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Dickinson High School

Public | 9-12 | 2554 students

 

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Living in Dickinson

Situated in a suburban neighborhood. The median home value is $133,500. The average monthly rent for a 2 bedroom apartment is $900.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
No new ratings
2012:
Based on 2 ratings
2011:
Based on 4 ratings

Teacher quality

Principal leadership

Parent involvement

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21 reviews of this school


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Posted May 21, 2012

I have friends who go here and they say that they really like DICKINSON and that they have wonderful teachers who love doing what they do best, so for you parents out there who try to do anything to keep your child as a friend is a sorry excuse. Don't try to be your kids friend because then they'll use anything to get you to fall for it, be a parent first and put them in tutoring because there are programs at the school to help bring up your child grade. Let's not forget you once used a sorry excuse to leave school like..."Mom I vomited come get me." or wake up saying this in the morning,"I don't feel good," and then when your parents go get dress you pretend you threw up." So saying that you had used excuses plenty of times to get out of school or to save yourself from getting in trouble. Because I had. Well I will be attending DICKINSON myself next year for a dual credit class. Be a parent first not a friend!!!


Posted February 15, 2012

This school has some excellent AP/preAP teachers. As the parent of a sophomore I have yet to encounter or hear about any drug/ or violence issues that cause me any concern. Nice well maintained campus with many new facilities. If your child is a dedicated student they can get a lot out of their education here.
—Submitted by a parent


Posted July 3, 2011

I am in the current senior class. class of 2012! This is a great school to be in if you take all AP classes and are willing to do the work. However, if you take regular classes, you get stuck with all the people that don't really care about an education and are just there for other reasons; regular are classes are going to be like these wherever you go. This year my sister graduated from DHS and will be attending the Business Honors program in the university of Texas at Austin. And I plan on attending an Ivy League Institution. Going to Dickinson has not hindered us in any way. Actually, it's because of all the great, extra- opportunity programs and great advanced placement teachers that we have been academically successful. Our parents didn't even finish High school in Mexico. And I have to say, Ive attendedd DISD school all of my life, and not once have I seen any sort of drug or heard of anyone using it at school. If your kid is using that excuse to justify his failure at school, don't use it to justify your failure as a parent.
—Submitted by a student


Posted May 27, 2011

Terrible school pulled my kid out as fast as i could. The teachers dont care about there education and the crime is bad. It was a constant battle to keep my kid on track and away from drugs. Do not enroll your child here.
—Submitted by a parent


Posted May 27, 2011

My child hated this school. He had very few friends and even the ones he did have were terrible to him. The teachers do not care for the students and the school has a drug problem i would not recommend this school to anyone.
—Submitted by a parent


Posted April 5, 2011

I am trying to get my kids out! As a parent of three students at the school I would urge other parents to not enroll their children in this High School if you have another choice. While school is what you make of it, and like all other schools there are good and bad teachers, this school has a very bad element to it. They have a terrible drug problem and crime is terrible. It has been a constant fight to keep my kids on track because of the influences they are exposed to here. We are actively looking for a way out.
—Submitted by a parent


Posted July 21, 2009

First of all let me say that all of the Dickinson High School bashers, are wrong. Dickinson is such a beautiful campus. It is growing so fast and is really giving the city of Dickinson a name. Yes there are areas in dickinson that are unsafe and eyesores but every city has them. Dickinson has so much to offer. There are plenty of extra curricular activities to do. Plus the high school has so much spirit :) Go Gators! I love this high school, every part of it. The hole book situation..... we've/ I've always had books. Never in my elementry through high school years have I not come home with books. Actually every year I get too many books from english, pre-cal, chemistry, US history and spanish. The first day of school I get over loaded with books. Maybe class sets are not as avalible but homework will not hurt.Ilovethedickinsongators!
—Submitted by a student


Posted May 7, 2009

As a former student, and now parent of 3 students that attend DHS, I love it. DHS, like other public schools is what you make of it. The teachers at DHS are wonderful! I believe another parent wrote that the kids just don't care. I think she is right, but they have special/advanced classes for those who do. I have 3 children at different levels in the school system and they keep their attention. Just because you have rebellious kids does not make a bad school. You have those in every school, even the private ones that you pay an arm and leg for. As far as text books, they have them, but what do you need that for when all public schools are so focused on TAKS. Public schools no longer teach the same way, no more need for the text books. Thank our state for that, not the district.
—Submitted by a parent


Posted December 5, 2008

As a former student of DHS, i am proud to say that the year i spend in the paint chipped crowded hallway were the happiest of my life. We had teachers who cared, a great variety of after school activities and personally i remember being given another chance more than once when a teaher or principal saw that i needed a break. I would do anything to be able to go back to my high school years at DHS. GO GATORS! S Hayslip
—Submitted by a student


Posted December 2, 2008

I am a student at Dickinson High School at this moment and there is nothing I dont like about it. It is a great atmosphere to grow and learn in. Now it may not be rated the best school in Texas but it sure is great for me the only thing i dont like is some of the dresscode.
—Submitted by a student


Posted October 4, 2008

I am a currently a senior at Dickinson High School and I would like to point out to the parents that the most intelligent comment on this site, about DHS, came from a former student. No, we do not all have text books yes, some of our teachers are under qualified BUT, for those students who, like myself who want to learn it is possible. I am not so profoundly pleased that I would suggest all schools be like DHS but, I have to admit my four years there have been.. Intresting. The problem is not that of the whole but of the many students that just don't care. I for one think that if a parent intends to insult or criticize DHS that they attend Lighted Windows Open Doors (yes we have a tutoring program!!) and learn how to speak properly before doing so again.
—Submitted by a student


Posted March 4, 2008

I have nothing good to say about this school in particular. For instance last year I was informed that although the school had the money to purchase textbooks, there were no funds to ship them from the warehouse to the school, thus my kids did not have textbooks. I have yet in four years to have either of my kids receive any type of homework, or bring home any school projects, yet report cards and progress reports come home saying there is a lack of turned in assignments with no other word of what or when they were not submitted. How can a child bring home grades that are subpar, and not once is a parent contacted by either a teacher or counsellor to let them know if there is a problem and where it lies. As a future educator, I hope I dont end up there.
—Submitted by a parent


Posted February 4, 2008

I am a guardian over my nephew who is attending Dickinson School District. My problem last year and this year is the fact that students are not given homework because I have been told twice, they do not return homework. So they are given time in class to complete their assignments. The students are not issued text books either and there fore unless they keep all the paperwork passed out in the class there is no study material. There are some teachers who have no control on the class room yet that child is expected to pay attention and listen (over the roar) and then to understand enough to pass. I am not saying all teachers have this problem and I do know there are some great teachers. But overall I have a very poor rating for the Dickinson public school.


Posted October 8, 2006

This school district needs some major improvments
—Submitted by a student


Posted November 29, 2005

Dickinson ISD had teachers that were more worried about being nice then about being good, make that great teachers. Just because your students like you doesnt mean they can read, write or divide.
—Submitted by a former student


Posted February 18, 2005

I would like to talk about 'INCONSISTENCY'.The quality of education is very different from one classroom to the next. When 2 students come from Geometry, and enter Algebra 2,They should be at the same level. NOT SO! It totally depends on who you're teacher was.They teach from the same book,but obviously not from the same level. Other 'INCONSISTENSIES' would include DRESS CODE! This is a joke to my children and their friends. If they have the right group of teachers, dress code does not exsist.If they have a particular one or two certain teachers, Then DRESS CODE is enforced. What does this teach our children? The most acceptable way of learning and parenting is to be consistent. Why can't this be accomplished in the schools where our children are suopposed to learn how to cope in life and prepare for their future?
—Submitted by an administrator


Posted November 21, 2004

I am a former student and just want to say that my experience at Dickinson was one where I look back and feel great. Several teachers have been on staff for years and left a mark in my life. Keep in mind that the students make teaching difficult in many cases and teachers have to work around the guidelines forced on them by the administration. I can not say what is happening now, but when I was a student the teachers CARED about the students and we never forgot them! C Z E Long
—Submitted by a student


Posted October 24, 2004

As a parent of an 11th grader i constantly listen to her complain about the help she does not get in the classroom. Being in an ap class does not mean that you need little to no teacher guidance. I understand that some teachers are overworked and over stressed because high school is surely not what it use to be but their job is still not to place a problem on the front board and then assign numerous problems for homework that only they can work. Some teachers need to remember why they got into the profession in the first place. It could not have been for the money so if your attitude is not there for the welfare of the children who want to learn then get out while you have time. Hats off to the teachers who are trying to make the best of many bad situations.
—Submitted by a parent


Posted May 11, 2004

DHS has become a place where most of the teaching staff, and administration have lost what is means to teach and set good examples. How can a person study for a test when they are not allowed to bring home any books to study from? How is this preparing them for college? This is not just the school but the Dickinson Administration. As for the teachers; there are a number of them that use fowl language and degrade students. It may have been a good school years ago; but it is not now. The focus needs to be on education; not on what administration person has the biggest and newest vehicle.
—Submitted by a parent


Posted May 10, 2004

In addition to my last post, I would also like to add that the extra curricular activities are wonderful. It is not that Dickinson High School is not trying to make school intresting and fun, but it is to the students own interest at which they join in on the fun. On another note, many teachers at this school are trying their hardest to give the students the best time of their lives, and give them the best education possible. One teacher who hardly is given enough credit is the physics teacher, Mr. Gleebe. What a wonderful man. He will stay hours on end after school just to make sure each student in his class understands. We can't go around blaming the teachers soley, but we must also look at how much input is given from the students and their family. Teachers aren't the only influence on a child's education!
—Submitted by a former student


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.

603 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
91%
Math

The state average for Math was 70% in 2011.

588 students were tested at this school in 2011.

2011

 
 
78%

2010

 
 
74%
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.

500 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
90%
Math

The state average for Math was 74% in 2011.

483 students were tested at this school in 2011.

2011

 
 
84%

2010

 
 
77%
Science

The state average for Science was 76% in 2011.

487 students were tested at this school in 2011.

2011

 
 
77%

2010

 
 
76%
Social Studies

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

486 students were tested at this school in 2011.

2011

 
 
94%

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 95% in 2013.

490 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
94%

2011

 
 
95%

2010

 
 
90%
Math

The state average for Math was 89% in 2013.

490 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
94%

2011

 
 
90%

2010

 
 
88%
Science

The state average for Science was 95% in 2013.

483 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
95%

2011

 
 
90%

2010

 
 
91%
Social Studies

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

489 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
99%

2011

 
 
99%

2010

 
 
97%
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 Students97%
Female97%
Male95%
Black or African American96%
Asian100%
Hispanic96%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged96%
Special education79%
Limited English proficient (LEP)n/a

Math

All Students91%
Female90%
Male92%
Black or African American91%
Asian100%
Hispanic89%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged89%
Special education55%
Limited English proficient (LEP)n/a

Science

All Students95%
Female96%
Male95%
Black or African American95%
Asian100%
Hispanic92%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged95%
Special education67%
Limited English proficient (LEP)n/a

Social Studies

All Students98%
Female99%
Male98%
Black or African American98%
Asian100%
Hispanic97%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged98%
Special education86%
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 "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

Algebra I

The state average for Algebra I was 78% in 2013.

500 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
76%
Algebra II

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

171 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
n/a
Biology I

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

638 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
89%
Chemistry

The state average for Chemistry was 84% in 2013.

519 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
n/a
English I Reading

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

702 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
64%
English I Writing

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

784 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
45%
English II Reading

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

579 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
n/a
English II Writing

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

585 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
n/a
English III Reading

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

2013

 
 
n/a

2012

 
 
25%
English III Writing

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

2013

 
 
n/a

2012

 
 
15%
Geometry

The state average for Geometry was 86% in 2013.

559 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
100%
Physics

The state average for Physics was 81% in 2013.

14 students were tested at this school in 2013.

2013

 
 
100%

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.

648 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
81%
World History

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

570 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
30%
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

All Students78%
Female86%
Male72%
Black or African American77%
Asian92%
Hispanic77%
Multiracial90%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White79%
Economically disadvantaged75%
Not economically disadvantaged84%
Special education46%
Not special education81%
Limited English proficient (LEP)n/a
Proficient in English78%
Migrantn/a
Non-migrant78%
Gifted/talentedn/a
Non-Gifted78%
Bilingualn/a

Algebra II

All Students98%
Female98%
Male98%
Black or African American86%
Asian100%
Hispanic98%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White99%
Economically disadvantaged97%
Not economically disadvantaged98%
Special educationn/a
Not special education98%
Limited English proficient (LEP)n/a
Proficient in English98%
Migrantn/a
Non-migrant98%
Gifted/talented100%
Non-Gifted97%
Bilingualn/a

Biology I

All Students91%
Female93%
Male89%
Black or African American86%
Asian100%
Hispanic88%
Multiracial93%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White97%
Economically disadvantaged88%
Not economically disadvantaged95%
Special education59%
Not special education93%
Limited English proficient (LEP)80%
Proficient in English91%
Migrantn/a
Non-migrant91%
Gifted/talented100%
Non-Gifted90%
Bilingualn/a

Chemistry

All Students88%
Female90%
Male87%
Black or African American86%
Asian100%
Hispanic84%
Multiracial93%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged84%
Not economically disadvantaged93%
Special education88%
Not special education88%
Limited English proficient (LEP)33%
Proficient in English89%
Migrantn/a
Non-migrant88%
Gifted/talented100%
Non-Gifted87%
Bilingualn/a

English I Reading

All Students62%
Female69%
Male56%
Black or African American56%
Asian77%
Hispanic55%
Multiracial61%
American Indian or Alaska Native63%
Native Hawaiian/Pacific Islandern/a
White75%
Economically disadvantaged54%
Not economically disadvantaged74%
Special education18%
Not special education65%
Limited English proficient (LEP)6%
Proficient in English63%
Migrantn/a
Non-migrant62%
Gifted/talented100%
Non-Gifted60%
Bilingualn/a

English I Writing

All Students43%
Female54%
Male34%
Black or African American36%
Asian62%
Hispanic38%
Multiracial40%
American Indian or Alaska Native75%
Native Hawaiian/Pacific Islandern/a
White52%
Economically disadvantaged34%
Not economically disadvantaged57%
Special education2%
Not special education45%
Limited English proficient (LEP)0%
Proficient in English43%
Migrantn/a
Non-migrant43%
Gifted/talented100%
Non-Gifted40%
Bilingualn/a

English II Reading

All Students73%
Female76%
Male71%
Black or African American65%
Asian96%
Hispanic68%
Multiracial81%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White81%
Economically disadvantaged66%
Not economically disadvantaged82%
Special education36%
Not special education75%
Limited English proficient (LEP)0%
Proficient in English74%
Migrantn/a
Non-migrant73%
Gifted/talented100%
Non-Gifted71%
Bilingualn/a

English II Writing

All Students46%
Female51%
Male41%
Black or African American39%
Asian61%
Hispanic40%
Multiracial71%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White53%
Economically disadvantaged37%
Not economically disadvantaged56%
Special education4%
Not special education48%
Limited English proficient (LEP)14%
Proficient in English46%
Migrantn/a
Non-migrant46%
Gifted/talented98%
Non-Gifted42%
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 Students88%
Female90%
Male86%
Black or African American83%
Asian100%
Hispanic85%
Multiracial92%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White92%
Economically disadvantaged84%
Not economically disadvantaged92%
Special education53%
Not special education89%
Limited English proficient (LEP)50%
Proficient in English88%
Migrantn/a
Non-migrant88%
Gifted/talented100%
Non-Gifted87%
Bilingualn/a

Physics

All Students100%
Female100%
Male100%
Black or African Americann/a
Asian100%
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged100%
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant100%
Gifted/talented100%
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 Students77%
Female77%
Male77%
Black or African American60%
Asian100%
Hispanic77%
Multiracial77%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged69%
Not economically disadvantaged90%
Special education44%
Not special education79%
Limited English proficient (LEP)14%
Proficient in English78%
Migrantn/a
Non-migrant77%
Gifted/talented100%
Non-Gifted76%
Bilingualn/a

World History

All Students63%
Female60%
Male67%
Black or African American53%
Asian79%
Hispanic55%
Multiracial81%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White78%
Economically disadvantaged51%
Not economically disadvantaged78%
Special education36%
Not special education64%
Limited English proficient (LEP)0%
Proficient in English64%
Migrantn/a
Non-migrant63%
Gifted/talented97%
Non-Gifted61%
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

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
Hispanic 43% 52%
White 32% 29%
Black 19% 13%
Asian or Pacific Islander 3% 4%
Two or more races 2% 2%
American Indian/Alaska Native 0% 0%
Hawaiian Native/Pacific Islander N/A 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 2%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 3%N/AN/A
Source: CRDC, 2011-2012

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School basics

School Leader's name
  • BILLYE SMITH
Fax number
  • (281) 229-6401

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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3800 Baker Drive
Dickinson, TX 77539
Website: Click here
Phone: (281) 229-6400

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