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GreatSchools Rating

Martin Middle School

Public | 6-8 | 697 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 1 rating
2012:
Based on 2 ratings
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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5 reviews of this school


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Posted September 18, 2013

Regardless of where the school is located there will always be the students that are difficult. Instead of pointing fingers at the school and even the difficult students, the finger needs to be pointed at the PARENTS! Some teachers at this school need an attitude adjustment, but again that will be found at any school. Ms. Garcia, Mr. Juarez, Sra. Arispe, Mrs. Hernandez, Mr. Stuart are just some to name a few that I have personally experienced that have gone out of their way for my son. Ms. Aviles by far deserves teacher of the year!!!!! She ALWAYS goes above and beyond for her students. She takes them under her wing and guides them and is there for them. I appreciate her and all the other teachers that make that extra effort for these children! First and foremost it is the responsibility of the parents to stay on top of their children, but after the parents its the teachers that play a huge role in these children's lives! One bad teacher can have just as much of an impact on a student as a good teacher. Honestly, I believe that all it takes is that one bad teacher to bring down a student's self esteem. Parent to parent DO NOT judge this school by its location or how it was yrs ago.
—Submitted by a parent


Posted April 25, 2012

I have taught at this school for many years, and I have always been impressed with the dedication for our students shown by the staff and the administration. We all do an amazing job tending to our children, so they can achieve success. Sadly, there are always some who do not want to learn and, therefore, disrupt the process of teaching and learning. Yet we offer them the same care, tutoring, and instruction because that is our job. Actually, they get more of all of that. One thing I know for sure, and I see it every year over and over: If the child is happy at home and is cared for by involved, encouraging adults, he/she brings that positivity to school and uses it to succeed and endear him/herself to all.
—Submitted by a teacher


Posted April 24, 2012

I was skeptical about my son coming to school here because I went to school here and it "was" horrible. Everything has changed! There is so much more involvement now and all the staff is outstanding. Still you have those kids that are ahead of their time with the way they speak and try to sag their pants, but that's not the schools fault; that's anywhere you go. Sad thing is that it's more likely on the schools on this side of town. My son has been a honor roll student from the begining an has even been selected for the National Junior Honor Society! We are very involved though, and I believe that has a lot to do with it. Even though I work full time and go to school part time, I am always on top of his grades and assignments. The teachers do their part, but at the end of the day it's up to us as parents to give them the tools they need to succed in life; and all that starts with the support from thier parents/parent whatever the case is. I have even showed up during my break during their passing periods and there are always teachers at every hall. That was never the case before. This realized that there "was" a problem and have done an exceptional job at fixing that problem!
—Submitted by a parent


Posted October 2, 2008

I have to say with great certainty that Martin MS is moving forward in many positive ways! Martin offers a variety of interventions for all students - tutorials in the middle of the day, before and after school help, enrichment activities, consistency in discipline, and most of all a respect and love for every student who walks onto this campus. We truly believe that all students can succeed and we are committed to giving our students and parents every tool they need to make that happen.
—Submitted by a teacher


Posted November 22, 2005

Martin Middle school is a roygh school; especially for chilchen that have not gone to the school neighborhood before. Although the school management and school teachers,counselous and evrybody else try very hard to keep everything smooth and under control; but in reality the children from this neighbohood not all ; but some of these kids try to prove themselve of I don't know what and are very pushi and agressive toward new aor smaller children. That has to come to an endand I hope soon; because the teacher and aupper management are trying very hard to accomplish this goal.
—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.

164 students were tested at this school in 2011.

2011

 
 
72%

2010

 
 
73%
Math

The state average for Math was 83% in 2011.

162 students were tested at this school in 2011.

2011

 
 
56%

2010

 
 
61%
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.

156 students were tested at this school in 2011.

2011

 
 
77%

2010

 
 
78%
Math

The state average for Math was 81% in 2011.

159 students were tested at this school in 2011.

2011

 
 
56%

2010

 
 
59%
Writing

The state average for Writing was 94% in 2011.

155 students were tested at this school in 2011.

2011

 
 
91%

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 85% in 2011.

164 students were tested at this school in 2011.

2011

 
 
85%

2010

 
 
91%
Math

The state average for Math was 73% in 2011.

163 students were tested at this school in 2011.

2011

 
 
71%

2010

 
 
76%
Science

The state average for Science was 79% in 2011.

165 students were tested at this school in 2011.

2011

 
 
59%

2010

 
 
57%
Social Studies

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

162 students were tested at this school in 2011.

2011

 
 
91%

2010

 
 
86%
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 Students72%
Female75%
Male69%
Black or African Americann/a
Asiann/a
Hispanic73%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged71%
Not economically disadvantaged88%
Special education44%
Not special education74%
Limited English proficient (LEP)17%
Proficient in English80%
Migrantn/a
Non-migrant72%
Gifted/talentedn/a

Math

All Students56%
Female58%
Male53%
Black or African Americann/a
Asiann/a
Hispanic56%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged54%
Not economically disadvantaged86%
Special education50%
Not special education56%
Limited English proficient (LEP)17%
Proficient in English60%
Migrantn/a
Non-migrant56%
Gifted/talentedn/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

English Language Arts

All Students77%
Female83%
Male72%
Black or African Americann/a
Asiann/a
Hispanic77%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged77%
Not economically disadvantaged70%
Special education40%
Not special education78%
Limited English proficient (LEP)33%
Proficient in English79%
Migrantn/a
Non-migrant77%
Gifted/talentedn/a

Math

All Students56%
Female57%
Male55%
Black or African Americann/a
Asiann/a
Hispanic57%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged55%
Not economically disadvantaged70%
Special education14%
Not special education58%
Limited English proficient (LEP)50%
Proficient in English56%
Migrantn/a
Non-migrant56%
Gifted/talentedn/a

Writing

All Students91%
Female95%
Male88%
Black or African Americann/a
Asiann/a
Hispanic91%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged91%
Not economically disadvantaged90%
Special educationn/a
Not special education91%
Limited English proficient (LEP)0%
Proficient in English95%
Migrantn/a
Non-migrant91%
Gifted/talentedn/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

English Language Arts

All Students85%
Female86%
Male84%
Black or African Americann/a
Asiann/a
Hispanic84%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged84%
Not economically disadvantaged100%
Special education64%
Not special education86%
Limited English proficient (LEP)17%
Proficient in English89%
Migrantn/a
Non-migrant85%
Gifted/talentedn/a

Math

All Students71%
Female66%
Male76%
Black or African Americann/a
Asiann/a
Hispanic71%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged70%
Not economically disadvantaged80%
Special education40%
Not special education73%
Limited English proficient (LEP)43%
Proficient in English73%
Migrantn/a
Non-migrant70%
Gifted/talentedn/a

Science

All Students59%
Female59%
Male60%
Black or African Americann/a
Asiann/a
Hispanic59%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged58%
Not economically disadvantaged78%
Special education33%
Not special education61%
Limited English proficient (LEP)17%
Proficient in English63%
Migrantn/a
Non-migrant60%
Gifted/talentedn/a

Social Studies

All Students91%
Female91%
Male90%
Black or African Americann/a
Asiann/a
Hispanic91%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged90%
Not economically disadvantaged100%
Special education83%
Not special education91%
Limited English proficient (LEP)83%
Proficient in English91%
Migrantn/a
Non-migrant91%
Gifted/talentedn/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

English Language Arts

The state average for English Language Arts was 71% in 2013.

221 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
56%
Math

The state average for Math was 74% in 2013.

216 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
51%
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.

192 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
55%
Math

The state average for Math was 71% in 2013.

143 students were tested at this school in 2013.

2013

 
 
23%

2012

 
 
40%
Writing

The state average for Writing was 70% in 2013.

191 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
50%
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.

194 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
60%
Math

The state average for Math was 77% in 2013.

203 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
41%
Science

The state average for Science was 75% in 2013.

190 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
30%
Social Studies

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

190 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
25%
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.

35 students were tested at this school in 2013.

2013

 
 
91%

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 Students51%
Female59%
Male42%
Black or African American60%
Asiann/a
Hispanic51%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged49%
Not economically disadvantaged75%
Special education20%
Not special education53%
Limited English proficient (LEP)16%
Proficient in English54%
Migrantn/a
Non-migrant51%
Gifted/talentedn/a
Non-Gifted51%
Bilingualn/a

Math

All Students46%
Female53%
Male39%
Black or African American40%
Asiann/a
Hispanic47%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged46%
Not economically disadvantaged50%
Special education43%
Not special education46%
Limited English proficient (LEP)21%
Proficient in English49%
Migrantn/a
Non-migrant47%
Gifted/talentedn/a
Non-Gifted46%
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 Students51%
Female54%
Male48%
Black or African American60%
Asiann/a
Hispanic50%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White60%
Economically disadvantaged49%
Not economically disadvantaged73%
Special education24%
Not special education53%
Limited English proficient (LEP)25%
Proficient in English51%
Migrantn/a
Non-migrant51%
Gifted/talentedn/a
Non-Gifted51%
Bilingualn/a

Math

All Students23%
Female24%
Male22%
Black or African Americann/a
Asiann/a
Hispanic23%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged23%
Not economically disadvantaged20%
Special education7%
Not special education25%
Limited English proficient (LEP)20%
Proficient in English23%
Migrantn/a
Non-migrant23%
Gifted/talentedn/a
Non-Gifted23%
Bilingualn/a

Writing

All Students51%
Female59%
Male44%
Black or African American60%
Asiann/a
Hispanic51%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White40%
Economically disadvantaged51%
Not economically disadvantaged60%
Special education20%
Not special education54%
Limited English proficient (LEP)38%
Proficient in English52%
Migrantn/a
Non-migrant51%
Gifted/talentedn/a
Non-Gifted51%
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 Students67%
Female73%
Male63%
Black or African Americann/a
Asiann/a
Hispanic67%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged67%
Not economically disadvantaged67%
Special education30%
Not special education69%
Limited English proficient (LEP)21%
Proficient in English70%
Migrantn/a
Non-migrant67%
Gifted/talentedn/a
Non-Gifted67%
Bilingualn/a

Math

All Students61%
Female62%
Male61%
Black or African Americann/a
Asiann/a
Hispanic61%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged61%
Not economically disadvantaged60%
Special education44%
Not special education62%
Limited English proficient (LEP)82%
Proficient in English60%
Migrantn/a
Non-migrant61%
Gifted/talentedn/a
Non-Gifted61%
Bilingualn/a

Science

All Students36%
Female29%
Male41%
Black or African Americann/a
Asiann/a
Hispanic35%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged37%
Not economically disadvantaged27%
Special education11%
Not special education37%
Limited English proficient (LEP)33%
Proficient in English36%
Migrantn/a
Non-migrant36%
Gifted/talentedn/a
Non-Gifted36%
Bilingualn/a

Social Studies

All Students34%
Female32%
Male35%
Black or African Americann/a
Asiann/a
Hispanic33%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged35%
Not economically disadvantaged21%
Special education0%
Not special education35%
Limited English proficient (LEP)22%
Proficient in English35%
Migrantn/a
Non-migrant34%
Gifted/talentedn/a
Non-Gifted34%
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 Students91%
Female88%
Male94%
Black or African Americann/a
Asiann/a
Hispanic91%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged91%
Not economically disadvantagedn/a
Special educationn/a
Not special education91%
Limited English proficient (LEP)n/a
Proficient in English91%
Migrantn/a
Non-migrant91%
Gifted/talentedn/a
Non-Gifted91%
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 "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

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 94% 52%
Black 3% 13%
White 2% 29%
American Indian/Alaska Native N/A 0%
Asian or Pacific Islander N/A 4%
Hawaiian Native/Pacific Islander N/A 0%
Two or more races N/A 2%
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 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students School social worker/counselors(s)
Read more about programs at this school
Source: Provided by school officials and community members.

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Arts & music

Music
  • Band
  • Choir / Chorus

Health & athletics

School facilities
  • Gym
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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School basics

School Leader's name
  • OLIVIA BALLESTEROS
Fax number
  • (361) 878-1841

Resources

Staff resources available to students
  • School social worker/counselors(s)
Extra learning resources offered
  • Title I Schoolwide program (SWP)
Transportation options
  • Buses/vans for students only
School facilities
  • Gym
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Basketball
Girls sports
  • Basketball

Arts & music

Music
  • Band
  • Choir / Chorus
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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3502 Greenwood Drive
Corpus Christi, TX 78416
Website: Click here
Phone: (361) 878-4690

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