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GreatSchools Rating

Edinburg High School

Public | 9-12 | 2200 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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16 reviews of this school


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Posted January 22, 2012

i love my school. it's amazing & so are all the teachers. The principle as well is just wonderful! i recommend everyone to come join this school :)
—Submitted by a student


Posted July 12, 2010

EHS is a great high school! Great academic program (honors and AP), excellent atheletic programs, music, art, drama, mock trial, and is ranked one of the best high schools by NEWSWEEK, higher than ENHS and JEHS. THis is due to the great administrators, teachers, and staff at EHS. Everyone helps in the success of the kids... I know they helped my child and it made all the difference.
—Submitted by a parent


Posted October 3, 2009

I think that EHS is a great school because of how good the teachers are! Basically the school is great!
—Submitted by a student


Posted October 1, 2009

My daughter transferred from Houston with 30's and 40's, she was doing very bad. When she was enrolled last year as a 9th grader, she was given the attention and guidance and now my daughter is an A&B student, making 90's in math. I is an awesome school. To see a drastic change within the same year, I think that the school has dedication and know how to choose it's teachers.
—Submitted by a parent


Posted September 27, 2009

I can truly say that EHS(: is a great school with great students and staff and the teachers are really cool and nice, unfortynetly i dont go to EHS anymore:/ and right now i am doing everything posssible to go back and see my classmates (: out of all the schools ive been EHS is the number 1 school that made me feel comftable (:
—Submitted by a student


Posted May 30, 2009

i am a student here at EHS and i enjoy being here. People complain that EHS isnt right for their child and that the staff ignore their students.C'mon people We have a huge population here at EHS and only a couple staff members. i think that the staff does try to do as much as they can for us students. im going to be a senior this coming 2009-2010 school year and since i have been a freshman i feel that i have gottin the help and attention i have needed from the staff.
—Submitted by a student


Posted December 27, 2008

Having attended this school, an '07 alumni, I can honestly say that Edinburg High School is one of the better high schools in the valley. I have been to most high schools in the valley and know first hand that we have the staff and vibrant student body that makes a great school. I was never in the top ten percent, not even the top quarter and I always got plenty of attention and help from the counselors and other staff. I think our financial aid officer is one of the finest that the valley has to offer. She is extremely knowledgable and helps every student that demonstrates a desire to reach the next level. Academics aside, EHS has a high level of extracurricular performance and has one of the elite basketball programs in the RGV. As a student, I know EHS is one of the better highschools in the RGV.
—Submitted by a student


Posted September 12, 2007

I am a parent of a 2007 graduate. My child was basically ignored by the counseling staff until they discovered her ACT and SAT scores. All their efforts, meetings, guidance for college, scholarship advice, etc. is geared for the 'top 10%.' My daughter said the school made regular announcements for these students to come to special meetings, etc. to get college-bound advice. My daughter had better ACT/SAT scores than some of these students and got accepted to two top 10 universities. This was not due to help from the school but something we had to do on our own. I believe this school ignores what they perceive to be lower performing students and only focus on the top group. If you are a parent you should be concerned with this school's practices...
—Submitted by a parent


Posted April 7, 2007

I graduated in 2003. I feel that if I had not gone to this high school I would not have done as well as I have. I was motivated to learn, achieve, and participate in extra curricular activities. I felt that the administration was always there for the students when needed. I was an officer of the dance team, graduated in three years, and still had time to be an officer in 5 other extracurricular programs. This school pushed for us to be college bound and participate in concurrent enrollment at UTPA and brought STC to us. I graduated top 10 in my class and I would have never done this well without the motivation of my parents and this campus. - D. Rios
—Submitted by a former student


Posted August 9, 2005

As far as quality of academic programs gos, Edinburg High School was just rated as academically unacceptable because of their TAKS scores and a variety of other things. The way extracurricular activities go at EHS is, your only aloud to participate in one activity, or else the coaches get after the students for missing out on one of there practices to go to another practice. This coming from experience with my daughter who was in 6 or 7 different activities. Apart from this I haven't really heard of any plans to increase the amount of parental involvement or to get more student involvement for that matter. But on a scale of one through ten, I would give EHS a 5.
—Submitted by a parent


Posted December 30, 2004

I am currently a junior at ehs and I can't believe that people would be so cruel to say such things about mrs. Guerra. I absoulutely love being a student at EHS and I would never think of going to any of the other edinburg schools. Our school is backed by tradition of academic exelence as well as extra curricular achievements I guess you have to attend the school to know what I'm talking about but there are plenty of programs available for students to take advantage of to get into college. We even have a financial aid officer available to us, mrs santiago really goes out of her way to inform us of test dates fees college nights and helps us get everything done. Go bobcats
—Submitted by a parent


Posted August 12, 2004

I am very excited to say that I've seen many good teachers walk the halls of EHS. I am also disappointed to say, that the principal is NOT genuinely one amongst those positive and enthused educators who are there for students FIRST. She seems to bring 'politics' into our school and there should not be any room for that if the students truly come first.
—Submitted by a teacher


Posted May 13, 2004

My daughters attended this school not too long ago and the teachers were great. They really motivated my girls to succeed. The counselors were top notch help in helping them find the right colleges. The principal, however, is a cold woman who needs to lighten up a bit.
—Submitted by a parent


Posted April 16, 2004

This school was the worst school the in edinburg school district....If you go to the other high schools they have staff that really care about the school and the students, the principal is a apple that fell far off the tree-dont send your kids to this school-
—Submitted by a parent


Posted February 25, 2004

I am proud to say that I attended Edinburg High School. The academics, extracurricular activities, and test results are proof enough that our school is exemplary!
—Submitted by a former student


Posted February 22, 2004

The teachers and principals worry way to much about the little things and it ends up making the students worry about things they shouldn't have to. I feel the kids need to be focused on their work not on what they have to wear to meet dress code or attendance policies.
—Submitted by a 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.

834 students were tested at this school in 2011.

2011

 
 
82%

2010

 
 
88%
Math

The state average for Math was 70% in 2011.

827 students were tested at this school in 2011.

2011

 
 
62%

2010

 
 
58%
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.

686 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
89%
Math

The state average for Math was 74% in 2011.

675 students were tested at this school in 2011.

2011

 
 
63%

2010

 
 
76%
Science

The state average for Science was 76% in 2011.

671 students were tested at this school in 2011.

2011

 
 
67%

2010

 
 
70%
Social Studies

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

667 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
90%
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.

400 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
92%

2011

 
 
94%

2010

 
 
89%
Math

The state average for Math was 89% in 2013.

400 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
85%

2011

 
 
88%

2010

 
 
84%
Science

The state average for Science was 95% in 2013.

399 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
90%

2011

 
 
85%

2010

 
 
87%
Social Studies

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

398 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
97%

2011

 
 
98%

2010

 
 
98%
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 Students96%
Female98%
Male94%
Black or African Americann/a
Asiann/a
Hispanic96%
American Indian or Alaska Nativen/a
White90%
Economically disadvantaged96%
Special education70%
Limited English proficient (LEP)n/a

Math

All Students90%
Female87%
Male92%
Black or African Americann/a
Asiann/a
Hispanic90%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged89%
Special education54%
Limited English proficient (LEP)74%

Science

All Students92%
Female92%
Male92%
Black or African Americann/a
Asiann/a
Hispanic92%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged92%
Special education59%
Limited English proficient (LEP)n/a

Social Studies

All Students97%
Female97%
Male96%
Black or African Americann/a
Asiann/a
Hispanic97%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged96%
Special education72%
Limited English proficient (LEP)87%
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 "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.

550 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
78%
Algebra II

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

121 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
33%
Biology I

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

594 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
78%
Chemistry

The state average for Chemistry was 84% in 2013.

408 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
n/a
English I Reading

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

525 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
43%
English I Writing

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

590 students were tested at this school in 2013.

2013

 
 
18%

2012

 
 
23%
English II Reading

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

456 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
84%
English II Writing

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

475 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
63%
English III Reading

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

169 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
n/a
English III Writing

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

169 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
n/a
Geometry

The state average for Geometry was 86% in 2013.

398 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
97%
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.

5 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
n/a
World Geography

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

660 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
72%
World History

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

448 students were tested at this school in 2013.

2013

 
 
51%

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 Students64%
Female66%
Male62%
Black or African Americann/a
Asiann/a
Hispanic63%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged62%
Not economically disadvantaged75%
Special education27%
Not special education68%
Limited English proficient (LEP)39%
Proficient in English68%
Migrant56%
Not migrant64%
Gifted/talented92%
Not Gifted63%
Bilingualn/a

Algebra II

All Students93%
Female93%
Male93%
Black or African Americann/a
Asiann/a
Hispanic93%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged93%
Not economically disadvantaged96%
Special educationn/a
Not special education93%
Limited English proficient (LEP)n/a
Proficient in English93%
Migrantn/a
Not migrant93%
Gifted/talented100%
Not Gifted92%
Bilingualn/a

Biology I

All Students78%
Female75%
Male81%
Black or African Americann/a
Asiann/a
Hispanic78%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged76%
Not economically disadvantaged89%
Special education39%
Not special education82%
Limited English proficient (LEP)46%
Proficient in English82%
Migrant69%
Not migrant79%
Gifted/talented100%
Not Gifted77%
Bilingualn/a

Chemistry

All Students83%
Female87%
Male80%
Black or African Americann/a
Asiann/a
Hispanic83%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged82%
Not economically disadvantaged88%
Special education32%
Not special education86%
Limited English proficient (LEP)48%
Proficient in English87%
Migrant59%
Not migrant84%
Gifted/talented100%
Not Gifted82%
Bilingualn/a

English I Reading

All Students35%
Female39%
Male31%
Black or African Americann/a
Asiann/a
Hispanic34%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White63%
Economically disadvantaged32%
Not economically disadvantaged58%
Special education9%
Not special education39%
Limited English proficient (LEP)7%
Proficient in English42%
Migrant40%
Not migrant35%
Gifted/talented71%
Not Gifted35%
Bilingualn/a

English I Writing

All Students18%
Female21%
Male15%
Black or African Americann/a
Asiann/a
Hispanic18%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White33%
Economically disadvantaged17%
Not economically disadvantaged27%
Special education3%
Not special education20%
Limited English proficient (LEP)2%
Proficient in English22%
Migrant18%
Not migrant18%
Gifted/talented67%
Not Gifted17%
Bilingualn/a

English II Reading

All Students63%
Female63%
Male63%
Black or African Americann/a
Asiann/a
Hispanic63%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged61%
Not economically disadvantaged79%
Special education22%
Not special education66%
Limited English proficient (LEP)25%
Proficient in English68%
Migrant40%
Not migrant64%
Gifted/talented89%
Not Gifted61%
Bilingualn/a

English II Writing

All Students29%
Female33%
Male26%
Black or African Americann/a
Asiann/a
Hispanic29%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White40%
Economically disadvantaged27%
Not economically disadvantaged47%
Special education6%
Not special education31%
Limited English proficient (LEP)2%
Proficient in English33%
Migrant19%
Not migrant30%
Gifted/talented86%
Not Gifted26%
Bilingualn/a

English III Reading

All Students95%
Female96%
Male95%
Black or African Americann/a
Asiann/a
Hispanic96%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White83%
Economically disadvantaged95%
Not economically disadvantaged97%
Special educationn/a
Not special education95%
Limited English proficient (LEP)n/a
Proficient in English95%
Migrantn/a
Not migrant95%
Gifted/talented100%
Not Gifted95%

English III Writing

All Students70%
Female78%
Male60%
Black or African Americann/a
Asiann/a
Hispanic70%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White67%
Economically disadvantaged67%
Not economically disadvantaged83%
Special educationn/a
Not special education70%
Limited English proficient (LEP)n/a
Proficient in English70%
Migrantn/a
Not migrant70%
Gifted/talented100%
Not Gifted67%

Geometry

All Students74%
Female80%
Male70%
Black or African Americann/a
Asiann/a
Hispanic74%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White75%
Economically disadvantaged72%
Not economically disadvantaged89%
Special education33%
Not special education78%
Limited English proficient (LEP)40%
Proficient in English79%
Migrant63%
Not migrant75%
Gifted/talented100%
Not Gifted73%
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
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a

U.S. History

All Students80%
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanic80%
Multiracialn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged80%
Not economically disadvantagedn/a
Special educationn/a
Not special education80%
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Not migrantn/a
Gifted/talentedn/a
Not Gifted80%

World Geography

All Students62%
Female57%
Male66%
Black or African Americann/a
Asiann/a
Hispanic61%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White78%
Economically disadvantaged59%
Not economically disadvantaged82%
Special education23%
Not special education66%
Limited English proficient (LEP)17%
Proficient in English69%
Migrant54%
Not migrant62%
Gifted/talented97%
Not Gifted60%
Bilingualn/a

World History

All Students51%
Female47%
Male55%
Black or African Americann/a
Asiann/a
Hispanic51%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White56%
Economically disadvantaged49%
Not economically disadvantaged67%
Special education18%
Not special education54%
Limited English proficient (LEP)22%
Proficient in English55%
Migrant26%
Not migrant52%
Gifted/talented94%
Not Gifted49%
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 99% 52%
White 1% 29%
American Indian/Alaska Native N/A 0%
Asian or Pacific Islander 0% 4%
Black N/A 13%
Hawaiian Native/Pacific Islander N/A 0%
Two or more races N/A 2%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 14%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 4%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • YESENIA MOLINA
Fax number
  • (956) 386-1225

Resources

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

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P O Box 990
Edinburg, TX 78540
Phone: (956) 289-2400

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