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Teacher quality
Principal leadership
Parent involvement
It is A school recovering from its fallen pride but it will soon flourish to the top of the list! Sure its had bad reviews but it will soon be the best. Bulling problem is being solved. My child has a great time when he goes to school and the principal is dedicated to fix this from bottom to top.
—Submitted by a parent
The school was horrible for bullying students when I attended back in 1969-1972 and needs martial law to protect the students now 40 yrs later. It should either be taken back in control by the staff with armed security guards or shut down completely imo. I'd rather send my kid to "Zombie High" than E H Cary. At least they'd stand a fighting chance of coming home with their teeth in tact! Disgusting school.
—Submitted by a parent
What you put into a school is what you will get out of a school. I really have enjoyed working here this school year. The faculty and staff are all hard working individuals. The students absorb all the positive attention they can get. This school is no different than any others as far as challenges. The kids here are happy to be here. The faculty and staff are like family. I can't think of anything that I would change about Edward H. Cary Middle School because I do believe that what one puts in a school one will get out of a school. The school is going in the right direction and the Administration, Faculty and staff have much to be proud of.
—Submitted by a teacher
As a teacher, I can safely say this school is not safe. I have seen 3 different principals in 3 years. Rampant bullying is not addressed, and the administration is incompetent. This place is a zoo. They keep the problem kids in the classroom (DISD policy, not local) and expect the teachers to be Mr. Fixit and make the kids behave. The fact is teachers are not magic fairies who can be both parent and instructor. But that is what they expect. The teachers are the only thing holding this school together. I would not send my child here for all the money in the world, and no parent in their right mind should either.
—Submitted by a teacher
As a former student of Cary, I have the honor to say that it is a great school. I am tired of hearing so many people complaining about the school, because they are begining to make it look bad. I was part of this school for 3 years. While i was there i did see many fights take place, but also many other students including myself devoted to their education. Therefore I can say that its not the school, its YOU. It all depends who u want to be. Currently I am a senior at Thomas Jefferson High on my way to graduation... -s g
—Submitted by a student
GOOD Administrative Leadership is definitly a need. The principal seems to have women and playing on his mind rather than students and their learning. With the problems in the district administrators like this should be GONE. A once highly active school is should now be considered useless.
—Submitted by a parent
I have been fortunate to teach at Cary for the past 17 years. The administrative staff and teachers are not only highly qualified, but have a sincere devotion for the well-being of each and every student. I am proud to be a member of this faculty and wouldn't want to teach anywhere else.
—Submitted by a teacher
I attended E .H Cary middle school for one year. I think that there needs to be more safety and disiplinary rules. I dont think this is were a student like me wants to learn at its not a very safe enviorment.
—Submitted by a student
Parent involvment is one of the major factors that needs improvement. It's a shame when parents will only show up only after a second parents conference is scheduled, due to a no-show. Some parents don't show their support for their kids, which I think causes the student not to give school their all. The teachers and staff care a great deal about these students....that they take time out of their own lives to schedule tutoring...which they don't get paid for....while off-the-clock. On the other hand, this school has very smart kids, which is why so many of them get accepted to some of the top rated magnet schools in the country (also part of DISD) :)
—Submitted by a teacher
I attending E.H. Cary for 3 years and i would agree that this school needs way more security. It seems as this school gets more dangerous by the years. During my years i witnessed so many fights. It almost feels as if Cary is turning into a juvenile center.
—Submitted by a student
The school has seen it's better days. At this time it suffers in leadership. There is no consistency of rules or discipline. The Principal is not a people person-nor does he make the parents feel welcomed. Extracurricular activities are a thing of the past-the school had an award winning choir,the community would look forward to attending the musicals that were presented but the choir was never given the credit that was due and students along with staff gave up. With the right leadership the school could and should be back near the top-it has plenty of potential
—Submitted by a staff
Hello I just wanted to say that this school is a good school but my opinion is this school should deserve more safety and more discipline rules. From a parent's opinion I think we should know what are kids are doing and if their in a safe place we can trust on. I also think our kids should deserve better teachers. My child has been complaining about her teacher. She has been saying that her teacher does not do absolutely nothing but just sit around in the computer. Insted of teaching my daughter all the teacher does is sit down in his chair on the computer and that really upsets me knowing that my daughter is not getting a good education. Thank you.
—Submitted by Apolonia Jasso, a parent
I attended Cary when I was in middle school, and now I have an 8th grader that goes there. This school has changed for the worst. I am so glad that this is my childs last year up there. I feel like 90% of the staff is only there to collect a paycheck.
—Submitted by a parent
I am not pleased with the environment, my child often feels picked on and believes that coming forward will only cause more harm. Child does not believe that teachers or staff can do anything about it. Continual being afraid is not condusive to a good learning environment.
—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 83% in 2011.
150 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 84% in 2011.
151 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 Math was 81% in 2011.
148 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 86% in 2011.
150 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Writing was 94% in 2011.
146 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 Math was 73% in 2011.
134 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 85% in 2011.
136 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 79% in 2011.
136 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Social Studies was 95% in 2011.
136 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 | 77% |
| Female | 73% |
| Male | 81% |
| Black or African American | 82% |
| Asian | n/a |
| Hispanic | 78% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 77% |
| Not economically disadvantaged | 88% |
| Special education | 43% |
| Not special education | 79% |
| Limited English proficient (LEP) | 74% |
| Proficient in English | 81% |
| Migrant | n/a |
| Non-migrant | 77% |
| Gifted/talented | 100% |
| All Students | 75% |
| Female | 79% |
| Male | 71% |
| Black or African American | 92% |
| Asian | n/a |
| Hispanic | 73% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 73% |
| Not economically disadvantaged | 100% |
| Special education | 50% |
| Not special education | 76% |
| Limited English proficient (LEP) | 58% |
| Proficient in English | 88% |
| Migrant | n/a |
| Non-migrant | 75% |
| Gifted/talented | 96% |
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 | 65% |
| Female | 57% |
| Male | 71% |
| Black or African American | 46% |
| Asian | n/a |
| Hispanic | 67% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 65% |
| Not economically disadvantaged | 60% |
| Special education | 17% |
| Not special education | 67% |
| Limited English proficient (LEP) | 52% |
| Proficient in English | 70% |
| Migrant | n/a |
| Non-migrant | 66% |
| Gifted/talented | 100% |
| All Students | 71% |
| Female | 72% |
| Male | 71% |
| Black or African American | 93% |
| Asian | n/a |
| Hispanic | 69% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 73% |
| Not economically disadvantaged | 45% |
| Special education | 25% |
| Not special education | 74% |
| Limited English proficient (LEP) | 53% |
| Proficient in English | 81% |
| Migrant | n/a |
| Non-migrant | 71% |
| Gifted/talented | 100% |
| All Students | 89% |
| Female | 96% |
| Male | 83% |
| Black or African American | 75% |
| Asian | n/a |
| Hispanic | 90% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 90% |
| Not economically disadvantaged | 80% |
| Special education | 50% |
| Not special education | 91% |
| Limited English proficient (LEP) | 92% |
| Proficient in English | 86% |
| Migrant | n/a |
| Non-migrant | 89% |
| 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 | 72% |
| Female | 77% |
| Male | 68% |
| Black or African American | 70% |
| Asian | n/a |
| Hispanic | 72% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 73% |
| Not economically disadvantaged | 71% |
| Special education | n/a |
| Not special education | 73% |
| Limited English proficient (LEP) | 64% |
| Proficient in English | 76% |
| Migrant | n/a |
| Non-migrant | 73% |
| Gifted/talented | 100% |
| All Students | 82% |
| Female | 85% |
| Male | 78% |
| Black or African American | 73% |
| Asian | n/a |
| Hispanic | 82% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 80% |
| Not economically disadvantaged | 93% |
| Special education | 40% |
| Not special education | 83% |
| Limited English proficient (LEP) | 69% |
| Proficient in English | 88% |
| Migrant | n/a |
| Non-migrant | 81% |
| Gifted/talented | 100% |
| All Students | 51% |
| Female | 51% |
| Male | 52% |
| Black or African American | 45% |
| Asian | n/a |
| Hispanic | 51% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 51% |
| Not economically disadvantaged | 57% |
| Special education | n/a |
| Not special education | 52% |
| Limited English proficient (LEP) | 38% |
| Proficient in English | 59% |
| Migrant | n/a |
| Non-migrant | 52% |
| Gifted/talented | 81% |
| All Students | 89% |
| Female | 93% |
| Male | 85% |
| Black or African American | 92% |
| Asian | n/a |
| Hispanic | 89% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 90% |
| Not economically disadvantaged | 79% |
| Special education | 60% |
| Not special education | 90% |
| Limited English proficient (LEP) | 88% |
| Proficient in English | 89% |
| Migrant | n/a |
| Non-migrant | 89% |
| Gifted/talented | 93% |
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 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
Hispanic
All students
Economically disadvantaged
Not economically disadvantaged
Special education
Not special education
English language learners
Proficient in English
Non-migrant
Gifted/talented
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 96% | 48% | ||
| Black | 3% | 14% | ||
| White | 1% | 34% | ||
| American Indian/Alaska Native | 0% | 0% | ||
| Asian/Pacific Islander | N/A | 4% |
| This school | District average | State average | |
|---|---|---|---|
| Special education | 8% | N/A | 10% |
| Gifted/talented students | 14% | N/A | 8% |
| Limited English proficient (LEP) | 40% | N/A | 17% |
| Economically disadvantaged | 93% | N/A | 55% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 11 | N/A | 15 |
| This school | District average | State average | |
|---|---|---|---|
| Beginning teachers | 12% | N/A | 8% |
| 1 to 5 years | 16% | N/A | 30% |
| 6 to 10 years | 20% | N/A | 20% |
| 11 to 20 years | 19% | N/A | 23% |
| 21 or more years | 33% | N/A | 19% |
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3978 Killion Dr
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