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Teacher quality
Principal leadership
Parent involvement
This is the best absolute best school for gifted children. The teachers are wonderful and will stay afterschool till 6 pm to help there students. Mrs. Burnham is the nicest women you'll ever meet, and the students I cant even explain how wonderful they are! Respect, responcibility, and trustworthy is the best way to explain them. The coaches especially one specific coach will make you her friend and take care of every student she needs to. If I could do my life over again I would be here to the end.
Save your time and money this is the worst "charter " school I have ever seen. Too many faults to list in one forum, just save time and enroll some where else especially military!
—Submitted by a parent
Save your time and sanity find a better school, Not diverse at all, incompetent staff at almost every level!
—Submitted by a parent
This school is hereby the worst school ever, it is very strict, you get in trouble for doing things on accident or you get suspended if you get one thing wrong:/ I am serious parents dont like it because everything is chaging and they try to pull it off by calling it (re-constructing) it profits and it is a non profit charter school,you barely learn anything, and also there is no bus, walking home is out of the question, and if you go off campus after school they can chase after you 500 yards away from school grounds. Trust me, it is torturous for everyone.
This school is crazy!!! PEOPLE GET FIRED LIKE THIS AND THAT THERE HAS BEEN AT LEAST 3 PRINCIPLES IN THIS YEAR THEY CANNOT GET THERE STUFF STRAIGHT SO IT IS A HASSLE FOR ALL STUDENTS PLEASE LET ME OUT OF HERE!!!!
Alright, look. I'm a 7th grader at this school and I'm going to speak the truth here. A lot of these reviews are bad but their mostly from the students. Sure the school is strict, but that just means it has good discipline. If your reading this wondering if you should put your child in this school or not, I say you should. This school has been doing very well for the three years I've been here so far. A lot of kids say this school sucks, but they have no clue what their talking about because they've been here their whole life. There are absolutely NO bullies in my grade, or at least no one bothers me. I never feel alone either. Everyone is really nice and there's always somewhere to fit in. Actually, you won't even need to fit in. As for the teachers, they are really nice too. I noticed a lot of people said they only speak Spanish. This is wrong. I myself also only speak English, but mostly everyone who knows Spanish knows English also. Everyone has an English class, and in the 8th grade a Spanish class is added. Trust me, they WILL be learning. I finished my Pre-Algebra AP class in 7th grade. Anyways, this is a GREAT school. Students, staff, everything is good.
it is the worst school in the history of schools .the students are horrible! the teachers dont teach everyone speaks nothing but spanish the school has no foundation and i cant wait for them to shut it down. dont fall into the lies of the administration and staff save your student!!
We chose Da Vinci because we thought it was an excelence school. Unfortunately that was not true. It doesn t matter if the kids are smart or not, all of them are treated equally (I mean, there are no advanced or GT classes). The expectations for the sixth graders are very low. They don t participate in the city science fair and they don t have elective classes (like in the public middle schools). Parents are not allowed to volunteer, and the teachers are constantly changing. The only one thing that is good about Da Vinci is that is a small school. Thanks.
—Submitted by a parent
While the school has many good points, there are things it still seems to be working to improve with regard to infrastructure, policy, and principal leadership. Additionally, there are opportunities for parental involvement, but the school could use better guidance and assistance in getting parents involved as the parent volunteer coordinator often takes on much of the work herself.
—Submitted by a parent
i really like the school and so do my kids. well except for the teacher changes and the ways of disapline they use.the kids use very bad language and the teachers dont do much.the food is good and the students are cool.i REALLY do like it.
I went to this school last year and I have to say that other than meeting new friends going to the school was a complete and total mistake. I had just come from a private school so I was already ahead but by the time that they realized it, about December, The ninth grade was already way ahead of me. So the school was not has not been or probably ever will be a good school except for the Burnham wood elementary school which gets much more attention. In conclusion about what happens to the school I will quote one of my favorite lines 'Frankly, my dear, I don't give a damn.'
—Submitted by a student
The school's academic qualities are arguably the best in the city, but I can't say the same for student behavior. I personally believe that the core values are an over-correction of discipline. While respectable students can be found, the majority have drunk too many Redbulls. Not to say that bullies are common, but many kids are not respectful of limits. Phones are a familiar but not to serious infringement... unless of course a single text could void a large room full of innocent students in the middle of TAKS. I advise this school, but be prepared for deceit.
—Submitted by a student
this school has alot of extra activities for us all to participate. I think the only bad thing about this school is that there is not that many students but other thatn that its great
—Submitted by a student
Ever since I sent my girl here shes been geting better grades and shes enjoyed the new friends and fun.
—Submitted by a parent
I don't know what to say about this school. My daughter hates it. There are an incredible amount of rules. The kid's lunches are inspected and food they deem 'unhealthy' is taken from them. It has got to the point that she won't even take a lunch because she is afraid of drawing attention to herself. (We're vegetarian and eat very healthy foods.) The teachers do not reurn emails. There is absolutely no communication with parents. The office staff is unattentive and does not relay messages. There are no sports offered and there is no music program. You have to pay extra for the music lessons that are offered. I thought it was a school for the arts. Overall, its ok. I used to sub at other area middle schools and I would much rather have my daughter in Da Vinci than the other public MS in El Paso.
—Submitted by a parent
My childen were at DaVinci last year b ut removed because they were falling behind in their studies. Constantly e-mail teachers and only a couple would e-mail me back. As a parent there needs to be feedback from teachers before problems get bigger. This is not done at DaVinci, the first time you are aware of a problem is when you see the child's report card. By that time, they have wasted 6 weeks. I am very pleased to have moved my children to EPISD, specially now that the Parent Portal has been installed. Wonderful idea. I can review my child's grade on a daily bases and can follow up on assignments. I am sure DaVinci has many benefits for children with special needs that were not addressed at other schools. Yet, for my children it was a terrible mistake to have them there. No parking or play area available
—Submitted by a parent
I have discovered that you get out of a school what you put into it and Davinci allows children to flourish, providing the guidance, and yes, discipline that is necessary to help them reach this goal. My son was having problems with several public schools because his level of intellect was not being addressed. He was always in trouble and failing his classes. Now, he is getting commendations for his TAKS tests, receiving A's and B's in all of his classes and he attends several extracurricular clubs where he has built relationships with both the other students and his teachers. I have found that the the most amazing thing about this school is the possibility for heavy parental involvement in all aspects of school activities. If there is something that you thing could be improved or changed, if you open your mouth about it and offer your services to help!
—Submitted by a parent
I found that the school is not up to the standards of public education institutes and is significantly less satisfying then the owners and staff lead the public to believe
—Submitted by a parent
Omg! too many rules! too much authority ! and omg! well its a top school and ya its good but stil. I like the friends there though and i get straight a's ! so ya . But still too many rules!
—Submitted by a parent
This school has many unneccecary rules. For example 15 minutes of quiet time! This is suppose to prepare us for the real life and in real life and in real life there is no quiet time in the business world
—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.
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.
Grade level
The state average for Math was 81% in 2011.
75 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 82% in 2011.
75 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 87% in 2011.
75 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for Math was 83% in 2011.
92 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 84% in 2011.
92 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for Math was 81% in 2011.
94 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 86% in 2011.
94 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Writing was 94% in 2011.
96 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for Math was 73% in 2011.
90 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 85% in 2011.
90 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 79% in 2011.
90 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Social Studies was 95% in 2011.
90 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for Math was 70% in 2011.
38 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 89% in 2011.
38 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for English Language Arts was 91% in 2011.
27 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Math was 74% in 2011.
26 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 76% in 2011.
26 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Social Studies was 93% in 2011.
26 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for English Language Arts was 95% in 2011.
24 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Math was 90% in 2011.
25 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 91% in 2011.
25 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Social Studies was 99% in 2011.
24 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
| All Students | 97% |
| Female | 97% |
| Male | 98% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 97% |
| White | n/a |
| Economically disadvantaged | 98% |
| Not economically disadvantaged | 97% |
| Special education | n/a |
| Not special education | 97% |
| Limited English proficient (LEP) | 100% |
| Proficient in English | 96% |
| Non-migrant | 97% |
| Gifted/talented | n/a |
| All Students | 96% |
| Female | 93% |
| Male | 98% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 96% |
| White | n/a |
| Economically disadvantaged | 96% |
| Not economically disadvantaged | 97% |
| Special education | n/a |
| Not special education | 96% |
| Limited English proficient (LEP) | 71% |
| Proficient in English | 98% |
| Non-migrant | 96% |
| Gifted/talented | n/a |
| All Students | 84% |
| Female | 83% |
| Male | 84% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 83% |
| White | n/a |
| Economically disadvantaged | 78% |
| Not economically disadvantaged | 93% |
| Special education | n/a |
| Not special education | 84% |
| Limited English proficient (LEP) | 57% |
| Proficient in English | 88% |
| Non-migrant | 84% |
| Gifted/talented | n/a |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.
Source: Texas Education Agency
| All Students | 89% |
| Female | 95% |
| Male | 81% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 88% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 83% |
| Not economically disadvantaged | 96% |
| Special education | n/a |
| Not special education | 91% |
| Limited English proficient (LEP) | 80% |
| Proficient in English | 91% |
| Non-migrant | 89% |
| Gifted/talented | n/a |
| All Students | 88% |
| Female | 93% |
| Male | 81% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 88% |
| American Indian or Alaska Native | n/a |
| White | 83% |
| Economically disadvantaged | 83% |
| Not economically disadvantaged | 93% |
| Special education | n/a |
| Not special education | 89% |
| Limited English proficient (LEP) | 40% |
| Proficient in English | 90% |
| Non-migrant | 88% |
| Gifted/talented | n/a |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.
Source: Texas Education Agency
| All Students | 91% |
| Female | 92% |
| Male | 91% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 93% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 92% |
| Not economically disadvantaged | 91% |
| Special education | n/a |
| Not special education | 91% |
| Limited English proficient (LEP) | 80% |
| Proficient in English | 92% |
| Non-migrant | 91% |
| Gifted/talented | n/a |
| All Students | 93% |
| Female | 90% |
| Male | 96% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 92% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 90% |
| Not economically disadvantaged | 97% |
| Special education | n/a |
| Not special education | 93% |
| Limited English proficient (LEP) | 80% |
| Proficient in English | 95% |
| Non-migrant | 93% |
| Gifted/talented | n/a |
| All Students | 97% |
| Female | 98% |
| Male | 96% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 97% |
| White | n/a |
| Economically disadvantaged | 95% |
| Not economically disadvantaged | 100% |
| Special education | n/a |
| Not special education | 98% |
| Limited English proficient (LEP) | 91% |
| Proficient in English | 97% |
| Non-migrant | 97% |
| Gifted/talented | n/a |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.
Source: Texas Education Agency
| All Students | 92% |
| Female | 93% |
| Male | 91% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 92% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 89% |
| Not economically disadvantaged | 96% |
| Special education | n/a |
| Not special education | 92% |
| Limited English proficient (LEP) | 100% |
| Proficient in English | 91% |
| Migrant | n/a |
| Non-migrant | 92% |
| Gifted/talented | n/a |
| All Students | 97% |
| Female | 98% |
| Male | 96% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 96% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 95% |
| Not economically disadvantaged | 98% |
| Special education | n/a |
| Not special education | 97% |
| Limited English proficient (LEP) | 100% |
| Proficient in English | 96% |
| Migrant | n/a |
| Non-migrant | 97% |
| Gifted/talented | n/a |
| All Students | 78% |
| Female | 75% |
| Male | 80% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 77% |
| American Indian or Alaska Native | n/a |
| White | 83% |
| Economically disadvantaged | 70% |
| Not economically disadvantaged | 84% |
| Special education | n/a |
| Not special education | 78% |
| Limited English proficient (LEP) | 73% |
| Proficient in English | 81% |
| Migrant | n/a |
| Non-migrant | 78% |
| Gifted/talented | n/a |
| All Students | 98% |
| Female | 95% |
| Male | 100% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 99% |
| American Indian or Alaska Native | n/a |
| White | 83% |
| Economically disadvantaged | 98% |
| Not economically disadvantaged | 98% |
| Special education | n/a |
| Not special education | 98% |
| Limited English proficient (LEP) | 100% |
| Proficient in English | 97% |
| Migrant | n/a |
| Non-migrant | 98% |
| Gifted/talented | n/a |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.
Source: Texas Education Agency
| All Students | 97% |
| Female | 100% |
| Male | 95% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 100% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 100% |
| Not economically disadvantaged | 94% |
| Special education | 89% |
| Not special education | 100% |
| Limited English proficient (LEP) | 100% |
| Proficient in English | 97% |
| Migrant | n/a |
| Non-migrant | 97% |
| Gifted/talented | n/a |
| All Students | 92% |
| Female | 88% |
| Male | 95% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 91% |
| White | n/a |
| Economically disadvantaged | 89% |
| Not economically disadvantaged | 94% |
| Special education | 89% |
| Not special education | 93% |
| Limited English proficient (LEP) | 60% |
| Proficient in English | 97% |
| Migrant | n/a |
| Non-migrant | 92% |
| Gifted/talented | n/a |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.
Source: Texas Education Agency
| All Students | 100% |
| Female | 100% |
| Male | 100% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 100% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 100% |
| Not economically disadvantaged | 100% |
| Special education | n/a |
| Not special education | 100% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 100% |
| Migrant | n/a |
| Non-migrant | 100% |
| Gifted/talented | n/a |
| All Students | 85% |
| Female | 81% |
| Male | 90% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 81% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 77% |
| Not economically disadvantaged | 92% |
| Special education | n/a |
| Not special education | 87% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 83% |
| Migrant | n/a |
| Non-migrant | 85% |
| Gifted/talented | n/a |
| All Students | 81% |
| Female | 75% |
| Male | 90% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 81% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 85% |
| Not economically disadvantaged | 77% |
| Special education | n/a |
| Not special education | 83% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 79% |
| Migrant | n/a |
| Non-migrant | 81% |
| Gifted/talented | n/a |
| All Students | 100% |
| Female | 100% |
| Male | 100% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 100% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 100% |
| Not economically disadvantaged | 100% |
| Special education | n/a |
| Not special education | 100% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 100% |
| Migrant | n/a |
| Non-migrant | 100% |
| Gifted/talented | n/a |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.
Source: Texas Education Agency
| All Students | 92% |
| Female | 93% |
| Male | 90% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 89% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 78% |
| Not economically disadvantaged | 100% |
| Special education | n/a |
| Not special education | 92% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 100% |
| Non-migrant | 92% |
| Gifted/talented | n/a |
| All Students | 88% |
| Female | 93% |
| Male | 82% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 84% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 67% |
| Not economically disadvantaged | 100% |
| Special education | n/a |
| Not special education | 88% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 95% |
| Non-migrant | 88% |
| Gifted/talented | n/a |
| All Students | 92% |
| Female | 93% |
| Male | 91% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 95% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 89% |
| Not economically disadvantaged | 94% |
| Special education | n/a |
| Not special education | 96% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 95% |
| Non-migrant | 92% |
| Gifted/talented | n/a |
| All Students | 100% |
| Female | 100% |
| Male | 100% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 100% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 100% |
| Not economically disadvantaged | 100% |
| Special education | n/a |
| Not special education | 100% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 100% |
| Non-migrant | 100% |
| Gifted/talented | n/a |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.
Source: Texas Education Agency
Texas uses Accountability Ratings to indicate the overall performance of each school and district. The ratings are based on TAKS test results, dropout rates for grades 7 and 8 and school completion rates for grades 9 through 12. Schools and districts rated under standard accountability procedures are designated as Exemplary, Recognized, Academically Acceptable or Academically Unacceptable. Schools and districts rated under alternative education accountability (AEA) procedures are designated as either AEA: Academically Acceptable or AEA: Academically Unacceptable.
Source: Texas Education Agency
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
Hispanic
White
All students
Economically disadvantaged
Not economically disadvantaged
Special education
Not special education
English language learners
Proficient in English
Non-migrant
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 79% | 48% | ||
| White | 14% | 34% | ||
| Asian/Pacific Islander | 3% | 4% | ||
| Black | 3% | 14% | ||
| American Indian/Alaska Native | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Special education | 15% | N/A | 10% |
| Gifted/talented students | 0% | N/A | 8% |
| Limited English proficient (LEP) | 18% | N/A | 17% |
| Economically disadvantaged | 42% | N/A | 55% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 16 | N/A | 15 |
| This school | District average | State average | |
|---|---|---|---|
| Beginning teachers | 48% | N/A | 8% |
| 1 to 5 years | 35% | N/A | 30% |
| 6 to 10 years | 9% | N/A | 20% |
| 11 to 20 years | 0% | N/A | 23% |
| 21 or more years | 9% | N/A | 19% |
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785 Southwestern Dr
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