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GreatSchools Rating

MacArthur El-Intermediate School

Public | K-8 | 721 students

 

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Living in El Paso

Situated in an urban neighborhood. The median home value is $134,600. The average monthly rent for a 2 bedroom apartment is $740.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 1 rating
2012:
Based on 1 rating
2011:
Based on 3 ratings

Teacher quality

Principal leadership

Parent involvement

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17 reviews of this school


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Posted March 13, 2014

MacArthur is on the road to becoming one of the best schools in EPISD. The new principal as of 2012 has a wonderful open door policy, and is making changes that I believe will improve not only test scores, but the overall student experience. There us truly a family atmosphere, and wonderful parental involvement. Parents are welcome at all times, as well as in the classroom. The PTA is very active and positive. Military families are embraced and welcome here. MacArthur is unique as it is the only K-8 school in the district, so your child will have a continuity in education like no other. If you are considering MacArthur, I strongly suggest meeting with the principal!
—Submitted by a parent


Posted October 15, 2013

The Principal has poor communication skills. She said she'd call and never did. When confronted in person, she was unapologetic and cool as a cucumber.
—Submitted by a parent


Posted March 3, 2012

My family has been part of the MacArthur community for many, many years, and we've never had anything but amazing experiences. However, this year is the first year that there is a rather "unwelcome" atmosphere. Faculty and staff are no longer fun and energetic as they usually are, and I believe its from the iron-fisted new principal, who has never been anything but cold and even rude. What a shame....but despite the negativity from the top, everyone else is still managing to keep MacArthur the great school that it's always been. Hats off to teachers, but principal, lighten up! School is supposed to be a positive, happy, welcoming place, not a prison!
—Submitted by a parent


Posted November 8, 2011

Each school has their flaws, minor or major, no school can be absolutely perfect. I was a student at MacArthur for 5 months due to an evacuation in Egypt, and I graduated there as well. Even though I was there for a short time, I was able to make friends in a jiffy! Especially since they thought I was Egyptian... I guess you could say I come from a military family, so, if you're worried that your kid won't fit in, don't worry they will. And about bulling problems, I had been called names in Spanish ONCE, and my teacher took care of it. I must say though, Spanish name calling is a BIG problem there, especially to those who don't know how to speak Spanish, or who are not Hispanic. Including me.


Posted August 31, 2011

I've read some of the other reviews, and honestly, it isn't as bad as you think. I may not be a parent, but I am a student at Macarthur. When bullying does occur, it's something small such as name-calling or something small that students could handle by ourselves but choose not to. I am a GT military student, you would think I would be picked on, but I'm not. I have friends, I am getting good grades, the teachers are nice for the most part. This website should allow students to voice their opinions about schools, not just parents who don't know what REALLY happens.


Posted May 12, 2011

I am so frustrated about the problem with bullies at MacArthur! TEACHERS DON"T IGNORE THE PROBLEM, PUT A STOP TO IT!!! My son asked a teacher in the 7th grade for help when a student was kicking him, but the student continued kicking my son! WHY?????? Don't let kids taunt one another with vicious remarks in your classrooms, PUT A STOP TO IT!!! I don't want my son to be the next person making a, " IT GETS BETTER VIDEO" on youtube because teachers and the administration don't help the innocent victims! HELP!
—Submitted by a parent


Posted June 21, 2010

I have had a student here for two years now. Overall, it has been OK. None of the schools here seem to come close to the schools on the East Coast. While my student did well in the GT program, I cannot imagine what would have happened if she was an average student. Teachers were wonderful. Never met the Principal but I did try. Office staff need some courses in communication. More strict enforcement needs to happen with the gang kids and problem children plus they do have a bullying problem, although they tend to brush it under the rug. I would rather my child attend this school than some of the other schools though. It is better than many in EPISD.
—Submitted by a parent


Posted May 30, 2010

We are new to El Paso. I have three children in this school and have found the teachers to be excellent across the board. Unfortunately, the teachers do not have support of the principal, The school however is badly organized and that comes from the top. I agree with previous reviews that the principal is NOT on the ball. There is no set calendar as events are cancelled/ rescheduled frequently. the EPISD needs to know a ship is only as good as its captain, this ship is sinking:( There is no consistency here and lack of communication. If you are an involved parent that thrives on organization and proper, timely communication this is not the school for you without patience!
—Submitted by a parent


Posted March 23, 2010

I am very sad to see how the staff treat the parents in this school. There is no professionalism in this staff and it sad because it reflects on the principal not being on top of the conduct of her employees. I think that the code of conduct that applies to the children should apply to the office staff more so. we all need to talk to them when we enter. and its hard to, because of how they are. please ms. ramirez, correct that problem, so that you don't seem as unapproachable as them.
—Submitted by a parent


Posted March 23, 2010

We are a military family stationed here in El Paso. My daugther has a wonderful teacher but the rest of the staff that I have come in contact with is very rude. If you are hispanic you should have no problems at this school. I have been treated badly multiple times upon entering this school. Parents are not aloud to go anywhere in the school other than the office. The rules about their pick-up policy changes everytime I go there. My daughter, who is 7 has been forced to walk around the outside of the school multiple times alone because they were told they couldn't walk through the halls after school. I would not recommend this school to anyone!!! The principal, Ms. Ramirez, is very rude and unapproachable.
—Submitted by a parent


Posted August 26, 2009

My daughter graduated this June 2009 from Mac Arthur. For me it was the best school compare to others. Good environment, good students. No gangs. Academic excellence. Principal and assistant principal make great team and they trying to discipline as hard as they can. Great School I highly recommended.
—Submitted by a parent


Posted May 27, 2009

My child will grow, bloom, and excel-not excell at MacArthur. It is a safe school with a new drop-off-zone to open soon and camera installation taking place in halls...what else could a parent want? Small numbers of students makes it also a safe environment to learn.
—Submitted by a parent


Posted April 22, 2009

I wouldn't recommend this school. Yes, there are some nice teachers, but if you want your child to achieve a bit more, academically as well as socially, this is not an option. You almost feel sorry to say something negative about MacArthur, but honestly, I don't know what positive to say about it either. The children have no chance to grow & bloom and excell here.


Posted March 18, 2008

The safety of our students is what concerns me most as a parent of students at MacArthur. The crosswalks after school on Shaver street are either blocked by vehicles or very conjested. I've seen so many violations that I am amazed an accident has not occured. I am also amazed that a cop is usually several yards away patrolling another area when I think the smaller children's pathway's should be taken more seriously and be taken care of immediately. I hope this matter will be taken care of as soon as possible.
—Submitted by a parent


Posted January 5, 2008

I'm a 7th grader at MacArthur Middle and its a cool school my friends are great and so are the teachers, but their uniform policy is to much inforced its a drag to be yelled at everyday just because we're not tucking in our shirts or something like that....but besides that everything else is great. Except all we do is review and review over the TAKS test and if we're reviewing it we're talking about it and its so boring to hear.
—Submitted by a student


Posted March 31, 2007

I'm a seventh-grader currently going to this school and it's really... well.. ok. Here's the truth. The office staff is slow, disorganized, and hard to deal with. The uniforms are slammed into our faces too hard, (like they're our lifelines) and our entire year is spent reviewing and re-reviewing over and over for the TAKS tests at the end of the year. It's really stressful on both us and the teachers. Teachers are wonderful, and I love all of them. But the faculty? geez. I'm glad I'll be out of here soon.
—Submitted by a student


Posted October 19, 2004

MacArthur has an outstanding staff who truly care about their students. The teachers are always interested in new ways to teach and have high standards. Uniforms are wore and discipline is enforced. It is a good and safe school to send children to.
—Submitted by a teacher


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.

52 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
84%
Math

The state average for Math was 87% in 2011.

52 students were tested at this school in 2011.

2011

 
 
98%

2010

 
 
86%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

38 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
81%
Math

The state average for Math was 88% in 2011.

39 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
81%
Writing

The state average for Writing was 90% in 2011.

38 students were tested at this school in 2011.

2011

 
 
95%

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

The state average for English Language Arts was 82% in 2011.

46 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
89%
Math

The state average for Math was 81% in 2011.

52 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
85%
Science

The state average for Science was 87% in 2011.

46 students were tested at this school in 2011.

2011

 
 
91%

2010

 
 
77%
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 84% in 2011.

158 students were tested at this school in 2011.

2011

 
 
86%

2010

 
 
82%
Math

The state average for Math was 83% in 2011.

155 students were tested at this school in 2011.

2011

 
 
81%

2010

 
 
78%
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 86% in 2011.

141 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
91%
Math

The state average for Math was 81% in 2011.

141 students were tested at this school in 2011.

2011

 
 
87%

2010

 
 
79%
Writing

The state average for Writing was 94% in 2011.

136 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
93%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

161 students were tested at this school in 2011.

2011

 
 
98%

2010

 
 
99%
Math

The state average for Math was 73% in 2011.

160 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
92%
Science

The state average for Science was 79% in 2011.

161 students were tested at this school in 2011.

2011

 
 
84%

2010

 
 
87%
Social Studies

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

161 students were tested at this school in 2011.

2011

 
 
93%

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 Students96%
Female96%
Male96%
Black or African Americann/a
Asiann/a
Hispanic98%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged94%
Not economically disadvantaged100%
Special educationn/a
Not special education96%
Limited English proficient (LEP)100%
Proficient in English94%
Migrantn/a
Non-migrant96%
Gifted/talented100%

Math

All Students98%
Female96%
Male100%
Black or African Americann/a
Asiann/a
Hispanic100%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged97%
Not economically disadvantaged100%
Special educationn/a
Not special education98%
Limited English proficient (LEP)100%
Proficient in English97%
Migrantn/a
Non-migrant98%
Gifted/talented100%
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students95%
Female96%
Male93%
Black or African Americann/a
Asiann/a
Hispanic93%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged95%
Not economically disadvantaged94%
Special educationn/a
Not special education97%
Limited English proficient (LEP)88%
Proficient in English96%
Migrantn/a
Non-migrant95%
Gifted/talentedn/a

Math

All Students90%
Female83%
Male100%
Black or African Americann/a
Asiann/a
Hispanic87%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged85%
Not economically disadvantaged95%
Special educationn/a
Not special education92%
Limited English proficient (LEP)89%
Proficient in English89%
Migrantn/a
Non-migrant90%
Gifted/talentedn/a

Writing

All Students95%
Female96%
Male93%
Black or African Americann/a
Asiann/a
Hispanic93%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged90%
Not economically disadvantaged100%
Special educationn/a
Not special education95%
Limited English proficient (LEP)100%
Proficient in English93%
Migrantn/a
Non-migrant95%
Gifted/talentedn/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

English Language Arts

All Students93%
Female93%
Male94%
Black or African Americann/a
Asiann/a
Hispanic92%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged88%
Not economically disadvantaged100%
Special educationn/a
Not special education93%
Limited English proficient (LEP)n/a
Proficient in English94%
Migrantn/a
Non-migrant93%
Gifted/talented83%

Math

All Students92%
Female94%
Male89%
Black or African Americann/a
Asiann/a
Hispanic90%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged93%
Not economically disadvantaged91%
Special educationn/a
Not special education92%
Limited English proficient (LEP)80%
Proficient in English94%
Migrantn/a
Non-migrant92%
Gifted/talented100%

Science

All Students91%
Female90%
Male94%
Black or African Americann/a
Asiann/a
Hispanic92%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged88%
Not economically disadvantaged95%
Special educationn/a
Not special education91%
Limited English proficient (LEP)n/a
Proficient in English91%
Migrantn/a
Non-migrant91%
Gifted/talented100%
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students86%
Female89%
Male83%
Black or African American86%
Asiann/a
Hispanic86%
American Indian or Alaska Nativen/a
White88%
Economically disadvantaged81%
Not economically disadvantaged94%
Special education57%
Not special education87%
Limited English proficient (LEP)70%
Proficient in English87%
Migrantn/a
Non-migrant86%
Gifted/talented100%

Math

All Students81%
Female83%
Male81%
Black or African American71%
Asiann/a
Hispanic82%
American Indian or Alaska Nativen/a
White73%
Economically disadvantaged80%
Not economically disadvantaged84%
Special education40%
Not special education83%
Limited English proficient (LEP)60%
Proficient in English81%
Migrantn/a
Non-migrant81%
Gifted/talented100%
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students94%
Female95%
Male91%
Black or African Americann/a
Asiann/a
Hispanic95%
American Indian or Alaska Nativen/a
White87%
Economically disadvantaged90%
Not economically disadvantaged98%
Special education80%
Not special education94%
Limited English proficient (LEP)83%
Proficient in English95%
Migrantn/a
Non-migrant94%
Gifted/talented100%

Math

All Students87%
Female84%
Male90%
Black or African Americann/a
Asiann/a
Hispanic86%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged85%
Not economically disadvantaged89%
Special education40%
Not special education88%
Limited English proficient (LEP)67%
Proficient in English88%
Migrantn/a
Non-migrant86%
Gifted/talented100%

Writing

All Students97%
Female96%
Male98%
Black or African Americann/a
Asiann/a
Hispanic97%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged98%
Not economically disadvantaged96%
Special education80%
Not special education98%
Limited English proficient (LEP)100%
Proficient in English97%
Migrantn/a
Non-migrant97%
Gifted/talented100%
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students98%
Female99%
Male96%
Black or African Americann/a
Asiann/a
Hispanic98%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged97%
Not economically disadvantaged98%
Special education100%
Not special education97%
Limited English proficient (LEP)83%
Proficient in English98%
Migrantn/a
Non-migrant98%
Gifted/talented100%

Math

All Students93%
Female95%
Male91%
Black or African Americann/a
Asiann/a
Hispanic94%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged93%
Not economically disadvantaged94%
Special educationn/a
Not special education94%
Limited English proficient (LEP)100%
Proficient in English92%
Migrantn/a
Non-migrant93%
Gifted/talented100%

Science

All Students84%
Female86%
Male83%
Black or African Americann/a
Asiann/a
Hispanic85%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged80%
Not economically disadvantaged91%
Special education60%
Not special education85%
Limited English proficient (LEP)67%
Proficient in English86%
Migrantn/a
Non-migrant84%
Gifted/talented97%

Social Studies

All Students93%
Female95%
Male91%
Black or African Americann/a
Asiann/a
Hispanic94%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged89%
Not economically disadvantaged98%
Special education80%
Not special education94%
Limited English proficient (LEP)83%
Proficient in English95%
Migrantn/a
Non-migrant93%
Gifted/talented100%
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 79% in 2013.

44 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
87%
Math

The state average for Math was 69% in 2013.

44 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
77%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 72% in 2013.

47 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
93%
Math

The state average for Math was 68% in 2013.

47 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
76%
Writing

The state average for Writing was 71% in 2013.

47 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
88%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

56 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
75%
Math

The state average for Math was 75% in 2013.

56 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
81%
Science

The state average for Science was 73% in 2013.

56 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
73%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 71% in 2013.

132 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
83%
Math

The state average for Math was 74% in 2013.

130 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
87%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

148 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
85%
Math

The state average for Math was 71% in 2013.

144 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
75%
Writing

The state average for Writing was 70% in 2013.

145 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
74%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 84% in 2013.

147 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
88%
Math

The state average for Math was 77% in 2013.

88 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
83%
Science

The state average for Science was 75% in 2013.

147 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
80%
Social Studies

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

140 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
57%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

Algebra I

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

58 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%
Algebra II

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

2013

 
 
n/a

2012

 
 
n/a
Biology I

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

2013

 
 
n/a

2012

 
 
n/a
Chemistry

The state average for Chemistry was 84% in 2013.

2013

 
 
n/a

2012

 
 
n/a
English I Reading

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

2013

 
 
n/a

2012

 
 
n/a
English I Writing

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

2013

 
 
n/a

2012

 
 
n/a
English II Reading

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

2013

 
 
n/a

2012

 
 
n/a
English II Writing

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

2013

 
 
n/a

2012

 
 
n/a
English III Reading

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

2013

 
 
n/a

2012

 
 
n/a
English III Writing

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

2013

 
 
n/a

2012

 
 
n/a
Geometry

The state average for Geometry was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Physics

The state average for Physics was 81% in 2013.

2013

 
 
n/a

2012

 
 
n/a
U.S. History

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

2013

 
 
n/a

2012

 
 
n/a
World Geography

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

2013

 
 
n/a

2012

 
 
n/a
World History

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

2013

 
 
n/a

2012

 
 
n/a
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

All Students84%
Female90%
Male73%
Black or African Americann/a
Asiann/a
Hispanic87%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged82%
Not economically disadvantaged88%
Special educationn/a
Not special education88%
Limited English proficient (LEP)87%
Proficient in English88%
Migrantn/a
Non-migrant88%
Gifted/talented100%
Non-Gifted81%
Bilingual83%

Math

All Students80%
Female86%
Male67%
Black or African Americann/a
Asiann/a
Hispanic82%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged75%
Not economically disadvantaged88%
Special educationn/a
Not special education83%
Limited English proficient (LEP)87%
Proficient in English83%
Migrantn/a
Non-migrant83%
Gifted/talented93%
Non-Gifted78%
Bilingual83%
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students85%
Female92%
Male78%
Black or African Americann/a
Asiann/a
Hispanic83%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged81%
Not economically disadvantaged93%
Special educationn/a
Not special education84%
Limited English proficient (LEP)60%
Proficient in English85%
Migrantn/a
Non-migrant85%
Gifted/talented100%
Non-Gifted75%
Bilingual78%

Math

All Students70%
Female75%
Male65%
Black or African Americann/a
Asiann/a
Hispanic71%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged59%
Not economically disadvantaged93%
Special educationn/a
Not special education71%
Limited English proficient (LEP)60%
Proficient in English70%
Migrantn/a
Non-migrant70%
Gifted/talented89%
Non-Gifted57%
Bilingual78%

Writing

All Students77%
Female83%
Male70%
Black or African Americann/a
Asiann/a
Hispanic73%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged72%
Not economically disadvantaged87%
Special educationn/a
Not special education76%
Limited English proficient (LEP)20%
Proficient in English76%
Migrantn/a
Non-migrant76%
Gifted/talented100%
Non-Gifted61%
Bilingual56%
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students91%
Female88%
Male93%
Black or African Americann/a
Asiann/a
Hispanic96%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged89%
Not economically disadvantaged95%
Special educationn/a
Not special education91%
Limited English proficient (LEP)60%
Proficient in English91%
Migrantn/a
Non-migrant91%
Gifted/talented100%
Non-Gifted88%
Bilingual60%

Math

All Students75%
Female58%
Male90%
Black or African Americann/a
Asiann/a
Hispanic76%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged76%
Not economically disadvantaged74%
Special educationn/a
Not special education77%
Limited English proficient (LEP)60%
Proficient in English75%
Migrantn/a
Non-migrant75%
Gifted/talented93%
Non-Gifted69%
Bilingual60%

Science

All Students88%
Female77%
Male97%
Black or African Americann/a
Asiann/a
Hispanic87%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged86%
Not economically disadvantaged89%
Special educationn/a
Not special education90%
Limited English proficient (LEP)40%
Proficient in English89%
Migrantn/a
Non-migrant89%
Gifted/talented93%
Non-Gifted88%
Bilingual40%
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students78%
Female72%
Male84%
Black or African Americann/a
Asiann/a
Hispanic77%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged70%
Not economically disadvantaged93%
Special education60%
Not special education78%
Limited English proficient (LEP)9%
Proficient in English83%
Migrantn/a
Non-migrant78%
Gifted/talented97%
Non-Gifted70%
Bilingualn/a

Math

All Students80%
Female74%
Male86%
Black or African Americann/a
Asiann/a
Hispanic78%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged75%
Not economically disadvantaged91%
Special education20%
Not special education82%
Limited English proficient (LEP)25%
Proficient in English83%
Migrantn/a
Non-migrant80%
Gifted/talented95%
Non-Gifted74%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students85%
Female85%
Male85%
Black or African American50%
Asiann/a
Hispanic85%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged80%
Not economically disadvantaged92%
Special education67%
Not special education86%
Limited English proficient (LEP)40%
Proficient in English89%
Migrantn/a
Non-migrant85%
Gifted/talented97%
Non-Gifted81%
Bilingualn/a

Math

All Students81%
Female81%
Male82%
Black or African American17%
Asiann/a
Hispanic84%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White82%
Economically disadvantaged77%
Not economically disadvantaged87%
Special education67%
Not special education82%
Limited English proficient (LEP)67%
Proficient in English82%
Migrantn/a
Non-migrant82%
Gifted/talented92%
Non-Gifted78%
Bilingualn/a

Writing

All Students73%
Female74%
Male72%
Black or African American60%
Asiann/a
Hispanic71%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged67%
Not economically disadvantaged82%
Special education50%
Not special education75%
Limited English proficient (LEP)10%
Proficient in English77%
Migrantn/a
Non-migrant74%
Gifted/talented95%
Non-Gifted66%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students92%
Female95%
Male88%
Black or African American100%
Asiann/a
Hispanic90%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged88%
Not economically disadvantaged97%
Special educationn/a
Not special education93%
Limited English proficient (LEP)n/a
Proficient in English94%
Migrantn/a
Non-migrant92%
Gifted/talented100%
Non-Gifted90%
Bilingualn/a

Math

All Students81%
Female79%
Male83%
Black or African Americann/a
Asiann/a
Hispanic82%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged81%
Not economically disadvantaged78%
Special educationn/a
Not special education80%
Limited English proficient (LEP)n/a
Proficient in English80%
Migrantn/a
Non-migrant80%
Gifted/talentedn/a
Non-Gifted80%
Bilingualn/a

Science

All Students78%
Female73%
Male85%
Black or African American83%
Asiann/a
Hispanic76%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged75%
Not economically disadvantaged82%
Special educationn/a
Not special education79%
Limited English proficient (LEP)n/a
Proficient in English78%
Migrantn/a
Non-migrant78%
Gifted/talented100%
Non-Gifted71%
Bilingualn/a

Social Studies

All Students57%
Female57%
Male57%
Black or African American100%
Asiann/a
Hispanic51%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged49%
Not economically disadvantaged69%
Special educationn/a
Not special education58%
Limited English proficient (LEP)n/a
Proficient in English59%
Migrantn/a
Non-migrant58%
Gifted/talented94%
Non-Gifted47%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

Algebra I

All Students100%
Female100%
Male100%
Black or African Americann/a
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
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-Gifted100%
Bilingualn/a

Algebra II

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

Biology I

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

Chemistry

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

English I Reading

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

English I Writing

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

English II Reading

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

English II Writing

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

English III Reading

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

English III Writing

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

Geometry

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

Physics

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

U.S. History

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

World Geography

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

World History

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

About the tests


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

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

Source: Texas Education Agency

  • In 2010-2011, this school was rated "Recognized".
  • 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

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 86% 52%
White 8% 29%
Black 3% 13%
Asian or Pacific Islander 1% 4%
Two or more races 1% 2%
American Indian/Alaska Native N/A 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) 10%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 2%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students School social worker/counselors(s)
Read more about programs at this school
Source: Provided by school officials and community members.

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Arts & music

Music
  • Orchestra

Health & athletics

School facilities
  • Access to sports fields
  • Gym
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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School basics

School Leader's name
  • IRMA PIRTLE
Fax number
  • (915) 779-2281

Resources

Staff resources available to students
  • School social worker/counselors(s)
Extra learning resources offered
  • Title I Schoolwide program (SWP)
Transportation options
  • Buses/vans for students only
School facilities
  • Access to sports fields
  • Gym
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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Sports

Boys sports
  • Football
Girls sports
  • Volleyball

Arts & music

Music
  • Orchestra
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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8101 Whitus Drive
El Paso, TX 79925
Website: Click here
Phone: (915) 587-2680

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