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GreatSchools Rating

Cleveland High School

Public | 9-12 | 931 students

 

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3 stars


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15 reviews of this school


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Posted September 18, 2008

I've only attended one other school disrict and at first, Cleveland was a lot easier and a lot more out of control than where i was previosly enrolled. Now that I am in high school, I realize that it is a good school and does put out good students. I think our problem isn't the teacheres or the school district itself, but simply students not wanting to try. Despite receiving criticsim from many people, I think Cleveland is one of the better schools around Southeast Texas!
—Submitted by a student


Posted November 29, 2006

I am currently attending CHS..Personally in my opionion I agree that the staff at our school are more worried about what we are wearing instead of what we learn...and with the TAKS it's pointless we dont learn what we actually need for this test thats why our academic scores seem to be so low. If they worried more about what we learned and if we actually had teachers who care things might possibly work out for us but until the teachers figure out what we are supposed to do it will not do us any good...
—Submitted by a student


Posted November 19, 2006

I recently graduated from CHS. When I got to the university that I'm now attending I was anything but prepared for the level of work. I was not one of the kids who slaked off and just did enough to get by I did all of my work and got A's. Then I got to college and found out that the how behind Cleveland really is. They should spend less time on weather or not someone's shirt is tucked in and more time on academics and giving the kids who want to go to college the knowledge that they are going to need so they are not as behind when they get there. Don't get me wrong a lot of the teachers really care about teaching, but they need to be allowed to teach not prepare for the test, or check dress code every class.
—Submitted by a former student


Posted May 19, 2006

I am currently attending Cleveland High School, even though we are not acceptable by the state. We still have great teachers. Are extracurriclar activities are great we have AFJROTC, Band, FFA and other programs. And we just got done building a brand new high school to help us to be more cofident and that it will be safer for us and a nice place to call our home school. So befor any one talks about this school needs to come vist it. Thank you
—Submitted by a student


Posted August 2, 2005

Currently a new builing is being built so CHS is extremely large and it is also around a good enviornment. New classes have been added as career specific courses. The renewal of the school is great and so is the new attitude!
—Submitted by a parent


Posted May 27, 2005

I am currently going to cleveland high school. I think the office people try to hard to make there not be any fights or anyting that they don't pay any attention to out academic achievements...Or should I say non achievements. I don't think they try hard enough to actually make our school an exemplary school.
—Submitted by a student


Posted July 1, 2004

I attended Cleveland High and graduated in 1999. I know that many people feel the administration and teachers are the cause for low morals and low achievement. I would have to say that is due more on the parents of the students involved. I am a sucess because not only did I have help from wonderful teachers (especialy American History, Band, and Chemistry)but I also had love from home and church. Cleveland High School is a public school. Those who work there can only do as much as the government will alow them to! In my case, I hope that they know they have done a wonderful job preparing me for my future.
—Submitted by a former student


Posted June 3, 2004

This is a good school district, regardless of all of the negative comments. If you just look around at some of our recent graduates you will find doctors, lawyers,dentist, playwrights, probation officers and many other professionals. Our kids just don't get the credit that they deserve. We have had so many successful kids that have graduated from our schools.
—Submitted by a former student


Posted May 30, 2004

Drugs, sex, violence, low test scores, but good sports, and a wonderful band. These are the things that plague and make this school. Hopefully things will change from how they have been now that this school has new leadership. The least we can do is pray that it will and perhaps already has changed. Parents will enjoy the friendly staff and perhaps a few other aspects of this school as for myself I in the future will never send my children to this school district without there being a total make-over.
—Submitted by a former student


Posted March 16, 2004

I attended Cleveland HIgh school a few years ago. I read some of the previous comments and I was unsatisfied with the negativity. I am currently an 'A' student at Austin Peay State University in Clarksville, TN. I have CHS to thank for the college preparation. The school has a great sense of pride and the extracurricular activities are outstanding.
—Submitted by a former student


Posted March 1, 2004

I attended Cleveland also, and when we were in school the level of everything was better. We were cared about and tought things that would carry you through life after school. Now that I have come back to see, the main emphasis now is how you dress, passing the state exams. They have younger teachers who come here to get a couple of years experience and then leave to get a higher pay somewhere else. There isn't that strong of a community backing like when I was attending here. It still doesn't fall solely on the school system either, it invovles the community too. The kids have a no care attitude, they just do enough to get by, they aren't thinking about the future once high school is over. Too many of them slowly become statistics due to peer pressure, not enough ouside positive influences, not enough functions as well as places to have functions to keep them occupied from the outside negatives that they may come in contact with. Truly there are many factors that you could look at. All of these stated and much more are going to have to be looked and implemented in order to help our future generations, meaning everyone has to do their part. The school system is on the rise though, they are getting better, but education still starts at the home(parents).
—Submitted by a parent


Posted January 30, 2004

I attended CHS several years ago and was not satisfied with the curriculum. I briefly moved to another school district in Texas my junior year, and realized just how far behind Cleveland was academically. Honors classes in Cleveland were more like remedial classes elsewhere.
—Submitted by a parent


Posted January 19, 2004

We moved here from Arizona and our son was failing there. Here he has done a complete turn around and is getting As and Bs. He likes the teachers and has commented on how friendly everyone is. I am very thankful that they helped him to get on the right track again
—Submitted by a parent


Posted January 9, 2004

The staff is very friendly and helpful when needed. The principals are always visible at the school and extracurricular activities. Some of the teachers could be a little more patience and eager to assist the students. But overall the school seems to be average.
—Submitted by a parent


Posted June 30, 2003

The principals are below average and that is only when you are able to get hold of them. Many of the students, even after attending this school for three or four years, do not know who the principals are until graduation when they make an appearance to see the graduates leave.


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.

245 students were tested at this school in 2011.

2011

 
 
85%

2010

 
 
88%
Math

The state average for Math was 70% in 2011.

241 students were tested at this school in 2011.

2011

 
 
66%

2010

 
 
54%
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.

172 students were tested at this school in 2011.

2011

 
 
87%

2010

 
 
87%
Math

The state average for Math was 74% in 2011.

161 students were tested at this school in 2011.

2011

 
 
58%

2010

 
 
67%
Science

The state average for Science was 76% in 2011.

166 students were tested at this school in 2011.

2011

 
 
76%

2010

 
 
75%
Social Studies

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

168 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
93%
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.

151 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
85%

2011

 
 
92%

2010

 
 
91%
Math

The state average for Math was 89% in 2013.

151 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
87%

2011

 
 
86%

2010

 
 
88%
Science

The state average for Science was 95% in 2013.

152 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
84%

2011

 
 
89%

2010

 
 
92%
Social Studies

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

150 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
95%

2011

 
 
99%

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 Students95%
Female94%
Male96%
Black or African American100%
Asiann/a
Hispanic95%
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged93%
Special education60%
Limited English proficient (LEP)n/a

Math

All Students80%
Female79%
Male81%
Black or African American74%
Asiann/a
Hispanic84%
American Indian or Alaska Nativen/a
White79%
Economically disadvantaged80%
Special educationn/a
Limited English proficient (LEP)n/a

Science

All Students91%
Female88%
Male95%
Black or African American85%
Asiann/a
Hispanic94%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged88%
Special educationn/a
Limited English proficient (LEP)n/a

Social Studies

All Students97%
Female97%
Male97%
Black or African American100%
Asiann/a
Hispanic98%
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged97%
Special education70%
Limited English proficient (LEP)n/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

  • In 2010-2011, this school was rated "Academically Acceptable".
  • In 2009-2010, this school was rated "Academically Acceptable".
  • In 2008-2009, this school was rated "Academically Acceptable".

About the tests


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

Source: Texas Education Agency

Algebra I

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

256 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
58%
Algebra II

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

41 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
n/a
Biology I

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

259 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
83%
Chemistry

The state average for Chemistry was 84% in 2013.

155 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
46%
English I Reading

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

304 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
49%
English I Writing

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

321 students were tested at this school in 2013.

2013

 
 
25%

2012

 
 
34%
English II Reading

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

193 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
n/a
English II Writing

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

193 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
n/a
English III Reading

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

2013

 
 
n/a

2012

 
 
40%
English III Writing

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

2013

 
 
n/a

2012

 
 
30%
Geometry

The state average for Geometry was 86% in 2013.

161 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
94%
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.

276 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
63%
World History

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

187 students were tested at this school in 2013.

2013

 
 
67%

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 Students44%
Female43%
Male44%
Black or African American39%
Asiann/a
Hispanic45%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White45%
Economically disadvantaged42%
Not economically disadvantaged49%
Special education13%
Not special education45%
Limited English proficient (LEP)13%
Proficient in English47%
Migrantn/a
Non-migrant44%
Gifted/talentedn/a
Non-Gifted44%
Bilingualn/a

Algebra II

All Students88%
Female84%
Male94%
Black or African Americann/a
Asiann/a
Hispanic94%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White84%
Economically disadvantaged91%
Not economically disadvantaged83%
Special educationn/a
Not special education88%
Limited English proficient (LEP)n/a
Proficient in English88%
Migrantn/a
Non-migrant88%
Gifted/talented100%
Non-Gifted84%
Bilingualn/a

Biology I

All Students74%
Female77%
Male71%
Black or African American69%
Asiann/a
Hispanic75%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White75%
Economically disadvantaged75%
Not economically disadvantaged72%
Special education27%
Not special education76%
Limited English proficient (LEP)68%
Proficient in English74%
Migrantn/a
Non-migrant74%
Gifted/talentedn/a
Non-Gifted74%
Bilingualn/a

Chemistry

All Students63%
Female64%
Male61%
Black or African American57%
Asiann/a
Hispanic60%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White67%
Economically disadvantaged64%
Not economically disadvantaged60%
Special educationn/a
Not special education63%
Limited English proficient (LEP)33%
Proficient in English64%
Migrantn/a
Non-migrant63%
Gifted/talented100%
Non-Gifted60%
Bilingualn/a

English I Reading

All Students44%
Female45%
Male43%
Black or African American24%
Asiann/a
Hispanic45%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White49%
Economically disadvantaged41%
Not economically disadvantaged53%
Special education9%
Not special education45%
Limited English proficient (LEP)16%
Proficient in English47%
Migrantn/a
Non-migrant44%
Gifted/talentedn/a
Non-Gifted44%
Bilingualn/a

English I Writing

All Students25%
Female26%
Male25%
Black or African American19%
Asiann/a
Hispanic26%
Multiracial20%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White26%
Economically disadvantaged22%
Not economically disadvantaged33%
Special education0%
Not special education26%
Limited English proficient (LEP)6%
Proficient in English27%
Migrantn/a
Non-migrant25%
Gifted/talentedn/a
Non-Gifted25%
Bilingualn/a

English II Reading

All Students60%
Female62%
Male58%
Black or African American50%
Asiann/a
Hispanic59%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White63%
Economically disadvantaged60%
Not economically disadvantaged60%
Special education17%
Not special education61%
Limited English proficient (LEP)21%
Proficient in English62%
Migrantn/a
Non-migrant60%
Gifted/talented91%
Non-Gifted58%
Bilingualn/a

English II Writing

All Students35%
Female44%
Male26%
Black or African American17%
Asiann/a
Hispanic34%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White39%
Economically disadvantaged32%
Not economically disadvantaged40%
Special education17%
Not special education35%
Limited English proficient (LEP)14%
Proficient in English36%
Migrantn/a
Non-migrant35%
Gifted/talented91%
Non-Gifted31%
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 Students63%
Female60%
Male65%
Black or African American50%
Asiann/a
Hispanic56%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White70%
Economically disadvantaged63%
Not economically disadvantaged62%
Special educationn/a
Not special education64%
Limited English proficient (LEP)45%
Proficient in English64%
Migrantn/a
Non-migrant63%
Gifted/talentedn/a
Non-Gifted63%
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 Students54%
Female53%
Male55%
Black or African American38%
Asiann/a
Hispanic60%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White52%
Economically disadvantaged54%
Not economically disadvantaged54%
Special education0%
Not special education55%
Limited English proficient (LEP)39%
Proficient in English55%
Migrantn/a
Non-migrant54%
Gifted/talentedn/a
Non-Gifted53%
Bilingualn/a

World History

All Students67%
Female62%
Male72%
Black or African American47%
Asiann/a
Hispanic64%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White75%
Economically disadvantaged64%
Not economically disadvantaged74%
Special education60%
Not special education68%
Limited English proficient (LEP)67%
Proficient in English67%
Migrantn/a
Non-migrant67%
Gifted/talented100%
Non-Gifted66%
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 44% 29%
Hispanic 43% 52%
Black 11% 13%
Asian or Pacific Islander 1% 4%
Two or more races 1% 2%
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) 11%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 11%N/AN/A
Source: CRDC, 2011-2012

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School basics

School Leader's name
  • STEPHEN MCCANLESS
Fax number
  • (281) 592-7485

Resources

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

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1600 East Houston Street
Cleveland, TX 77327
Phone: (281) 592-8752

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