non-migrant97%
Gifted/talented100%
Non-Gifted97%
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 "Recognized".
  • In 2009-2010, this school was rated "Recognized".
  • In 2008-2009, this school was rated "Recognized".

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 38% 52%
White 38% 29%
Black 16% 13%
Two or more races 6% 2%
Asian or Pacific Islander 2% 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 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


Help other families

Millions of families turn to GreatSchools for help with their
school search. You can help these families by providing
a few details about this school.

Administrators & teachers: Let your school shine!

Help your school shine online by adding program highlights, photos and more on GreatSchools! Get started »

Upcoming Events

No upcoming events found for this school
Searching for school events...
Date
Title
  • {{date}}
    {{title}}
Export calendar
Outlook.com
Microsoft Outlook
iCal Format
Google Calendar
Print Calendar
Uploading, please wait...
POWERED BY
Tandem
Notice an inaccuracy? Let us know!

395 West Borgfeld Road
Cibolo, TX 78108
Website: Click here
Phone: (210) 619-4100

ADVERTISEMENT
ADVERTISEMENT

Compare this school
to nearby schools

Compare schools »

Compare

Add this school to compare

Nearby schools





Randolph Middle School
Universal City, TX



ADVERTISEMENT
ADVERTISEMENT