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Teacher quality
Principal leadership
Parent involvement
This school has really changed - and for the better. The staff is more invovled with the students. The curriculum of the girls mostly includes Pre-AP and AP classes. There are enough sports to keep the girls happy. The location is perefect - right next to many museums and the Musical Hall. The college acceptance rate and students who attend college is at 100% . This is an amazing magnet school whose motivation is primarily focused on science, math, and technology. Each student is given their own laptop to make it more convient to complete their homeowork. And each student is given top priority. Send your girls to this school. It is truly amazing!
—Submitted by a student
This school is an excellent school I am so glad I applied for it. It really helps young women achieve their goals in education, and in real life.
—Submitted by a student
Well Irma is trying really hard but us girls here just don't really like it but they're changing this year and they're putting new electives and other classes in this year so not so many girls will continue to leave. I believe in our school, if everyone else starts to, it will get better...i know it will
—Submitted by a student
I have been in this school for two years and next year I'll be a freshman. To me us girls are more like family not just friends. We help each other out when we can. The teachers are great they know how to teach you and they will push you to do your best. These two years have been the best school years of my school life.
—Submitted by a student
I have been at this school since the sixth grade and next year i will be a freshmen. I have to honestly say that I have not had a nice ride. This school has stressed me out soooo much. Between the bickering of the girls and the very heavy work load, it's enough to make you want to pull your hair out. And I'm sure it's not just me. Just about every [former] 8th grader is leaving to a different high school next year due to the stress levels this school has put on us. The laptops do help, but if anything it worries parents more and more. They may help us every now and then, but half the time we're not using them [for school work anyway] and when we do it requires us to get on the internet which opens many [bad] opportunities. I would not recommend this school.
—Submitted by a student
I would like to congratulate the school on a job well done. Graduating their first senior class. I would like to also say I'm concerned that my second chip wants to leave the school. Choosing woodrow's AP program. I have confidence she will do well because of the work ethic instilled in her at Rangel.
—Submitted by a parent
I have been at Irma Rangel for two years. I will attend the 8th grade next year. I would definetly recommend this school for other students because of the learning opportunities and the extracurricular activities offered. I think that it's great that we are supported by the Foundation for the Education of Young Women because they've offered me so many chances to do things that I would've never achieved in other schools. My friends was giving financial aid to attend a summer camp for two weeks at Princeton in California. And every grade level has a summer camp where the students can attend. The work is very tiring sometimes, but it helps with success. We also have what is called Little Sister/Big Sister program where a younger student is assigned a 'Big Sister' from the upperclassmen. It really helps with friendship and communication skills. I love this school!
—Submitted by a student
My daughter attended Irma Rangel for the last four years and I would highly recommend it. Every teacher at Rangel is top notch, I have another child in a DISD Magnet school and I know that not all teachers in Magnet schools are good/intelligent teachers. My daughter has had plenty of extracurricular programs/activities while attending Rangel. She has blossomed into a wonderful, organized, responsible, highly functional young woman and I have to give a lot of credit to Rangel for being a part of that. They helped her in her in middle school to form great study habits and outstanding character which she has carried on into High School. She is leaving Rangel next year however, against my desire. Because Rangel has help mold her into such a successful young woman I was able to support her decision to move to a collegiate high school.
—Submitted by a parent
I rate this school one of the best schools! My child has taken a test to enter Irma! We are praying that she got in!
—Submitted by a parent
i have been going to irma rangel since the 6th grade, and i'm now in the 8th. irma rangel ywls is a great school and its fun. it can sometimes be a little boring, just like any other school. irma rangel has come a long way from what it used to be. we started out with lacrosse, and now we have soccer, track, volleyball, basketball, and cheerleading. sometimes it can be a little stressful with all the work, and sometimes the teachers can be rude but its still a awesome school.
—Submitted by a student
I have to admit that Irma Rangel YWLS was the 2nd choice school for my daughter after William B. Travis. At the time, Travis represented the diverse high level educational and social environment that I wanted for her. I was disappointed that Travis did'nt accept her, but I can't begin to give the administration and teachers of Irma enough accolades. Irma should've been our 1st choice and probably would've been had I taken a closer look at the school and not at the fact that it's an all female student body. From the moment that we stepped into the school, the staff was welcoming and exhibited a pride that's evident in all they do. The school works to expose the girls to all opportunities and has high expectations of them academically. My daughter loves the school and is excelling in her classes. Her dad and I like the atmosphere.
—Submitted by a parent
I went to Rangel two years ago for 7th and 8th grade. The school needs a lot of work, most of the teachers were horrible now that Im at TAG I realize I have huge gaps in my education in certain subjects. There are teachers that dont teach at all and there were no sports and we always has subs. Someone said theyre doing great because boys are a disraction? Haha thats not the reason Rangel is just easy; got to a real magnet school and see if you can make it; my grades are great even though we have boys. Rangel did not give me what I wanted or expected. They had high expectations and gave us nothing.
—Submitted by a parent
This is my second yr at Rangel and they have been in the process of adding more electives and extracurricular activities. Considering the size of the facility no more classes can be taken, but now we have a volleyball team and we will have basketball, soccer, and lacrosse in action this year. We have also added orchestra; we also have an abundance of afterschool activities such as dance, yoga, knitting, student councils, quite a few clubs, and others.
—Submitted by a student
This is a great school but the girls get streassed with to much homework
—Submitted by a parent
i go to this school and its horrible a lot of homework no field trips bad teachers crappy lunches crappy laptops ugly uniforms no airconditioned buses
—Submitted by a student
The administration continues to cancel extracurricular programs. The high school students are being forced into electives they didn't even choose because the principal frankly does not support the fine arts. She is happy to parade the kids around in performances when it serves her own agenda to impress people politically, but she really doesn't care about the full development and education of the students. She just wants high test scores.
—Submitted by a parent
'We have high academic and social expectations for all students'...and boy do we live up to those expectations. They demand so much out of us and we give it. But do they give us what we want? No. I must say that this school is neither challenging nor the right place for 'leadership'. My parents pay taxes and where does it all go? Back to a school that remains undeserving of the title 'magnet school'. After middle school, I'd thought of HIGH EXPECTATIONS of this school. Why? Because upon applying to this school, or any magnet school for that matter, they expect HIGH EXPECTATIONS from me. And what do we have here? Only a few electives, absolutely no music classes, no block schedule, disorganization...Do I really think that I've evolved from Middle to High school? I was put in a class of middle schoolers. I'm a high-schooler. A HIGH SCHOOLER.
—Submitted by a student
High school: Teachers are too lenient on homework. I can't even begin to explain how horribly limited the number of courses are, it makes me curl inside. They 're even cancelling ART II because we're getting PHOTOGRAPHY. Thank you school, I gave you so much of my efforts, 4.0 average here, just thanks, THERE GOES MY DREAMS. field trips? forget about it. Tell me again why this school is a magnet school..?
—Submitted by a student
i am a student that attend irma rangel. i have been going to irma rangel since sixth grade and this will be my last year in middle school at irma rangel. i will go to irma rangel until 12th grade. irma rangel is a good school depending on the person. for me irma rangel is a good school. the only thing that bother me is that almost everything we do is educational and the only sport they have is lacrosse. but other than that it is an awesome school! jus because we dont have boys dont mean we dont have fun. we have fun jus like regular schools. and we have kind of a lot of free dress days. its cool. the teachers can sometimes be hard on you, and give alot of projects. but its worth going.
—Submitted by a student
I am a parent now of this school. We have been here for three years. I was planning on perhaps leaving for high school and had a change of heart. I am so happy that we did not leave Irma Rangel. My daughter is having the best high school experience being involved in the school. The teachers are actually concerned that the students are learning and consistently challenging the students. There is a real comradarie amoung these girls and they will make terrific leaders in the very near future.
—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.
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 state average for Math was 70% in 2011.
55 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 89% in 2011.
55 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for English Language Arts was 91% in 2011.
53 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Math was 74% in 2011.
53 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 76% in 2011.
53 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Social Studies was 93% in 2011.
53 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for English Language Arts was 95% in 2011.
28 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Math was 90% in 2011.
28 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 91% in 2011.
28 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Social Studies was 99% in 2011.
28 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
| All Students | 100% |
| Female | 100% |
| Male | n/a |
| Black or African American | 100% |
| Asian | n/a |
| Hispanic | 100% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 100% |
| Not economically disadvantaged | 100% |
| Special education | n/a |
| Not special education | 100% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 100% |
| Migrant | n/a |
| Non-migrant | 100% |
| Gifted/talented | 100% |
| All Students | 100% |
| Female | 100% |
| Male | n/a |
| Black or African American | 100% |
| Asian | n/a |
| Hispanic | 100% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 100% |
| Not economically disadvantaged | 100% |
| Special education | n/a |
| Not special education | 100% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 100% |
| Migrant | n/a |
| Non-migrant | 100% |
| Gifted/talented | 100% |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. 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
| All Students | 100% |
| Female | 100% |
| Male | n/a |
| Black or African American | 100% |
| Asian | n/a |
| Hispanic | 100% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 100% |
| Not economically disadvantaged | 100% |
| Special education | n/a |
| Not special education | 100% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 100% |
| Migrant | n/a |
| Non-migrant | 100% |
| Gifted/talented | 100% |
| All Students | 100% |
| Female | 100% |
| Male | n/a |
| Black or African American | 100% |
| Asian | n/a |
| Hispanic | 100% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 100% |
| Not economically disadvantaged | 100% |
| Special education | n/a |
| Not special education | 100% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 100% |
| Migrant | n/a |
| Non-migrant | 100% |
| Gifted/talented | 100% |
| All Students | 100% |
| Female | 100% |
| Male | n/a |
| Black or African American | 100% |
| Asian | n/a |
| Hispanic | 100% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 100% |
| Not economically disadvantaged | 100% |
| Special education | n/a |
| Not special education | 100% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 100% |
| Migrant | n/a |
| Non-migrant | 100% |
| Gifted/talented | 100% |
| All Students | 100% |
| Female | 100% |
| Male | n/a |
| Black or African American | 100% |
| Asian | n/a |
| Hispanic | 100% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 100% |
| Not economically disadvantaged | 100% |
| Special education | n/a |
| Not special education | 100% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 100% |
| Migrant | n/a |
| Non-migrant | 100% |
| Gifted/talented | 100% |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. 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
| All Students | 100% |
| Female | 100% |
| Male | n/a |
| Black or African American | 100% |
| Asian | n/a |
| Hispanic | 100% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 100% |
| Not economically disadvantaged | 100% |
| Special education | n/a |
| Not special education | 100% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 100% |
| Migrant | n/a |
| Non-migrant | 100% |
| Gifted/talented | 100% |
| All Students | 100% |
| Female | 100% |
| Male | n/a |
| Black or African American | 100% |
| Asian | n/a |
| Hispanic | 100% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 100% |
| Not economically disadvantaged | 100% |
| Special education | n/a |
| Not special education | 100% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 100% |
| Migrant | n/a |
| Non-migrant | 100% |
| Gifted/talented | 100% |
| All Students | 100% |
| Female | 100% |
| Male | n/a |
| Black or African American | 100% |
| Asian | n/a |
| Hispanic | 100% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 100% |
| Not economically disadvantaged | 100% |
| Special education | n/a |
| Not special education | 100% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 100% |
| Migrant | n/a |
| Non-migrant | 100% |
| Gifted/talented | 100% |
| All Students | 100% |
| Female | 100% |
| Male | n/a |
| Black or African American | 100% |
| Asian | n/a |
| Hispanic | 100% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 100% |
| Not economically disadvantaged | 100% |
| Special education | n/a |
| Not special education | 100% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 100% |
| Migrant | n/a |
| Non-migrant | 100% |
| Gifted/talented | 100% |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. 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
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
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
All students
African American
Hispanic
All students
Economically disadvantaged
Not economically disadvantaged
Not special education
Proficient in English
Non-migrant
Gifted/talented
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 66% | 48% | ||
| Black | 24% | 14% | ||
| White | 8% | 34% | ||
| Asian/Pacific Islander | 2% | 4% | ||
| American Indian/Alaska Native | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Special education | 1% | N/A | 10% |
| Gifted/talented students | 49% | N/A | 8% |
| Limited English proficient (LEP) | 2% | N/A | 17% |
| Economically disadvantaged | 67% | N/A | 55% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 10 | N/A | 15 |
| This school | District average | State average | |
|---|---|---|---|
| Beginning teachers | 9% | N/A | 8% |
| 1 to 5 years | 50% | N/A | 30% |
| 6 to 10 years | 24% | N/A | 20% |
| 11 to 20 years | 18% | N/A | 23% |
| 21 or more years | 0% | N/A | 19% |
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1718 R B Cullum Blvd
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