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GreatSchools Rating

Morningside Middle School

Public | 6-8 | 716 students

 

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Last modified
Community Rating

4 stars

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2014:
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2013:
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2012:
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2011:
Based on 2 ratings

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13 reviews of this school


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Posted March 28, 2011

Dear child, your knowledge of what constitutes a good school is somewhat lacking. There are schools and then there are great schools. The trips, clubs, and activities are all secondary to learning. I myself would be just as happy to take my child to a school that has no extracurricular activities but, is rated number one in the area for TAKS scores, etc. These are the differences between schools that do the bare minimum and ones that excel. Schools that do the bare minimum teeter between academically acceptable and academically unacceptable. They lack parental involvement and the will to go above and beyond to teach. There is no pride in the appearance of the school and some of it's students lack self esteem and donot learn . The principal only cares about keeping the school open to assure him/herself a job. A great school inspires, motivates and encourages growth. You know which one it is by the amount of parents trying to enroll their kids in it. Schools like this teach manners as well as academics. Think about it, if you are being bullied how can you concentrate on your work? The staff is dedicated and parents are excited about their child's progress.
—Submitted by a parent


Posted March 23, 2011

I don't see why everyone says that our schoo,isn't a good school. We have great program and our teachers really care for us. They will do all they can to get us where we need to be when it comes to the TAKS test, even come up to the school on weekends. We are also very good in sports, but people don't see that as an issue. Our staff is not just worried about getting a paycheck as stated on a recent commeny about this school. Our staff cares for us and will do anything it takes in order for us to be successful. I'm currently attending Morningside and I love it, we have fun at this school while still being able to learn all we need to move on to the next grade. We alo have amazing opprotunites here, advanced orchestra which gives you high school credit and we have geometry and algebre which also give you high school credit. we have french and spanish available, high school credit, and english 1, high school credit. We also have amazing opprotunties to go to out of state field trips and we enjoy the firleds trips, their educational andfun at the same time. I love Morningside and I hate that evryone is tryign to put our techers down, saying they don't care when they actually do.


Posted December 10, 2010

We are currently attending Morningside as 8th graders, reppn those VIKINGS for one last time:( so sad!! this school is amazing. the teachers are great and crazy and fun yet we still learn alot!! They really care!! Our principal, Mr Chambers is sooooo cool!! He treats us with such respect and he really cares! We love our school and we wouldn't want to be anywhere else! we're going to miss it soooo much. Remember we are... #1 (sarah!!and maysie!!)


Posted June 19, 2010

i attended morningside middle school since i was in 6th grade and now ive graduated in 2010 and I LOVE THIS SCHOOL SO MUCH the principal traeted us like his kids. he brought us breakfast, he bbq for us we even had a formal.i feel sad that im leaving now this school is truly number 1. once a viking always a viking! (sinceraly Paulette)


Posted October 20, 2009

Great, Excellent, Terrific school! My daughter has been attending Morningside Middle School and so far, she has learned a lot. She claims she has a lot of fun there. She hasn't complained much about anything. She has improved a lot and we celebrate. The teachers there are great. Their teaching styles are obviously working.
—Submitted by a parent


Posted September 17, 2009

They have everything i need to pass the TAKS. I learn a lot while having fun! It's perfect! I am GLAD my parents let me come here!!!! GO VIKINGS!!!!
—Submitted by a student


Posted June 24, 2009

My son just completed the 8th grade in Morningside Middle School. Overall, I can that my experience was average for the past 3 years. First, the teachers are wonderful. The 8th grade team worked tirelessly this year to improve TAKS testing scores and the results were phenomenal!!! Second, The adminstrators are great. They work with parents and students to answer questions and provide a good support network for your child within the walls of Morningside MS. My only suggestion is to email your child's teachers. Response time for questions regarding grades, performance or behavior via phone can be lengthy. Finally, my only problem with Morningside MS is that their is not a strong PTA presence in the school. The PTA is a vital part of a school's success. The PTA works hand in hand with teachers and administartors and ultimately have the school's best interests at heart.
—Submitted by a parent


Posted June 22, 2009

i am attending morningside middle school right now and i love it. we may not have the highest grade but we do well in extracurricular activities. the teachers there make learning fun and if you dont believe it we do learn. we just dont have high grades becuase the students there care more about the way they look, who has a boyfriend or girlfriend, what fights are going to happen, or what boys or girls are cute. it is proven that when you separate boy and girls that they pay attention more so we try to do that. it may not be fun being separated but we get a better eduation. i know we have a problem with our grades but we are improving every year. our school is crunk and we want to stay that way so did you people ever think thats why we dont have those high grades?
—Submitted by a student


Posted May 8, 2008

I got to morningside middle school right now and it is a great school. The teachers as well as the principal focus on our education. They support us and they teach us. They make going to school fun and i enjoy it. I love morningside middle school
—Submitted by a student


Posted April 30, 2007

I am a former student at mms it was like my other home.I see these other views up her and they disappoint me. I went to morningside 04-07 and then in the beginning of second semester I moved to Oklahoma and they have many sports but many people failing classes I am not one of those students thanks to morningside especially coach chambers I am a former mms student. ACACIA JOHNSON
—Submitted by a former student


Posted May 11, 2004

I am a former student of Morniningside and now I have two children that attend school there. It is nothing like when I attended. It is absolutely unbelievable how many times the school has been on the news for not meeting some standard or another. I am absolutely disappointed in the teaching staff as well as the principal at Morningside. The hall monitors may be the only people holding to the standard that existed when I was a student. It is an embarrassment for me to say my children attend school there and yes I have tried to transfer them. All of the other schools 'claim' to be full. I really wish parents would get together and let's do something about this. Hold everybody to a higher standard of expectations. But it seems they don't care either.
—Submitted by a parent


Posted April 27, 2004

As a former student at Morningside Middle, I cannot speak on the present status of the school. I am now a sophomore at North Side High, and I can say that some of my former teachers at Morningside prepared me well for my high school classes. In fact, I understood more than most students my freshman year in high school because of the teachers at Morningside, and also because of them I completed freshman year on the honor roll. I can say that there are a few teachers that stagnate student learning, but like I said, just a few and every school is entitled to that few. Morningside was a great school when I attended, but every school has room to improve.
—Submitted by a former student


Posted June 17, 2003

I was very unsatisfied with Morningside Middle. Teachers should cater to the learning ability of each student and not group all students on one level. My children left a recognized school recommended for the advanced learning program and are now making low to mid 70's and one or two 80's. I don't think the students are being stimulated or motivated to learn which is something teachers should be taught in order to be 'effective' in the classroom. Instead they are more busy trying to corral disruptive students...that's unfair to the other students. I am absolutely disgusted with the level of education my children possess going into the 7th and 8th grades!


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.

253 students were tested at this school in 2011.

2011

 
 
63%

2010

 
 
76%
Math

The state average for Math was 83% in 2011.

253 students were tested at this school in 2011.

2011

 
 
51%

2010

 
 
69%
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.

238 students were tested at this school in 2011.

2011

 
 
68%

2010

 
 
72%
Math

The state average for Math was 81% in 2011.

236 students were tested at this school in 2011.

2011

 
 
66%

2010

 
 
61%
Writing

The state average for Writing was 94% in 2011.

236 students were tested at this school in 2011.

2011

 
 
84%

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.

185 students were tested at this school in 2011.

2011

 
 
81%

2010

 
 
85%
Math

The state average for Math was 73% in 2011.

185 students were tested at this school in 2011.

2011

 
 
68%

2010

 
 
67%
Science

The state average for Science was 79% in 2011.

183 students were tested at this school in 2011.

2011

 
 
56%

2010

 
 
63%
Social Studies

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

183 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
91%
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 Students63%
Female71%
Male55%
Black or African American62%
Asiann/a
Hispanic67%
American Indian or Alaska Nativen/a
White44%
Economically disadvantaged62%
Not economically disadvantaged78%
Special education13%
Not special education66%
Limited English proficient (LEP)17%
Proficient in English62%
Migrantn/a
Non-migrant63%
Gifted/talented95%

Math

All Students51%
Female53%
Male48%
Black or African American45%
Asiann/a
Hispanic60%
American Indian or Alaska Nativen/a
White56%
Economically disadvantaged50%
Not economically disadvantaged61%
Special education7%
Not special education53%
Limited English proficient (LEP)33%
Proficient in English48%
Migrantn/a
Non-migrant51%
Gifted/talented95%
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 Students68%
Female71%
Male66%
Black or African American61%
Asiann/a
Hispanic78%
American Indian or Alaska Nativen/a
White60%
Economically disadvantaged67%
Not economically disadvantaged88%
Special education15%
Not special education72%
Limited English proficient (LEP)35%
Proficient in English71%
Migrantn/a
Non-migrant68%
Gifted/talented100%

Math

All Students66%
Female64%
Male68%
Black or African American54%
Asiann/a
Hispanic80%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged67%
Not economically disadvantaged59%
Special education8%
Not special education69%
Limited English proficient (LEP)50%
Proficient in English67%
Migrantn/a
Non-migrant66%
Gifted/talented100%

Writing

All Students84%
Female89%
Male80%
Black or African American85%
Asiann/a
Hispanic85%
American Indian or Alaska Nativen/a
White60%
Economically disadvantaged84%
Not economically disadvantaged94%
Special education21%
Not special education88%
Limited English proficient (LEP)70%
Proficient in English86%
Migrantn/a
Non-migrant84%
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 Students81%
Female86%
Male74%
Black or African American80%
Asiann/a
Hispanic84%
American Indian or Alaska Nativen/a
White75%
Economically disadvantaged81%
Not economically disadvantaged79%
Special education25%
Not special education85%
Limited English proficient (LEP)33%
Proficient in English85%
Migrantn/a
Non-migrant81%
Gifted/talented100%

Math

All Students68%
Female79%
Male55%
Black or African American66%
Asiann/a
Hispanic69%
American Indian or Alaska Nativen/a
White75%
Economically disadvantaged68%
Not economically disadvantaged69%
Special education25%
Not special education71%
Limited English proficient (LEP)47%
Proficient in English69%
Migrantn/a
Non-migrant68%
Gifted/talented100%

Science

All Students56%
Female60%
Male51%
Black or African American60%
Asiann/a
Hispanic50%
American Indian or Alaska Nativen/a
White63%
Economically disadvantaged57%
Not economically disadvantaged52%
Special education13%
Not special education60%
Limited English proficient (LEP)6%
Proficient in English61%
Migrantn/a
Non-migrant56%
Gifted/talented100%

Social Studies

All Students92%
Female95%
Male89%
Black or African American91%
Asiann/a
Hispanic93%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged92%
Not economically disadvantaged97%
Special education64%
Not special education95%
Limited English proficient (LEP)93%
Proficient in English92%
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.

230 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
58%
Math

The state average for Math was 74% in 2013.

230 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
61%
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.

211 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
59%
Math

The state average for Math was 71% in 2013.

161 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
35%
Writing

The state average for Writing was 70% in 2013.

212 students were tested at this school in 2013.

2013

 
 
50%

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

English Language Arts

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

170 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
57%
Math

The state average for Math was 77% in 2013.

265 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
54%
Science

The state average for Science was 75% in 2013.

230 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
52%
Social Studies

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

228 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
50%
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.

20 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
98%
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.

62 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
82%
English I Writing

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

61 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
58%
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 Students48%
Female55%
Male41%
Black or African American47%
Asiann/a
Hispanic49%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White44%
Economically disadvantaged48%
Not economically disadvantaged43%
Special education0%
Not special education51%
Limited English proficient (LEP)11%
Proficient in English51%
Migrantn/a
Non-migrant48%
Gifted/talented86%
Non-Gifted44%
Bilingualn/a

Math

All Students47%
Female54%
Male41%
Black or African American44%
Asiann/a
Hispanic52%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White33%
Economically disadvantaged46%
Not economically disadvantaged86%
Special education0%
Not special education51%
Limited English proficient (LEP)21%
Proficient in English50%
Migrantn/a
Non-migrant47%
Gifted/talented77%
Non-Gifted44%
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 Students58%
Female62%
Male54%
Black or African American55%
Asiann/a
Hispanic59%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White73%
Economically disadvantaged57%
Not economically disadvantaged75%
Special education0%
Not special education59%
Limited English proficient (LEP)18%
Proficient in English62%
Migrantn/a
Non-migrant58%
Gifted/talented93%
Non-Gifted53%
Bilingualn/a

Math

All Students31%
Female26%
Male35%
Black or African American29%
Asiann/a
Hispanic33%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White29%
Economically disadvantaged31%
Not economically disadvantaged40%
Special education0%
Not special education32%
Limited English proficient (LEP)11%
Proficient in English34%
Migrantn/a
Non-migrant31%
Gifted/talented91%
Non-Gifted27%
Bilingualn/a

Writing

All Students50%
Female57%
Male42%
Black or African American49%
Asiann/a
Hispanic51%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White36%
Economically disadvantaged49%
Not economically disadvantaged75%
Special education0%
Not special education51%
Limited English proficient (LEP)9%
Proficient in English54%
Migrantn/a
Non-migrant50%
Gifted/talented89%
Non-Gifted44%
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 Students46%
Female56%
Male36%
Black or African American47%
Asiann/a
Hispanic46%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged46%
Not economically disadvantaged45%
Special education8%
Not special education49%
Limited English proficient (LEP)9%
Proficient in English51%
Migrantn/a
Non-migrant46%
Gifted/talented83%
Non-Gifted45%
Bilingualn/a

Math

All Students54%
Female59%
Male49%
Black or African American45%
Asiann/a
Hispanic65%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White75%
Economically disadvantaged53%
Not economically disadvantaged65%
Special education29%
Not special education56%
Limited English proficient (LEP)42%
Proficient in English56%
Migrantn/a
Non-migrant54%
Gifted/talented94%
Non-Gifted49%
Bilingualn/a

Science

All Students51%
Female55%
Male46%
Black or African American43%
Asiann/a
Hispanic63%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged50%
Not economically disadvantaged61%
Special education8%
Not special education53%
Limited English proficient (LEP)38%
Proficient in English52%
Migrantn/a
Non-migrant51%
Gifted/talented93%
Non-Gifted45%
Bilingualn/a

Social Studies

All Students39%
Female40%
Male37%
Black or African American36%
Asiann/a
Hispanic40%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged37%
Not economically disadvantaged61%
Special education0%
Not special education41%
Limited English proficient (LEP)17%
Proficient in English41%
Migrantn/a
Non-migrant39%
Gifted/talented85%
Non-Gifted32%
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 Students95%
Female100%
Male88%
Black or African American89%
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged94%
Not economically disadvantagedn/a
Special educationn/a
Not special education95%
Limited English proficient (LEP)n/a
Proficient in English95%
Migrantn/a
Non-migrant95%
Gifted/talented100%
Non-Gifted89%
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 Students74%
Female76%
Male71%
Black or African American68%
Asiann/a
Hispanic79%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged72%
Not economically disadvantaged88%
Special educationn/a
Not special education74%
Limited English proficient (LEP)n/a
Proficient in English75%
Migrantn/a
Non-migrant74%
Gifted/talented85%
Non-Gifted69%
Bilingualn/a

English I Writing

All Students59%
Female55%
Male67%
Black or African American55%
Asiann/a
Hispanic66%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged64%
Not economically disadvantaged25%
Special educationn/a
Not special education59%
Limited English proficient (LEP)n/a
Proficient in English60%
Migrantn/a
Non-migrant59%
Gifted/talented85%
Non-Gifted46%
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 Unacceptable".
  • In 2009-2010, this school was rated "Academically Acceptable".
  • 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
Black 50% 13%
Hispanic 45% 52%
White 3% 29%
Asian or Pacific Islander 1% 4%
American Indian/Alaska Native N/A 0%
Hawaiian Native/Pacific Islander N/A 0%
Two or more races N/A 2%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 13%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 0%N/AN/A
Source: CRDC, 2011-2012

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School basics

School Leader's name
  • ANGELE HODGES
Fax number
  • (817) 815-8350

Resources

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

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2751 Mississippi Avenue
Fort Worth, TX 76104
Website: Click here
Phone: (817) 815-8300

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