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GreatSchools Rating

Wilson J High School

Public | 7-8 | 818 students

 

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Community Rating

3 stars


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9 reviews of this school


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Posted May 4, 2010

Teachers need to focus more on education and behavior, and less on uniform. For behavior, they yell at students all day, and never get far. However, there are a few very good teachers. The health standards are less than desirable, but what can you expect a student with allergies to say? About 25% of the students are the least bit polite or attentive.
—Submitted by a student


Posted January 20, 2009

I think the dress code is rediculous because children should be able to wear what ever they want. And I think that the school could have more activities for the children to enroll in.


Posted January 12, 2009

When my daughter began the seventh grade here, in Dayton, it was the eighth school district she has been enrolled in. I grew up here in Dayton and am very proud of this town. The move home for me has proven to be the best choice as far as my daughters education is concerned. She is absolutely thrilled at the thought of going to school everyday now. The dress code doesn't bother either of us at all. As for the parents who have commented on the staff of this campus, I have a question. If you believe YOU could make a difference in the representation of this campus or this school district, what are you waiting for? By all means, please apply for a position within the school disrict !! But until then ...
—Submitted by a parent


Posted January 29, 2008

I don't think they do enough for the students when it comes to them having trouble they don't even contact the parents to let them know..and when you try to contact them they don't have time to discuss it..the office staff is rude..I feel like they spend to much time worrying on what they wear then the education
—Submitted by a parent


Posted January 7, 2007

There isn't enough art and writing activities at that school.
—Submitted by a former student


Posted May 8, 2006

Academic programs good as far as I can see! Staff friendly most of the time ,
—Submitted by a parent


Posted August 15, 2004

Two things I realized about this school when I went to visit it last year was the wardrobe change! Children can't show there true self if they're wearing a uniform like a prison. Also, there staff is really rude to grown-ups just as well as kids. -Philip
—Submitted by a parent


Posted April 15, 2004

When visiting school, found Office Staff and Teachers to be very disrespectful and unfriendly. Not only to parents but also to children. Almost like a prison, not a School. I believe children need positive enviroment to learn. The lunch program and the quality of food was really bad. I feel my chidren are safe living in Dayton. The crime rate is low. But very worried about their Education and Self Esteem.
—Submitted by a parent


Posted September 9, 2003

I love this school it has the best teachers and the principal there is great. If you would like a good back home school where your children learn and not how good the Jones looks this is the one. Thank you for a job well done Dayton!
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.
English Language Arts

The state average for English Language Arts was 86% in 2011.

353 students were tested at this school in 2011.

2011

 
 
82%

2010

 
 
79%
Math

The state average for Math was 81% in 2011.

357 students were tested at this school in 2011.

2011

 
 
80%

2010

 
 
70%
Writing

The state average for Writing was 94% in 2011.

349 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
93%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 85% in 2011.

358 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
96%
Math

The state average for Math was 73% in 2011.

357 students were tested at this school in 2011.

2011

 
 
80%

2010

 
 
81%
Science

The state average for Science was 79% in 2011.

359 students were tested at this school in 2011.

2011

 
 
67%

2010

 
 
69%
Social Studies

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

355 students were tested at this school in 2011.

2011

 
 
88%

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

All Students82%
Female85%
Male79%
Black or African American65%
Asiann/a
Hispanic80%
American Indian or Alaska Nativen/a
White86%
Economically disadvantaged78%
Not economically disadvantaged87%
Special education35%
Not special education84%
Limited English proficient (LEP)47%
Proficient in English84%
Migrantn/a
Non-migrant82%
Gifted/talented100%

Math

All Students80%
Female82%
Male77%
Black or African American76%
Asiann/a
Hispanic80%
American Indian or Alaska Nativen/a
White80%
Economically disadvantaged77%
Not economically disadvantaged82%
Special education35%
Not special education82%
Limited English proficient (LEP)53%
Proficient in English81%
Migrantn/a
Non-migrant80%
Gifted/talented100%

Writing

All Students92%
Female98%
Male86%
Black or African American97%
Asiann/a
Hispanic89%
American Indian or Alaska Nativen/a
White91%
Economically disadvantaged89%
Not economically disadvantaged95%
Special education50%
Not special education94%
Limited English proficient (LEP)76%
Proficient in English92%
Migrantn/a
Non-migrant92%
Gifted/talented100%
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students90%
Female92%
Male88%
Black or African American76%
Asiann/a
Hispanic88%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged88%
Not economically disadvantaged93%
Special education44%
Not special education92%
Limited English proficient (LEP)36%
Proficient in English91%
Migrantn/a
Non-migrant90%
Gifted/talented100%

Math

All Students80%
Female84%
Male77%
Black or African American70%
Asiann/a
Hispanic79%
American Indian or Alaska Nativen/a
White83%
Economically disadvantaged76%
Not economically disadvantaged85%
Special education29%
Not special education83%
Limited English proficient (LEP)36%
Proficient in English82%
Migrantn/a
Non-migrant80%
Gifted/talented100%

Science

All Students67%
Female63%
Male72%
Black or African American47%
Asiann/a
Hispanic62%
American Indian or Alaska Nativen/a
White73%
Economically disadvantaged56%
Not economically disadvantaged80%
Special education26%
Not special education69%
Limited English proficient (LEP)17%
Proficient in English70%
Migrantn/a
Non-migrant67%
Gifted/talented100%

Social Studies

All Students88%
Female88%
Male87%
Black or African American75%
Asiann/a
Hispanic89%
American Indian or Alaska Nativen/a
White89%
Economically disadvantaged86%
Not economically disadvantaged90%
Special education50%
Not special education90%
Limited English proficient (LEP)67%
Proficient in English88%
Migrantn/a
Non-migrant88%
Gifted/talented100%
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 77% in 2013.

383 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
71%
Math

The state average for Math was 71% in 2013.

381 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
62%
Writing

The state average for Writing was 70% in 2013.

384 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
64%
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.

389 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
72%
Math

The state average for Math was 77% in 2013.

325 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
60%
Science

The state average for Science was 75% in 2013.

394 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
55%
Social Studies

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

392 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
45%
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.

57 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
100%
Algebra II

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

2013

 
 
n/a

2012

 
 
n/a
Biology I

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

2013

 
 
n/a

2012

 
 
n/a
Chemistry

The state average for Chemistry was 84% in 2013.

2013

 
 
n/a

2012

 
 
n/a
English I Reading

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

2013

 
 
n/a

2012

 
 
n/a
English I Writing

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

2013

 
 
n/a

2012

 
 
n/a
English II Reading

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

2013

 
 
n/a

2012

 
 
n/a
English II Writing

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

2013

 
 
n/a

2012

 
 
n/a
English III Reading

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

2013

 
 
n/a

2012

 
 
n/a
English III Writing

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

2013

 
 
n/a

2012

 
 
n/a
Geometry

The state average for Geometry was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Physics

The state average for Physics was 81% in 2013.

2013

 
 
n/a

2012

 
 
n/a
U.S. History

The state average for U.S. History was 73% in 2013.

2013

 
 
n/a

2012

 
 
n/a
World Geography

The state average for World Geography was 75% in 2013.

2013

 
 
n/a

2012

 
 
n/a
World History

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

2013

 
 
n/a

2012

 
 
n/a
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the State of Texas Assessments of Academic Readiness (STAAR) was used to test students in reading and math in grades 3 through 8; in writing in grades 4 and 7; in science in grades 5 and 8; in social studies in grade 8; and end-of-course assessments for English I, II, and II, Algebra I and II, biology and US History. STAAR is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The goal is for all students to score at or above the state standard.

Source: Texas Education Agency

English Language Arts

All Students68%
Female77%
Male60%
Black or African American54%
Asiann/a
Hispanic61%
Multiracial60%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White74%
Economically disadvantaged64%
Not economically disadvantaged74%
Special education38%
Not special education69%
Limited English proficient (LEP)15%
Proficient in English71%
Migrantn/a
Non-migrant68%
Gifted/talented100%
Non-Gifted67%
Bilingualn/a

Math

All Students68%
Female73%
Male64%
Black or African American63%
Asiann/a
Hispanic62%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White71%
Economically disadvantaged64%
Not economically disadvantaged76%
Special education23%
Not special education70%
Limited English proficient (LEP)35%
Proficient in English71%
Migrantn/a
Non-migrant68%
Gifted/talented100%
Non-Gifted67%
Bilingualn/a

Writing

All Students64%
Female76%
Male54%
Black or African American60%
Asiann/a
Hispanic64%
Multiracial50%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White65%
Economically disadvantaged60%
Not economically disadvantaged71%
Special education15%
Not special education66%
Limited English proficient (LEP)28%
Proficient in English66%
Migrantn/a
Non-migrant64%
Gifted/talented100%
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 Students75%
Female81%
Male68%
Black or African American64%
Asiann/a
Hispanic74%
Multiracial75%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White77%
Economically disadvantaged69%
Not economically disadvantaged83%
Special education45%
Not special education76%
Limited English proficient (LEP)43%
Proficient in English76%
Migrantn/a
Non-migrant75%
Gifted/talented100%
Non-Gifted73%
Bilingualn/a

Math

All Students78%
Female75%
Male81%
Black or African American66%
Asiann/a
Hispanic76%
Multiracial71%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White81%
Economically disadvantaged74%
Not economically disadvantaged84%
Special education63%
Not special education78%
Limited English proficient (LEP)67%
Proficient in English79%
Migrantn/a
Non-migrant78%
Gifted/talented100%
Non-Gifted78%
Bilingualn/a

Science

All Students64%
Female62%
Male65%
Black or African American58%
Asiann/a
Hispanic54%
Multiracial38%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White71%
Economically disadvantaged57%
Not economically disadvantaged73%
Special education19%
Not special education66%
Limited English proficient (LEP)20%
Proficient in English66%
Migrantn/a
Non-migrant64%
Gifted/talented100%
Non-Gifted62%
Bilingualn/a

Social Studies

All Students49%
Female46%
Male53%
Black or African American39%
Asiann/a
Hispanic41%
Multiracial25%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White56%
Economically disadvantaged43%
Not economically disadvantaged58%
Special education13%
Not special education51%
Limited English proficient (LEP)10%
Proficient in English51%
Migrantn/a
Non-migrant49%
Gifted/talented100%
Non-Gifted47%
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 Students93%
Female90%
Male96%
Black or African Americann/a
Asiann/a
Hispanic93%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White92%
Economically disadvantaged96%
Not economically disadvantaged91%
Special educationn/a
Not special education93%
Limited English proficient (LEP)n/a
Proficient in English93%
Migrantn/a
Non-migrant93%
Gifted/talented100%
Non-Gifted90%
Bilingualn/a

Algebra II

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

Biology I

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

Chemistry

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

English I Reading

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

English I Writing

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

English II Reading

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

English II Writing

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

English III Reading

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a

English III Writing

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a

Geometry

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

Physics

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a

U.S. History

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a

World Geography

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

World History

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the State of Texas Assessments of Academic Readiness (STAAR) was used to test students in reading and math in grades 3 through 8; in writing in grades 4 and 7; in science in grades 5 and 8; in social studies in grade 8; and end-of-course assessments for English I, II, and II, Algebra I and II, biology and US History. STAAR is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The goal is for all students to score at or above the state standard.

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

Source: Texas Education Agency

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

About the tests


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

Source: Texas Education Agency

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
White 54% 29%
Hispanic 34% 52%
Black 9% 13%
American Indian/Alaska Native 1% 0%
Two or more races 1% 2%
Asian or Pacific Islander N/A 4%
Hawaiian Native/Pacific Islander N/A 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 8%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 6%N/AN/A
Source: CRDC, 2011-2012

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School basics

School Leader's name
  • RITA GILMORE
Fax number
  • (936) 257-4109

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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Sports

Boys sports
  • Basketball
  • Football
  • Track
  • Wrestling
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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P O Box 248
Dayton, TX 77535
Website: Click here
Phone: (936) 258-2309

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