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GreatSchools Rating

Parkland Middle School

Public | 6-8 | 732 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 1 rating
2012:
Based on 2 ratings
2011:
No new ratings

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11 reviews of this school


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Posted March 26, 2014

This school has been the worst school that I have seen while being in the military. The school does not adhear to their own bullying policy. The victim gets punished instead of the other way around. I have overhear the principal tell a student to stay home from school and let the other child cool off before returning to school. The administration will not call a parent back even after six phone calls. I have even stopped by the office only to be told that the principal is in a meeting and he would have to get back to me. The bullying does not stop with the students either. Some of the teachers even laugh at the victim. If I wasn't stuck in a lease, I would have taken my children out of the school. Needless to say, if you are not from this area, this is not the school you want to send your children to. I will not be sending my children back to this school next year.
—Submitted by a parent


Posted December 15, 2013

I was a student there. I think the school have awesome teachers. They really teach the students very good. The staff is very friendly. When it came to academics I think they did a great job.


Posted September 26, 2012

They do not let the students shower or change after P.E. even though they make them run and sweat. These are 12 year old kids and older, that is digusting and unhygienic.
—Submitted by a parent


Posted February 17, 2012

I myself went to Parkland middle as well as my son and daughter. When I compare Parkland to any other middle school in the northeast, this middle school is the bell of the ball; compared to the rest of El Paso I believe it is among the best. The school buildings appearance, architecture, and indoor facilities such as the classrooms, labs, gym, and cafeteria are great for the kids and create a positive environment. The teachers and staff are friendly and do a great job. My son and daughter never had an issue with any of the teachers or staff, and enjoyed their middle school experience.
—Submitted by a parent


Posted November 5, 2009

Myself and my son went to this school and I think that the school has come a long way from when I went there in the 80's..I agree with the no lockers...It prevents the kids from being late to classes, hiding drugs and things in them, as well as not being able to say 'oops it's in my locker' The assistant principal helped my child tremendously If u think that the Jr high making them have loads of different supplies is bad, wait until they get to high school....
—Submitted by a parent


Posted June 23, 2005

Parkland Middle school is a great school, which has quality teachers who are highly skilled and work hard with each student. This school has great learning oportunities available.
—Submitted by a student


Posted May 30, 2005

Absolutely Wonderful! The academic programs are based on state mandated guidelines (TEKS), there are a plethora of extracurricular activities for a variety of talents, and a higher-than-average parental involvement is evident.
—Submitted by a teacher


Posted October 27, 2004

My daughter has been in this school for nine weeks. I was very surprised at the school not having lockers for the kids to keep their supplies in. I was also very surprised at the amount of differant supplies that were needed. It seemed that every class required a differant type of folder or type of paper. College ruled paper here, preferrated paper there, folders with clasps here, pocket folders there. And a cassette tape? I was also very disappointed in the fact that the students are required to follow the dress code that was established for them, but the teachers aren't required to adhere to the dress code established for them.
—Submitted by a parent


Posted August 28, 2004

I was shocked at the amount of school supplies that is required of my daughter to bring to school. She has to carry loads of books on her back pack and the school has NO lockers for the students. This could cause a back promblem to my child and the rest of the children that have to carry this big loads of books from class to class.
—Submitted by a parent


Posted August 19, 2004

This school does not have the caring of students that most schools have.They don't show caring about the students future. The principal does not get involved with the parents. My child was at this school for 2 years and never did I see the principal only the asst.principal who also had the attitude of not caring.
—Submitted by a parent


Posted January 23, 2004

Parkland Middle School has been very strong at the point that I feel our children are in a very critical stage. One strength I see in this school is 'discipline'. Which is very important in a middle school. My children's teachers have portrayed a very positive and encouraging atmosphere in class. Teachers who taught my children were able to strengthen my children's weak point. Their attitudes, of most them, were very enthusiastic and contagious, always trying to make a difference. The school's weakest point is probably-parent involvement. Coming from a school which I volunteered for 8yrs and that feels parents are a key to our children's education, I was disappointed that in three yrs that I've had my children at this school, I've been called once and it was a late notice. Let us not forget how important it is for the child to know that school, teacher, etc. and parents have a very good relationship with each other. Home and school have to meet halfways-neither one of them can make it on their own-that's if our priority is 'Our Child'.
—Submitted by a parent


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 84% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 83% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 86% in 2011.

318 students were tested at this school in 2011.

2011

 
 
81%

2010

 
 
87%
Math

The state average for Math was 81% in 2011.

320 students were tested at this school in 2011.

2011

 
 
76%

2010

 
 
84%
Writing

The state average for Writing was 94% in 2011.

316 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
93%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

330 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
94%
Math

The state average for Math was 73% in 2011.

333 students were tested at this school in 2011.

2011

 
 
78%

2010

 
 
81%
Science

The state average for Science was 79% in 2011.

325 students were tested at this school in 2011.

2011

 
 
63%

2010

 
 
64%
Social Studies

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

323 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
88%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/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

Math

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/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
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 Students81%
Female82%
Male79%
Black or African American79%
Asiann/a
Hispanic81%
American Indian or Alaska Nativen/a
White88%
Economically disadvantaged81%
Not economically disadvantaged78%
Special education39%
Not special education84%
Limited English proficient (LEP)50%
Proficient in English83%
Migrantn/a
Non-migrant81%
Gifted/talented100%

Math

All Students76%
Female77%
Male76%
Black or African American74%
Asiann/a
Hispanic76%
American Indian or Alaska Nativen/a
White80%
Economically disadvantaged76%
Not economically disadvantaged76%
Special education46%
Not special education79%
Limited English proficient (LEP)54%
Proficient in English78%
Migrantn/a
Non-migrant76%
Gifted/talented100%

Writing

All Students94%
Female96%
Male92%
Black or African American95%
Asiann/a
Hispanic94%
American Indian or Alaska Nativen/a
White90%
Economically disadvantaged94%
Not economically disadvantaged95%
Special education68%
Not special education96%
Limited English proficient (LEP)88%
Proficient in English94%
Migrantn/a
Non-migrant94%
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%
Female96%
Male92%
Black or African American100%
Asiann/a
Hispanic93%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged92%
Not economically disadvantaged98%
Special education71%
Not special education95%
Limited English proficient (LEP)56%
Proficient in English95%
Migrantn/a
Non-migrant94%
Gifted/talented100%

Math

All Students78%
Female82%
Male75%
Black or African American69%
Asiann/a
Hispanic80%
American Indian or Alaska Nativen/a
White74%
Economically disadvantaged77%
Not economically disadvantaged85%
Special education25%
Not special education81%
Limited English proficient (LEP)56%
Proficient in English80%
Migrantn/a
Non-migrant78%
Gifted/talented100%

Science

All Students63%
Female64%
Male62%
Black or African American50%
Asiann/a
Hispanic62%
American Indian or Alaska Nativen/a
White83%
Economically disadvantaged60%
Not economically disadvantaged73%
Special education29%
Not special education65%
Limited English proficient (LEP)6%
Proficient in English67%
Migrantn/a
Non-migrant63%
Gifted/talented100%

Social Studies

All Students92%
Female92%
Male91%
Black or African American91%
Asiann/a
Hispanic91%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged90%
Not economically disadvantaged100%
Special education86%
Not special education92%
Limited English proficient (LEP)65%
Proficient in English94%
Migrantn/a
Non-migrant92%
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 71% in 2013.

376 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
n/a
Math

The state average for Math was 74% in 2013.

378 students were tested at this school in 2013.

2013

 
 
61%

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

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

367 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
72%
Math

The state average for Math was 71% in 2013.

293 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
59%
Writing

The state average for Writing was 70% in 2013.

367 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
60%
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.

382 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
70%
Math

The state average for Math was 77% in 2013.

360 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
59%
Science

The state average for Science was 75% in 2013.

372 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
50%
Social Studies

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

372 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
45%
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.

77 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
94%
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 Students72%
Female72%
Male71%
Black or African American59%
Asiann/a
Hispanic71%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White75%
Economically disadvantaged67%
Not economically disadvantaged91%
Special education34%
Not special education75%
Limited English proficient (LEP)30%
Proficient in English77%
Migrantn/a
Non-migrant72%
Gifted/talented96%
Non-Gifted70%
Bilingualn/a

Math

All Students61%
Female61%
Male61%
Black or African American45%
Asiann/a
Hispanic59%
Multiracial78%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White73%
Economically disadvantaged59%
Not economically disadvantaged68%
Special education25%
Not special education64%
Limited English proficient (LEP)39%
Proficient in English63%
Migrantn/a
Non-migrant61%
Gifted/talented93%
Non-Gifted58%
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 Students67%
Female68%
Male66%
Black or African American52%
Asiann/a
Hispanic65%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged62%
Not economically disadvantaged82%
Special education22%
Not special education72%
Limited English proficient (LEP)23%
Proficient in English72%
Migrantn/a
Non-migrant67%
Gifted/talented96%
Non-Gifted65%
Bilingualn/a

Math

All Students53%
Female50%
Male55%
Black or African American41%
Asiann/a
Hispanic52%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White65%
Economically disadvantaged48%
Not economically disadvantaged66%
Special education26%
Not special education56%
Limited English proficient (LEP)37%
Proficient in English54%
Migrantn/a
Non-migrant53%
Gifted/talented83%
Non-Gifted52%
Bilingualn/a

Writing

All Students62%
Female67%
Male57%
Black or African American48%
Asiann/a
Hispanic61%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White78%
Economically disadvantaged58%
Not economically disadvantaged73%
Special education16%
Not special education67%
Limited English proficient (LEP)33%
Proficient in English65%
Migrantn/a
Non-migrant62%
Gifted/talented100%
Non-Gifted59%
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 Students77%
Female86%
Male69%
Black or African American92%
Asiann/a
Hispanic74%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged74%
Not economically disadvantaged86%
Special education41%
Not special education81%
Limited English proficient (LEP)11%
Proficient in English82%
Migrantn/a
Non-migrant78%
Gifted/talented97%
Non-Gifted76%
Bilingualn/a

Math

All Students70%
Female72%
Male69%
Black or African American63%
Asiann/a
Hispanic70%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White71%
Economically disadvantaged70%
Not economically disadvantaged70%
Special education48%
Not special education72%
Limited English proficient (LEP)38%
Proficient in English72%
Migrantn/a
Non-migrant71%
Gifted/talented90%
Non-Gifted68%
Bilingualn/a

Science

All Students62%
Female63%
Male62%
Black or African American42%
Asiann/a
Hispanic61%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White72%
Economically disadvantaged58%
Not economically disadvantaged76%
Special education16%
Not special education67%
Limited English proficient (LEP)29%
Proficient in English64%
Migrantn/a
Non-migrant62%
Gifted/talented94%
Non-Gifted59%
Bilingualn/a

Social Studies

All Students49%
Female49%
Male50%
Black or African American50%
Asiann/a
Hispanic44%
Multiracial86%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White67%
Economically disadvantaged43%
Not economically disadvantaged67%
Special education19%
Not special education52%
Limited English proficient (LEP)6%
Proficient in English51%
Migrantn/a
Non-migrant50%
Gifted/talented81%
Non-Gifted46%
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 Students96%
Female98%
Male94%
Black or African American100%
Asiann/a
Hispanic96%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White94%
Economically disadvantaged96%
Not economically disadvantaged96%
Special educationn/a
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English96%
Migrantn/a
Non-migrant96%
Gifted/talented100%
Non-Gifted95%
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 "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

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 94% 50%
Black 3% 13%
White 3% 31%
American Indian/Alaska Native 0% 0%
Asian 0% 3%
Hawaiian Native/Pacific Islander 0% 0%
Two or more races 0% 2%
Source: NCES, 2010-2011

Teacher resources

Special staff resources available to students Nurse(s)
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
  • Choir / Chorus

Health & athletics

Staff resources available to students
  • Nurse(s)
School facilities
  • 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
  • Mr Javier Salgado
Fax number
  • (915) 757-6608

Resources

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

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Sports

Boys sports
  • Basketball
Girls sports
  • Basketball

Arts & music

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

Upcoming Events

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School culture

Parent involvement
  • Join PTO/PTA
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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6045 Nova Way
El Paso, TX 79924
Website: Click here
Phone: (915) 434-6300

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