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GreatSchools Rating

Cleburne High School

Public | 9-12 | 1679 students

 
 

Last modified
Community Rating

3 stars

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

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Parent involvement

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10 reviews of this school


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Posted May 3, 2014

This school constantly changes the administration, faculty, and even the board which continually changes the dynamic of the school. This is both a +/-. If an idea didn't work, it will most likely l be changed for a new idea. Unfortunately, this makes for TOTAL lack of consistency and confusing communication of expectations from administration due to the constant bickering and power struggle. It shows in everything from vice principal's disciplinary decisions to academic expectations of the students and teachers. Students make strong connections here and there seems to be an environment that students readily make strong friendships. I have never seen a "loner" at this school. Another positive are the variety of classes available for students. We have strong leaders in the teachers in the mathematics and the science department, and an excellent construction group. Unfortunately, we need dramatic improvement on too many points to fully address in this post. Some include: age of facility, lack of quality desks, ridiculous daily bell schedule that changes daily, periods are too short, too many classes per day, dramatic student achievement gap, & a manipulative parent group
—Submitted by a teacher


Posted June 7, 2010

I just graduated CHS two weeks ago. I love my High school, and always will. GO YELLOWJACKETS!!! Anyway, the teachers are involved with the students and for the most part agree with them that the administration is dictatorship-like, but we don't go to school for the administration, we go for the education, and the teachers get an A-plus when it comes to teaching the students what they need to know for the lives we will lead in the future!
—Submitted by a student


Posted August 26, 2009

CHS is a great place to be! The administration and staff are supportive and positive and truly love the kids. I am looking forward to the plans on accomodating our growing number of students. With the dual credit courses, highly qualified teachers and extracurricular activiites, the students will be successful wherever they choose to go! I am a proud Cleburne ISD Educator!
—Submitted by a teacher


Posted April 1, 2009

I have 4 children that have graduated from CHS. I believe that our school board and CHS staff are very supportive of students. They work to create a positive learning environment. Teachers, counselors, principals, vice-principals, and staff care about students. I like this school.
—Submitted by a parent


Posted September 11, 2007

I think this year will be somewhat better since we have a new principal!!!!!!! yea! The one we had last year was so into himself that it was embarrassing to say my children went to Cleburne High.One thing he was good at was presuming things before it was talked about! I believe in not jumping to conclusions especially if you do not even know what went on.I also think at this school if you have rules they should be enforced for all not just some, you know if you have a certain last name. I believe in fairness. One other thing I have a problem with is that how can a teacher (roll model) do stuff and then in the next breath punishes a student for the same thing!!!!!!!!
—Submitted by a parent


Posted November 8, 2005

This school does not offer enough electives that are appropriate for training non-college bound students. Discipline seems to be strong...providing a safe environment for students. The superintendent does not accept constructive criticism from staff nor community members, resulting in a district that is stagnating. In response to falling TAKS scores, the administration has responded by increasing teacher workloads plus less planning time...and this is somehow supposed to raise scores(?) I'd give this district a C-.
—Submitted by a teacher


Posted April 20, 2005

The Principal and Vice Principals are very unfair to students and will side with one another. They have no respect for students. I am a parent that teaches my child respect, but they act a drill sargeants. They have a dress code, but half the time don't abide by it. Some students dress under it and some do as they please. Sports,especially football will always come first to this school before the arts or academics. Most teachers are good here though and children can get a good education if they can survive the horrible office employees. Fights are common on this campus and coaches will not break them up, they believe in fighting it out. Be ware if you are a loving parent.
—Submitted by a parent


Posted March 18, 2004

The class sizes are average for this area. There is a varied amount of class choices, sports and extra circ. activities to be involved in. There is a community college in town which allow student the opportunity to participate in dual credit courses. The majority of school districts in this area on semesters with block schedules including A and B days. However, Cleburne differs by having trimesters. They have the same base five classes M-F for twelve weeks, then they receive five new classes. This may require some adjustment. But overall, administration, teachers and students are a great group to work with. You get out of High School what you put into it. Good luck
—Submitted by a parent


Posted February 21, 2004

This school does not let the young adults grow into their own person. This school acts as if they are my child's parent, and in my household I believe parenting should be done by me.
—Submitted by a parent


Posted January 27, 2004

I think that this school is way to big and the students can't get around fast enough to there classes. I have been there during a passing period and it was a catastrophe!
—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 89% in 2011.

514 students were tested at this school in 2011.

2011

 
 
87%

2010

 
 
92%
Math

The state average for Math was 70% in 2011.

508 students were tested at this school in 2011.

2011

 
 
57%

2010

 
 
56%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 91% in 2011.

389 students were tested at this school in 2011.

2011

 
 
87%

2010

 
 
93%
Math

The state average for Math was 74% in 2011.

389 students were tested at this school in 2011.

2011

 
 
60%

2010

 
 
66%
Science

The state average for Science was 76% in 2011.

385 students were tested at this school in 2011.

2011

 
 
70%

2010

 
 
74%
Social Studies

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

386 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
90%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

329 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
93%

2011

 
 
93%

2010

 
 
95%
Math

The state average for Math was 89% in 2013.

329 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
83%

2011

 
 
87%

2010

 
 
84%
Science

The state average for Science was 95% in 2013.

330 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
92%

2011

 
 
91%

2010

 
 
93%
Social Studies

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

328 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
96%

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 Students96%
Female98%
Male94%
Black or African American95%
Asiann/a
Hispanic96%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged96%
Special education88%
Limited English proficient (LEP)50%

Math

All Students87%
Female88%
Male87%
Black or African American89%
Asiann/a
Hispanic84%
American Indian or Alaska Nativen/a
White90%
Economically disadvantaged84%
Special education67%
Limited English proficient (LEP)45%

Science

All Students97%
Female96%
Male97%
Black or African American100%
Asiann/a
Hispanic96%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged96%
Special education79%
Limited English proficient (LEP)64%

Social Studies

All Students97%
Female96%
Male98%
Black or African American100%
Asiann/a
Hispanic96%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged97%
Special education79%
Limited English proficient (LEP)82%
Scale: % meeting or exceeding standards

About the tests


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

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 Unacceptable".
  • In 2009-2010, this school was rated "Academically Acceptable".
  • In 2008-2009, this school was rated "Academically Acceptable".

About the tests


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

Source: Texas Education Agency

Algebra I

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

431 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
66%
Algebra II

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

65 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
n/a
Biology I

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

490 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
90%
Chemistry

The state average for Chemistry was 84% in 2013.

361 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
41%
English I Reading

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

553 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
67%
English I Writing

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

596 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
47%
English II Reading

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

382 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
n/a
English II Writing

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

381 students were tested at this school in 2013.

2013

 
 
47%

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.

394 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
100%
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

 
 
50%
World Geography

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

519 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
74%
World History

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

362 students were tested at this school in 2013.

2013

 
 
66%

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

Algebra I

All Students64%
Female65%
Male63%
Black or African American61%
Asiann/a
Hispanic59%
Multiracial53%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander89%
White68%
Economically disadvantaged61%
Not economically disadvantaged70%
Special education42%
Not special education66%
Limited English proficient (LEP)42%
Proficient in English66%
Migrantn/a
Non-migrant64%
Gifted/talented93%
Non-Gifted61%
Bilingualn/a

Algebra II

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

Biology I

All Students86%
Female87%
Male85%
Black or African American78%
Asiann/a
Hispanic80%
Multiracial87%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander100%
White92%
Economically disadvantaged83%
Not economically disadvantaged91%
Special education66%
Not special education88%
Limited English proficient (LEP)52%
Proficient in English90%
Migrantn/a
Non-migrant86%
Gifted/talented98%
Non-Gifted83%
Bilingualn/a

Chemistry

All Students82%
Female83%
Male81%
Black or African American88%
Asiann/a
Hispanic78%
Multiracial83%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White84%
Economically disadvantaged77%
Not economically disadvantaged88%
Special education58%
Not special education83%
Limited English proficient (LEP)67%
Proficient in English83%
Migrantn/a
Non-migrant82%
Gifted/talented98%
Non-Gifted77%
Bilingualn/a

English I Reading

All Students56%
Female62%
Male50%
Black or African American50%
Asiann/a
Hispanic50%
Multiracial40%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander43%
White63%
Economically disadvantaged49%
Not economically disadvantaged66%
Special education24%
Not special education59%
Limited English proficient (LEP)13%
Proficient in English61%
Migrantn/a
Non-migrant56%
Gifted/talented90%
Non-Gifted48%
Bilingualn/a

English I Writing

All Students34%
Female42%
Male27%
Black or African American14%
Asiann/a
Hispanic25%
Multiracial40%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander29%
White43%
Economically disadvantaged27%
Not economically disadvantaged46%
Special education8%
Not special education36%
Limited English proficient (LEP)5%
Proficient in English37%
Migrantn/a
Non-migrant34%
Gifted/talented76%
Non-Gifted25%
Bilingualn/a

English II Reading

All Students76%
Female76%
Male77%
Black or African American67%
Asiann/a
Hispanic71%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White82%
Economically disadvantaged72%
Not economically disadvantaged82%
Special education31%
Not special education80%
Limited English proficient (LEP)47%
Proficient in English78%
Migrantn/a
Non-migrant76%
Gifted/talented99%
Non-Gifted70%
Bilingualn/a

English II Writing

All Students47%
Female48%
Male45%
Black or African American38%
Asiann/a
Hispanic34%
Multiracial33%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White59%
Economically disadvantaged37%
Not economically disadvantaged58%
Special education12%
Not special education50%
Limited English proficient (LEP)5%
Proficient in English49%
Migrantn/a
Non-migrant47%
Gifted/talented87%
Non-Gifted35%
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 Students77%
Female77%
Male76%
Black or African American81%
Asiann/a
Hispanic75%
Multiracial71%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White77%
Economically disadvantaged73%
Not economically disadvantaged81%
Special education50%
Not special education78%
Limited English proficient (LEP)47%
Proficient in English78%
Migrantn/a
Non-migrant77%
Gifted/talented98%
Non-Gifted70%
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 Students70%
Female66%
Male74%
Black or African American67%
Asiann/a
Hispanic64%
Multiracial47%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander50%
White77%
Economically disadvantaged64%
Not economically disadvantaged79%
Special education36%
Not special education73%
Limited English proficient (LEP)33%
Proficient in English74%
Migrantn/a
Non-migrant70%
Gifted/talented98%
Non-Gifted63%
Bilingualn/a

World History

All Students66%
Female62%
Male70%
Black or African American53%
Asiann/a
Hispanic59%
Multiracial71%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White71%
Economically disadvantaged58%
Not economically disadvantaged75%
Special education17%
Not special education69%
Limited English proficient (LEP)53%
Proficient in English66%
Migrantn/a
Non-migrant66%
Gifted/talented92%
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

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 51% 29%
Hispanic 41% 52%
Black 5% 13%
Two or more races 2% 2%
Asian or Pacific Islander 1% 4%
Hawaiian Native/Pacific Islander 1% 0%
American Indian/Alaska Native N/A 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 7%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 8%N/AN/A
Source: CRDC, 2011-2012

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1501 Harlin Drive
Cleburne, TX 76033
Website: Click here
Phone: (817) 202-1200

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