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GreatSchools Rating

Donna High School

Public | 9-12 | 1949 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
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2012:
Based on 1 rating
2011:
No new ratings

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11 reviews of this school


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Posted September 16, 2012

Donna High School is actually a great school. The work is incredibly rigorous and the teachers are amazing in every way. Everyone at DHS is committed to helping the student learn and ultimately graduate and attend a university or college. Donna High is a great school regardless of the bad media and reputation that people associate with it. The school is really disciplined and responsible and will ensure success. Also, the school has a great deal of spirit and traditions that just reinforce a great high school education and atmosphere. DHS is the place to be.
—Submitted by a student


Posted December 3, 2008

Donna High School is amazing it has great teachers and students. The most important thing about Donna High School is that they care a lot about their students they report mistakes and bad stuff near it to keep them safe. It's a great school and they are very responsible!


Posted November 11, 2008

Donna High School is a truly great school. Sure it may be on the local news often, but every school has it's flaws. I am a transfer student from Sharyland High School and when I arrived, it was not what I expected. It is not all easy work and easy grades. You do have to pursue what you want, in this case, academic achievement. There are numerous students that I have met, and there are a large number that are exceptionally talented. You can't just judge our school by what you see on the news, you have to experience it first hand and then come up with your conclusion.
—Submitted by a student


Posted October 22, 2008

despite what everone says about Donna High School it is still one of the most disiplined and spirited school in the vally.


Posted December 18, 2007

I am an alumni and all I have to say is that Im proud from graduating from Donna. The teacher's are caring and very determined to make sure you graduate and get into a good school. Altough the counselors didn't help much if you weren't top 20, they did still help. I wasn't top 20 but if i wanted to graduate in the top area i had to do things myself, which was good at the end cause kids these days want things to be given to them. We can't just depend on the counselors to call for us, we have to learn to take things in on our hands. Which isn't bad but some students might feel neglected if you aren't in the top 20 or an athlete. Donna is like any normal school and I would recommend it to any one.


Posted August 1, 2007

I am currently attending Donna High School and I have to say that it has expanded my mind in a thousand ways, I passed the TAKS tests in all areas, I have really caring teachers, they are all well prepared and I can't complain. The staff is working hard to help us the students, and I am thankful for that. I go to UIL competitions and our team does very well.
—Submitted by a student


Posted May 15, 2007

Having one son graduated from Donna High and a daughter currently attending as a sophomore, I have to admit that I have no problems with this school whatsoever. My children have never had any problems passing the TAKS, they have even scored on a commended performance level in almost every area each time. That to me proves the education quality is there and it's up to the individual student to want to learn. Parents need to stop blaming the educational system in Donna and start being more responsible for raising good kids who are expected to learn.
—Submitted by a parent


Posted October 10, 2006

It's not as bad as they make it to be. I strongly disagree with some of the policies (like dress code)to some extent, but there's some really caring teachers and pleasant students there. They have a pretty good variety of extracurricular and academic programs to choose from. The problem is that most students don't really know about them. It's a decent school.
—Submitted by a student


Posted September 27, 2005

Donna High School is a wonderful place for eager and curious minds to discover both educational and athletic opportunities. The campus lends itself to a variety of ways these goals can be accomplish. The supporting staff help ensure that the curriculum produces what it offers.
—Submitted by a former student


Posted August 22, 2005

It is clear that sports are important in the valley, mainly because the options there for kids is minimal. However, just because that is where the focus lies does not mean parents have to buy into that. Have your child join UIL, get involved, create a PTA. It is best to take action instead of complain. There are some really great teachers at DISD, they need your support as well.
—Submitted by a former student


Posted August 2, 2005

The academic in Donna High is very minimal. Graduating from there, I know that they only work with a few people (jocks) the average student, like myself had to struggle to recieve my diploma. The band was a very good. They have gone to state and is very recognized. Paretns are involed mainly during football season, it's usually the fans and band fans.
—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.

22 students were tested at this school in 2011.

2011

 
 
59%

2010

 
 
61%
Math

The state average for Math was 70% in 2011.

17 students were tested at this school in 2011.

2011

 
 
35%

2010

 
 
13%
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.

706 students were tested at this school in 2011.

2011

 
 
88%

2010

 
 
88%
Math

The state average for Math was 74% in 2011.

692 students were tested at this school in 2011.

2011

 
 
69%

2010

 
 
75%
Science

The state average for Science was 76% in 2011.

694 students were tested at this school in 2011.

2011

 
 
61%

2010

 
 
63%
Social Studies

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

687 students were tested at this school in 2011.

2011

 
 
91%

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.

679 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
90%

2011

 
 
92%

2010

 
 
90%
Math

The state average for Math was 89% in 2013.

671 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
92%

2011

 
 
87%

2010

 
 
88%
Science

The state average for Science was 95% in 2013.

673 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
88%

2011

 
 
84%

2010

 
 
85%
Social Studies

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

671 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
94%

2011

 
 
95%

2010

 
 
96%
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 Students94%
Female95%
Male93%
Black or African Americann/a
Asiann/a
Hispanic94%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged94%
Special education71%
Limited English proficient (LEP)71%

Math

All Students91%
Female90%
Male92%
Black or African Americann/a
Asiann/a
Hispanic91%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged91%
Special education62%
Limited English proficient (LEP)74%

Science

All Students93%
Female93%
Male93%
Black or African Americann/a
Asiann/a
Hispanic93%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged93%
Special education61%
Limited English proficient (LEP)75%

Social Studies

All Students97%
Female97%
Male96%
Black or African Americann/a
Asiann/a
Hispanic97%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged97%
Special education69%
Limited English proficient (LEP)88%
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 "Recognized".
  • In 2008-2009, this school was rated "Recognized".

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.

48 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
n/a
Algebra II

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

85 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
n/a
Biology I

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

92 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
n/a
Chemistry

The state average for Chemistry was 84% in 2013.

620 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
n/a
English I Reading

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

160 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
n/a
English I Writing

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

254 students were tested at this school in 2013.

2013

 
 
8%

2012

 
 
n/a
English II Reading

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

635 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
n/a
English II Writing

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

636 students were tested at this school in 2013.

2013

 
 
33%

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.

539 students were tested at this school in 2013.

2013

 
 
78%

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.

106 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
n/a
World History

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

618 students were tested at this school in 2013.

2013

 
 
58%

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

Algebra I

All Students27%
Female50%
Male13%
Black or African Americann/a
Asiann/a
Hispanic27%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged27%
Not economically disadvantagedn/a
Special education20%
Not special education28%
Limited English proficient (LEP)28%
Proficient in English26%
Migrant67%
Non-migrant21%
Gifted/talentedn/a
Non-Gifted27%
Bilingualn/a

Algebra II

All Students99%
Female100%
Male98%
Black or African Americann/a
Asiann/a
Hispanic99%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged99%
Not economically disadvantagedn/a
Special educationn/a
Not special education99%
Limited English proficient (LEP)n/a
Proficient in English99%
Migrantn/a
Non-migrant99%
Gifted/talented100%
Non-Gifted97%
Bilingualn/a

Biology I

All Students34%
Female35%
Male32%
Black or African Americann/a
Asiann/a
Hispanic34%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged34%
Not economically disadvantagedn/a
Special education15%
Not special education37%
Limited English proficient (LEP)26%
Proficient in English39%
Migrant30%
Non-migrant34%
Gifted/talentedn/a
Non-Gifted33%
Bilingualn/a

Chemistry

All Students76%
Female76%
Male75%
Black or African Americann/a
Asiann/a
Hispanic76%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged76%
Not economically disadvantaged79%
Special education29%
Not special education78%
Limited English proficient (LEP)58%
Proficient in English80%
Migrant79%
Non-migrant75%
Gifted/talented98%
Non-Gifted72%
Bilingualn/a

English I Reading

All Students22%
Female19%
Male24%
Black or African Americann/a
Asiann/a
Hispanic22%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged21%
Not economically disadvantagedn/a
Special education0%
Not special education25%
Limited English proficient (LEP)12%
Proficient in English33%
Migrant22%
Non-migrant22%
Gifted/talentedn/a
Non-Gifted22%
Bilingualn/a

English I Writing

All Students8%
Female5%
Male11%
Black or African Americann/a
Asiann/a
Hispanic8%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged8%
Not economically disadvantagedn/a
Special education0%
Not special education9%
Limited English proficient (LEP)4%
Proficient in English11%
Migrant6%
Non-migrant9%
Gifted/talentedn/a
Non-Gifted8%
Bilingualn/a

English II Reading

All Students64%
Female64%
Male63%
Black or African Americann/a
Asiann/a
Hispanic64%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged64%
Not economically disadvantaged63%
Special education13%
Not special education66%
Limited English proficient (LEP)30%
Proficient in English72%
Migrant49%
Non-migrant65%
Gifted/talented94%
Non-Gifted58%
Bilingualn/a

English II Writing

All Students33%
Female34%
Male33%
Black or African Americann/a
Asiann/a
Hispanic33%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged33%
Not economically disadvantaged47%
Special education4%
Not special education34%
Limited English proficient (LEP)8%
Proficient in English39%
Migrant28%
Non-migrant34%
Gifted/talented77%
Non-Gifted26%
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 Students78%
Female77%
Male80%
Black or African Americann/a
Asiann/a
Hispanic78%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged78%
Not economically disadvantaged87%
Special education25%
Not special education81%
Limited English proficient (LEP)68%
Proficient in English81%
Migrant80%
Non-migrant78%
Gifted/talented96%
Non-Gifted77%
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 Students31%
Female28%
Male36%
Black or African Americann/a
Asiann/a
Hispanic31%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged31%
Not economically disadvantagedn/a
Special education14%
Not special education34%
Limited English proficient (LEP)17%
Proficient in English44%
Migrant38%
Non-migrant30%
Gifted/talentedn/a
Non-Gifted31%
Bilingualn/a

World History

All Students58%
Female49%
Male67%
Black or African Americann/a
Asiann/a
Hispanic58%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged57%
Not economically disadvantaged74%
Special education12%
Not special education60%
Limited English proficient (LEP)34%
Proficient in English64%
Migrant57%
Non-migrant58%
Gifted/talented85%
Non-Gifted53%
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 100% 52%
American Indian/Alaska Native N/A 0%
Asian or Pacific Islander N/A 4%
Black 0% 13%
Hawaiian Native/Pacific Islander N/A 0%
Two or more races N/A 2%
White N/A 29%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 20%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 12%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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Awards

Academic awards received in the past 3 years
  • Four recipients for the Bill Gates Millennium Scholarships (2007)

Special education / special needs

Specific academic themes or areas of focus
  • Special education

Arts & music

Visual arts
  • Painting
Music
  • Band
  • Choir / Chorus
Performing and written arts
  • Dance
  • Drama

Language learning

Foreign languages taught
  • Spanish

Gifted & talented

Instructional and/or curriculum models used
  • Gifted / high performing
School leaders can update this information here.

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School basics

School start time
  • 8:00am
School end time
  • 3:55pm
School Leader's name
  • NANCY CASTILLO
Special schedule
  • Block scheduling
Fax number
  • (956) 464-1629

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Gifted / high performing
Specific academic themes or areas of focus

Don't understand these terms?
  • Special education
Foreign languages taught
  • Spanish

Resources

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

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Sports

Boys sports
  • Baseball
  • Basketball
  • Cross country
  • Football
  • Golf
  • Soccer
  • Tennis
  • Track
Girls sports
  • Basketball
  • Cheerleading
  • Cross country
  • Golf
  • Soccer
  • Softball
  • Tennis
  • Track
  • Volleyball

Arts & music

Visual arts
  • Painting
Music
  • Band
  • Choir / Chorus
Performing arts
  • Dance
  • Drama
School leaders can update this information here.

Upcoming Events

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School culture

Dress Code
  • Dress code
School leaders can update this information here.

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116 North 10th Street
Donna, TX 78537
Website: Click here
Phone: (956) 464-1700

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