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GreatSchools Rating

Covington School

Public | PK-12 | 270 students

 

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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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17 reviews of this school


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Posted May 18, 2014

This is a small country school that specializes in individual learning styles. Both of our children went from PreK through 12th. Both perform excellently in college universities. Every child participates in all sports and cheerleading. It has caring and engaged teachers. It is like a private education without having to pay for private education. PreK is free for 4 yr olds no income requirement. Free school pick up and drop off. Free after school education. That saves many people $1000.00 a month for one child. The commute is easy and quick to the metroplex. I love this school. I highly recommend it.
—Submitted by a parent


Posted October 18, 2010

The elementary teachers are caring and dedicted to the children.
—Submitted by a parent


Posted September 19, 2008

This school is a joke. Some people would like to believe its getting better. . My children were straight A students and since I have moved them to an EXEMPLARY campuses, they are struggling to keep up the grades. The school still has unattended classes, and communication problems with teachers and students, not to mention low test score still. I will say Covington has had some great teachers, but for ever good one you have 4 bad ones.Untill this school pulls it together and gets some teachers that truly care about the students, I wouldn t recommend it to anyone. I have lived in the community for many years and thought the school was going to get better. I waited and wait. Finally I made the best Decision for my children and transferred them to a better school. I want them to have a wonderful school experience, graduate, and then go to collage.
—Submitted by a parent


Posted September 18, 2008

We are new to the area, I was pleasantly surprised at how welcoming the school is. My children are loving it, and I truly believe I made the right decision in sending them here.
—Submitted by a parent


Posted August 28, 2007

I am very impressed with CISD! Besides the school growing in students over the last 30+ years. They offer a wonderful Subsitute Teacher Orintation, Policy Review, First Aide and CPR training and a workshop on 'teaching tips' which is a real plus to newcomers in the area. It was nice to have time to communicate with administrators about expectations and changes in the 'SUBS' roll when called to work. The faculty is warm and welcoming. I look forward to 'learning' with the students when I SUB.


Posted May 8, 2006

Covington ISD has the potential to become a very well rounded district. The new administration has done a very good job with what they have. The school campus has been cleaned up in the last two years, and parents are seeing the changes.
—Submitted by a parent


Posted January 27, 2006

This school is improving but still has many problems. The emphasis needs to be on educating the student. The arts programs are limited but at least there is a program, which there wasn't in the past. Parent involvement is very low, if one is not involved in a child's education, one does not have room to complain.
—Submitted by a parent


Posted April 26, 2004

It's hard to know where to begin. This district has serious problems. To bash the superintendent is non productive and to criticize the school board for recent efforts to improve the situation is criminal. And to categorize all teachers as inept would be unfair. A short list of issues would include lack of discipline, poor performance on standardized testing, unattended classrooms, lack of motivation for students and teachers, and no cohesiveness among administration, staff and community to make this district a place of which to be proud. Priority should be placed on making sure each successive generation that passes through these doors does better than the next. This has not been the focus or even a consideration for many years. Although it is commendable for graduates to attend and succeed at institutions such as Tarleton why shouldn't we prepare them for UT, A&M, Rice, Stanford or Harvard.
—Submitted by a parent


Posted April 21, 2004

I have 3 children attend covington school & the poor and/or lack of education they received was disgusting, discouraging, & unfair to all children. Good teachers leave at an alarming rate so conditions must not be ideal. Ultimately, the superintendent is responsible for the poor quality of education at covington. I am so glad the school board has decided to try to improve the conditions at covington so that all children can get a quality education. Some in the community seem to put control & power ahead of quality education for the students. This is unfair to the taxpayers but especially unfair to the students. The superintendent's lack of addressing serious problems has brought him to this point so there is no one to blame but him. If he had done his job properly, it wouldn't be such a mess. Hats off to the board & better education for students.
—Submitted by a parent


Posted April 19, 2004

This school has come along way! We will greatly miss our current Superintendent. He has done such a great job on expanding our school and the community. My kids enjoy the small classrooms and the personal touch of the teachers. They are encouraged to exceed in their academics. I pray that with the new year and the upcoming administration changes that the school will be able to continue in their quest of knowledge and maintain the personal touch that has become such a part of our community, which is greatly built around our public school. Our town is small with less than 400 people, may we continue to support one another and give our children a bright future.
—Submitted by a parent


Posted April 9, 2004

As a graduate and long time resident of Covington, it has been very dishearting to watch the school erode. Blame must be placed with the top adminstrator, the Superintdent. As test scores go lower, discpline is getting worse. The number of special education students increases every year. Yet some think that this superintdent is the answer. He's the cause. The school has finally got a school board that realizes the seriouness of the sitution and is trying to solve the problem by finding an adminstrator that cares about the kids, not just buildings and grounds. But the Superintdent is not the only problem. There is so much backbiting and dislike among many of the teachers themselves. Then there are some of the teacher aides, what a joke that is. In recent years, this is the best school board we've had, with the exception of two or three members.
—Submitted by a parent


Posted April 8, 2004

Covington ISD is undergoing exciting changes. When a new administration comes in and cleans up the mess our current Superintendent has made, I am confident things will get better. Right now Covington has nothing to offer your child or mine. I would not recommend this school to my worst enemy. The last thing on our teachers mind is education or children. Unfortunately, it has been that way for a long time. Our test scores prove that. As you probably read, we have a very small, insignificant group of people reluctant to see progress. (Make note of their spelling and grammer, they are no doubt proud graduates of Covington High School) Though they are slowing down the progress, they will not stop it. It took 20 years to get this school in the shape it is in. It may take 20 more to straighten it out. Kuddo's to the School Board!!!!!!!!!!!!!
—Submitted by a parent


Posted February 18, 2004

The biggest problem with the Covington ISD right now is the current school board. They make decisions based on personal agendas, and have made that fact clear in public gatherings. The majority of the taxpayers in Covington want to keep the current supt. and will fight to find a way to do so. TEA, the District Attorney, and possibly the Justice Department will be involved in this before it's all over.


Posted February 1, 2004

This is a great school I have 2 children who attend. I attended from first grade to graduation. I was offered advanced courses and graduated with them. Recentley we have had some new people join our community and want to change the way we play. Why did they move if they dont like the rules.
—Submitted by a parent


Posted August 7, 2003

This school needs help. There are too many teachers that are not certified. Are they really teaching our children correctly. Need better leadership in each department.
—Submitted by a parent


Posted April 25, 2003

Superintendant has outlived his stay and worth at our school. He micromanages, and doesn't allow the principals to do their jobs. Because principals are not allowed to lead, they make promises to parents and staff that they do not keep. More faculty meetings are needed- at least one per month. Principals do not inform staff of pertinant information, and do not let them know that they are doing a good job. This hurts moral.


Posted April 18, 2003

This school is lacking in safety and discipline, The teachers in upper elementry and on up are very poor. We have new principals that are trying to make the school work, but the Administrator is standing in the way of progress. We are not strong in academics. With the student teacher ratio they should be turning out students that have strong grade point averages. Some of our school board members go along with our Superintendent even though it is wrong for our school. We have teachers that are not certified. Some that have been with the school for 4 years. I feel our school should be stronger with the academics. Reading is a major problem. We are not stong with this subject or with math. I have 3 students in this school and would have someone think twice about bring any student to this school. We plan on moving at the end of this school year. I feel as though my children are not challenged enough. They are 'A' students. So I have worried that they really are not learning enough.


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.

15 students were tested at this school in 2011.

2011

 
 
100%

2010

 
 
83%
Math

The state average for Math was 87% in 2011.

15 students were tested at this school in 2011.

2011

 
 
100%

2010

 
 
92%
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.

21 students were tested at this school in 2011.

2011

 
 
76%

2010

 
 
95%
Math

The state average for Math was 88% in 2011.

21 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
90%
Writing

The state average for Writing was 90% in 2011.

21 students were tested at this school in 2011.

2011

 
 
86%

2010

 
 
80%
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 82% in 2011.

20 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
79%
Math

The state average for Math was 81% in 2011.

20 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
89%
Science

The state average for Science was 87% in 2011.

19 students were tested at this school in 2011.

2011

 
 
79%

2010

 
 
84%
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 84% in 2011.

18 students were tested at this school in 2011.

2011

 
 
67%

2010

 
 
92%
Math

The state average for Math was 83% in 2011.

18 students were tested at this school in 2011.

2011

 
 
61%

2010

 
 
83%
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.

26 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
86%
Math

The state average for Math was 81% in 2011.

26 students were tested at this school in 2011.

2011

 
 
73%

2010

 
 
57%
Writing

The state average for Writing was 94% in 2011.

24 students were tested at this school in 2011.

2011

 
 
96%

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.

20 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
100%
Math

The state average for Math was 73% in 2011.

20 students were tested at this school in 2011.

2011

 
 
65%

2010

 
 
93%
Science

The state average for Science was 79% in 2011.

20 students were tested at this school in 2011.

2011

 
 
60%

2010

 
 
80%
Social Studies

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

20 students were tested at this school in 2011.

2011

 
 
100%

2010

 
 
100%
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 89% in 2011.

13 students were tested at this school in 2011.

2011

 
 
100%

2010

 
 
100%
Math

The state average for Math was 70% in 2011.

14 students were tested at this school in 2011.

2011

 
 
79%

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 91% in 2011.

17 students were tested at this school in 2011.

2011

 
 
100%

2010

 
 
81%
Math

The state average for Math was 74% in 2011.

17 students were tested at this school in 2011.

2011

 
 
71%

2010

 
 
85%
Science

The state average for Science was 76% in 2011.

17 students were tested at this school in 2011.

2011

 
 
76%

2010

 
 
90%
Social Studies

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

17 students were tested at this school in 2011.

2011

 
 
100%

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.

16 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
92%

2011

 
 
100%

2010

 
 
91%
Math

The state average for Math was 89% in 2013.

16 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
92%

2011

 
 
92%

2010

 
 
80%
Science

The state average for Science was 95% in 2013.

16 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%

2011

 
 
92%

2010

 
 
91%
Social Studies

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

16 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
92%

2011

 
 
100%

2010

 
 
100%
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 79% in 2013.

15 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
38%
Math

The state average for Math was 69% in 2013.

15 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
63%
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 72% in 2013.

8 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
73%
Math

The state average for Math was 68% in 2013.

8 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
80%
Writing

The state average for Writing was 71% in 2013.

8 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
67%
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.

17 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
81%
Math

The state average for Math was 75% in 2013.

17 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
100%
Science

The state average for Science was 73% in 2013.

19 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
76%
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 71% in 2013.

22 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
81%
Math

The state average for Math was 74% in 2013.

22 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
81%
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.

15 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
60%
Math

The state average for Math was 71% in 2013.

15 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
87%
Writing

The state average for Writing was 70% in 2013.

15 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
60%
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.

21 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
82%
Math

The state average for Math was 77% in 2013.

21 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
73%
Science

The state average for Science was 75% in 2013.

20 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
75%
Social Studies

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

20 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
42%
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.

28 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
67%
Algebra II

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

2013

 
 
n/a

2012

 
 
50%
Biology I

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

28 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
86%
Chemistry

The state average for Chemistry was 84% in 2013.

16 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
40%
English I Reading

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

28 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
77%
English I Writing

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

28 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
45%
English II Reading

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

16 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
n/a
English II Writing

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

16 students were tested at this school in 2013.

2013

 
 
31%

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.

16 students were tested at this school in 2013.

2013

 
 
69%

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.

29 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
81%
World History

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

16 students were tested at this school in 2013.

2013

 
 
63%

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 Students73%
Female75%
Male71%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White82%
Economically disadvantaged75%
Not economically disadvantaged71%
Special educationn/a
Not special education75%
Limited English proficient (LEP)n/a
Proficient in English85%
Migrantn/a
Non-migrant73%
Gifted/talentedn/a
Non-Gifted64%
Bilingualn/a

Math

All Students80%
Female75%
Male86%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged75%
Not economically disadvantaged86%
Special educationn/a
Not special education83%
Limited English proficient (LEP)n/a
Proficient in English92%
Migrantn/a
Non-migrant80%
Gifted/talentedn/a
Non-Gifted73%
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 Students50%
Femalen/a
Male50%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White67%
Economically disadvantaged20%
Not economically disadvantagedn/a
Special educationn/a
Not special education43%
Limited English proficient (LEP)n/a
Proficient in English57%
Migrantn/a
Non-migrant50%
Gifted/talentedn/a
Non-Gifted50%
Bilingualn/a

Math

All Students75%
Femalen/a
Male83%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White83%
Economically disadvantaged60%
Not economically disadvantagedn/a
Special educationn/a
Not special education71%
Limited English proficient (LEP)n/a
Proficient in English86%
Migrantn/a
Non-migrant75%
Gifted/talentedn/a
Non-Gifted75%
Bilingualn/a

Writing

All Students63%
Femalen/a
Male67%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White83%
Economically disadvantaged40%
Not economically disadvantagedn/a
Special educationn/a
Not special education57%
Limited English proficient (LEP)n/a
Proficient in English71%
Migrantn/a
Non-migrant63%
Gifted/talentedn/a
Non-Gifted63%
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 Students59%
Female56%
Male63%
Black or African Americann/a
Asiann/a
Hispanic60%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White58%
Economically disadvantaged50%
Not economically disadvantagedn/a
Special educationn/a
Not special education60%
Limited English proficient (LEP)n/a
Proficient in English63%
Migrantn/a
Non-migrant59%
Gifted/talentedn/a
Non-Gifted53%
Bilingualn/a

Math

All Students65%
Female56%
Male75%
Black or African Americann/a
Asiann/a
Hispanic80%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White58%
Economically disadvantaged64%
Not economically disadvantagedn/a
Special educationn/a
Not special education73%
Limited English proficient (LEP)n/a
Proficient in English69%
Migrantn/a
Non-migrant65%
Gifted/talentedn/a
Non-Gifted60%
Bilingualn/a

Science

All Students47%
Female50%
Male44%
Black or African Americann/a
Asiann/a
Hispanic40%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White50%
Economically disadvantaged40%
Not economically disadvantagedn/a
Special educationn/a
Not special education53%
Limited English proficient (LEP)n/a
Proficient in English50%
Migrantn/a
Non-migrant47%
Gifted/talentedn/a
Non-Gifted41%
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 Students77%
Female82%
Male73%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White80%
Economically disadvantaged80%
Not economically disadvantaged75%
Special educationn/a
Not special education85%
Limited English proficient (LEP)n/a
Proficient in English77%
Migrantn/a
Non-migrant77%
Gifted/talentedn/a
Non-Gifted77%
Bilingualn/a

Math

All Students91%
Female91%
Male91%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged100%
Not economically disadvantaged83%
Special educationn/a
Not special education95%
Limited English proficient (LEP)n/a
Proficient in English91%
Migrantn/a
Non-migrant91%
Gifted/talentedn/a
Non-Gifted91%
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 Students73%
Female83%
Male67%
Black or African Americann/a
Asiann/a
Hispanic40%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged50%
Not economically disadvantaged89%
Special educationn/a
Not special education79%
Limited English proficient (LEP)n/a
Proficient in English73%
Migrantn/a
Non-migrant73%
Gifted/talentedn/a
Non-Gifted69%
Bilingualn/a

Math

All Students60%
Female50%
Male67%
Black or African Americann/a
Asiann/a
Hispanic40%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White70%
Economically disadvantaged33%
Not economically disadvantaged78%
Special educationn/a
Not special education64%
Limited English proficient (LEP)n/a
Proficient in English60%
Migrantn/a
Non-migrant60%
Gifted/talentedn/a
Non-Gifted54%
Bilingualn/a

Writing

All Students47%
Female50%
Male44%
Black or African Americann/a
Asiann/a
Hispanic20%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White60%
Economically disadvantaged17%
Not economically disadvantaged67%
Special educationn/a
Not special education50%
Limited English proficient (LEP)n/a
Proficient in English47%
Migrantn/a
Non-migrant47%
Gifted/talentedn/a
Non-Gifted38%
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 Students81%
Female91%
Male70%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White76%
Economically disadvantaged64%
Not economically disadvantaged100%
Special educationn/a
Not special education89%
Limited English proficient (LEP)n/a
Proficient in English80%
Migrantn/a
Non-migrant81%
Gifted/talentedn/a
Non-Gifted76%
Bilingualn/a

Math

All Students62%
Female55%
Male70%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White65%
Economically disadvantaged55%
Not economically disadvantaged70%
Special educationn/a
Not special education67%
Limited English proficient (LEP)n/a
Proficient in English65%
Migrantn/a
Non-migrant62%
Gifted/talentedn/a
Non-Gifted53%
Bilingualn/a

Science

All Students55%
Female36%
Male78%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White56%
Economically disadvantaged40%
Not economically disadvantaged70%
Special educationn/a
Not special education56%
Limited English proficient (LEP)n/a
Proficient in English58%
Migrantn/a
Non-migrant55%
Gifted/talentedn/a
Non-Gifted44%
Bilingualn/a

Social Studies

All Students40%
Female27%
Male56%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White44%
Economically disadvantaged20%
Not economically disadvantaged60%
Special educationn/a
Not special education44%
Limited English proficient (LEP)n/a
Proficient in English42%
Migrantn/a
Non-migrant40%
Gifted/talentedn/a
Non-Gifted38%
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 Students75%
Female69%
Male80%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White76%
Economically disadvantaged67%
Not economically disadvantaged81%
Special educationn/a
Not special education74%
Limited English proficient (LEP)n/a
Proficient in English75%
Migrantn/a
Non-migrant75%
Gifted/talentedn/a
Non-Gifted71%
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 Students82%
Female85%
Male80%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White81%
Economically disadvantaged83%
Not economically disadvantaged81%
Special educationn/a
Not special education81%
Limited English proficient (LEP)n/a
Proficient in English82%
Migrantn/a
Non-migrant82%
Gifted/talented100%
Non-Gifted78%
Bilingualn/a

Chemistry

All Students69%
Female63%
Male75%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White67%
Economically disadvantaged60%
Not economically disadvantaged83%
Special educationn/a
Not special education67%
Limited English proficient (LEP)n/a
Proficient in English69%
Migrantn/a
Non-migrant69%
Gifted/talentedn/a
Non-Gifted69%
Bilingualn/a

English I Reading

All Students61%
Female73%
Male53%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White60%
Economically disadvantaged62%
Not economically disadvantaged60%
Special educationn/a
Not special education63%
Limited English proficient (LEP)n/a
Proficient in English61%
Migrantn/a
Non-migrant61%
Gifted/talented100%
Non-Gifted52%
Bilingualn/a

English I Writing

All Students29%
Female36%
Male24%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White27%
Economically disadvantaged23%
Not economically disadvantaged33%
Special educationn/a
Not special education30%
Limited English proficient (LEP)n/a
Proficient in English29%
Migrantn/a
Non-migrant29%
Gifted/talented50%
Non-Gifted23%
Bilingualn/a

English II Reading

All Students69%
Female75%
Male63%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White83%
Economically disadvantaged64%
Not economically disadvantaged80%
Special educationn/a
Not special education67%
Limited English proficient (LEP)n/a
Proficient in English69%
Migrantn/a
Non-migrant69%
Gifted/talentedn/a
Non-Gifted62%
Bilingualn/a

English II Writing

All Students31%
Female50%
Male13%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White33%
Economically disadvantaged36%
Not economically disadvantaged20%
Special educationn/a
Not special education33%
Limited English proficient (LEP)n/a
Proficient in English31%
Migrantn/a
Non-migrant31%
Gifted/talentedn/a
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 Students69%
Female63%
Male75%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White75%
Economically disadvantaged60%
Not economically disadvantaged83%
Special educationn/a
Not special education67%
Limited English proficient (LEP)n/a
Proficient in English69%
Migrantn/a
Non-migrant69%
Gifted/talentedn/a
Non-Gifted58%
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 Students69%
Female67%
Male71%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White69%
Economically disadvantaged46%
Not economically disadvantaged88%
Special educationn/a
Not special education74%
Limited English proficient (LEP)n/a
Proficient in English69%
Migrantn/a
Non-migrant69%
Gifted/talented100%
Non-Gifted63%
Bilingualn/a

World History

All Students63%
Female63%
Male63%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White67%
Economically disadvantaged50%
Not economically disadvantaged83%
Special educationn/a
Not special education60%
Limited English proficient (LEP)n/a
Proficient in English63%
Migrantn/a
Non-migrant63%
Gifted/talentedn/a
Non-Gifted54%
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 Students94%
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
American Indian or Alaska Nativen/a
White94%
Economically disadvantagedn/a
Special educationn/a
Limited English proficient (LEP)n/a

Math

All Students94%
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
American Indian or Alaska Nativen/a
White94%
Economically disadvantagedn/a
Special educationn/a
Limited English proficient (LEP)n/a

Science

All Students100%
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
American Indian or Alaska Nativen/a
White100%
Economically disadvantagedn/a
Special educationn/a
Limited English proficient (LEP)n/a

Social Studies

All Students94%
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
American Indian or Alaska Nativen/a
White94%
Economically disadvantagedn/a
Special educationn/a
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 "Recognized".
  • In 2009-2010, this school was rated "Recognized".
  • In 2008-2009, this school was rated "Academically Acceptable".

About the tests


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

Source: Texas Education Agency

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
White 89% 29%
Hispanic 9% 52%
American Indian/Alaska Native N/A 0%
Asian or Pacific Islander N/A 4%
Black N/A 13%
Hawaiian Native/Pacific Islander N/A 0%
Two or more races N/A 2%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 0%N/AN/A
Source: CRDC, 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
  • Access to sports fields
  • Gym
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
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School basics

School Leader's name
  • SHERRY ABBOTT
Fax number
  • (254) 854-2272

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
  • Access to sports fields
  • Gym
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
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Sports

Boys sports
  • Baseball
  • Basketball
  • Cross country
  • Football
  • Track
Girls sports
  • Basketball
  • Cross country
  • Softball
  • Track
  • Volleyball

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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501 N Main St
Covington, TX 76636
Website: Click here
Phone: (254) 854-2215

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