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Westbrook Intermediate School

Public | 6-8 | 1083 students

 

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Living in Friendswood

Situated in a suburban neighborhood. The median home value is $187,000. The average monthly rent for a 2 bedroom apartment is $1,070.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 2 ratings
2012:
Based on 3 ratings
2011:
Based on 6 ratings

Teacher quality

Principal leadership

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26 reviews of this school


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Posted August 4, 2013

I just finished my 8th grade year at Westbrook, and though it was one of the toughest years of my life, it taught me so much. Yes, there is a very heavy homework load, and the transition to the WAVE program from elementary school was a hard one. The mini-courses give the students an opportunity to learn about things that interest them outside of school. Still, WAVE isn't for everyone, only for those who are willing to work for a great education. If you manage your time well, you can still fit in everything you want to. I know from personal experience that keeping up with a very time consuming extra-curricular activity while still getting straight A's is very possible. I'm not going to lie, the work load and the classes are tough, and there's a limit to how far back a student can fall before it gets unhealthy. It a student is struggling, the teachers are very helpful, and they can be put in lower classes, but, the most important thing is to actually try. I've seen half-hearted people fail because they didn't study, and the competition is tough. It really isn't for every gifted child, but for those who find it tailored to their needs, enjoy it like I did.


Posted February 20, 2013

I am a current 8th grader in WAVE, and I can safely say that WAVE is the place for GT students to be. There is a lot more homework than you or your child might be used to, but its all about time management. Homework from WAVE is designed to help thinking outside the box and reinforce higher-level thinking skills. Minicourses range from music to electronics, and they are super fun. Our electives are amazing, with our orchestra and band claiming the Best in Texas title once. Our homework helps prepare us for high school, our electives are amazing, and minicourses are a unique way to pursue the hobby that you are interested in. IF YOU ARE GT, YOU SHOULD DEFINITELY GO TO WAVE! YOU WON'T REGRET THE DECISION! I can't think of a better school to go to that would fit my needs because I am surrounded by people who think on the same level as me.


Posted August 9, 2012

I am the parent of a student who attended the WAVE program. I can say that the program was the very best program that my daughter experienced in her 12 years in CCISD. It prepared her for college, long before she crossed the threshold of high school and, she is now successfully achieving at the University level. It was not a lot of extra work for her and though we supported her, she did her own work. She was able to participate in all of her extra-curriculars including band, dance, volleyball, cheerleading and tennis. She was an all-around kid and remains an all-around adult. When students who are the right fit for the program go to WAVE, the experience will be phenomenal. I applaud parents who do not feel it is a good fit for finding the right place for their children. A high percentage of CCISD's National Merit Scholars and Valedictorians have come from the WAVE program. It is not for every GT students and, it has been particularly molded for students who are GT across the board but, are particularly strong in reading/ELA. WAVE is a shining star and is/will continue to be a feather in the cap of Clear Creek ISD.
—Submitted by a parent


Posted February 6, 2012

This is the best school that I have ever gone to! I have made so many friends and, WAVE really meets my academic standards.


Posted January 5, 2012

I was excited for my kids to join WAVE after the orientation only to be disappointed in the program. After a year and a half, I have removed my kids. I do not find this program to be gifted. It is definitely advanced, but mostly, it is just a ton of extra work. My kids were loaded down with so much homework that they were exhausted everyday. Gifted doesn't mean tons of extra work. It should focus on outside of the box thinking. There are several gifted people in my family and my older sister has taught gifted and I am unimpressed with the WAVE program. My kids became depressed and stressed out and dreaded school and they were never like that before. After just a few days in the Omega program at our zoned school, my kids are perking back up and enjoying life. You can tell that a weight has been lifted off their shoulders.
—Submitted by a parent


Posted December 4, 2011

I am the parent of a WAVE student at Westbrook Elementary. I have to say the I'm not sure the WAVE program is anything more than a bunch of talk without the substance to back it up. I was a very high-performing student throughout all years of my schooling with teachers that were apparently more efficient at teaching information without the rediculous amount of redundant busy-work. In the WAVE program repetetive busy-work repeatedly assigned after the students already have a grasp of the information masqurades as "creative teaching". My son still gets straight A's but hates school now being in the WAVE program. He used to love school. The amount of homework given is unneccesary and leaves kids with little time for extracurricular activiteies or tme to jut be kids.
—Submitted by a parent


Posted November 11, 2011

I'm a former WAVE student, and I'd just like to say that even though the work load was pretty heavy, it teaches you time managment. As long as your kid makes and effort and t ries to keep up, they'll do just fine. Honestly, 'PDA' constitutes of holding hands and maybe a peck. If you think that's too much, wait until high school. WAVE teaches you lots of important skills that make high school so much easier. And our athletics are actually pretty decent, thank you very much. High school is a piece of cake for me. Oh, and our arts programs ROCK. Plus, we beat Science Magnet every year at the science fair. That's how epic we are.


Posted November 7, 2011

As a parent, this is one of the most stressful school programs I've ever experienced. It impacts the entire family. Most 6th graders can not manage the workload without significant help from the parents. Every child I've known that has been in this program has broken down in tears throughout the year (both in school and at home) because of the stress. Expect a minimum of 2 to 4 hours of homework every day, including weekends and holidays. I also recommend that any 6th grader cut out all after school activities
—Submitted by a parent


Posted September 24, 2011

I am a returning 7th grader in the WAVE program. I remember in 5th grade, thinking about if I should to go to WAVE or not. I chose WAVE, hoping I wouldn't regret leaving my old friends. When I came to WAVE, I found that all the students super welcoming and nice! I was so happy that I made so many friends!! My teachers are overall, cooperative, fun and nice. They are always willing to help students. :) I remember the last week of 6th grade, I was literally crying because I didn't want to leave Westbrook for the summer. As far as the education goes, I think it is great. We mostly don't do alot of "Pencil and Paper" assignments, usually interactive and fun activities and assignments. Do expect homework, though, but remember that it is more about Quality of the work than Quantity. Try hard not to procrastinate and use your planner. In reply to the one star review posted on June 9, 2011 -- I'm taking Athletics and we're working very hard. The coaches are encouraging and helpful. Mini-Courses are extra classes are to enhance each GT students passions and hobbies. Every single WAVE student is gifted in some area or field. Mini-Courses help them expand their interests and knowledge.


Posted June 9, 2011

I have been a student at Westbrook since 6th grade. I am now in the summer, going to be an 8th grader. My sister went to this school, ranting about the amazing educational standards and the athletics at the school. I have NO IDEA where she got those. The coaches there are absolutely awful. We lost terribly to almost every team last year in Football. The education there is terrible, too. I would get 100's on every single test. Every single one! I would never go to this school by choice ever again. I am actually asking my parents to move me into a different school district. Even though I am in WAVE, I still hate it. The Mini-courses are a HUGE waste of time! Magic classes. Really and truly, you can take a MAGIC class. I swear...


Posted February 16, 2011

I am a student at Westbrook taking the WAVE program right now and it is awesome! All the teachers are so nice and they offer something called mini-courses. It's where you get to learn extra information and it's just really fun! The Principal always encourages us to do our best on the announcements. I'm in band and the teachers are the best. Even if you've never played any instrument they will teach you from the beginning. I'm enjoying Westbrook so much!!!!! Timberwolves!


Posted May 22, 2010

I read the review from the student about Westbrook's PDA problem. In my opinion, the students at Westbrook have gone beyond PDA. It amazes me that the principal has not held an assembly to instate a zero tolerance policy on the school grounds. As for the WAVE, I don't really consider piling on homework, and de-emphasizing outside activities because of all the homework, to constitute a stellar education. Many of the kids I know in this program have broken down crying multiple times during the year because of the pressure. I also don't understand all the rave reviews...because I've yet to speak to a parent who thinks the education at the WAVE is outstanding...although it is probably rates high when compared with other Texas schools.
—Submitted by a parent


Posted August 31, 2009

i was a student at westbrook in 6th grade 2007 an it was the best i loved it there but then the boundries changed an i had to go to clear lake i liked westbrook soo much better i felt like i got a way better education there so im asking please change the boundries back by 2010 please because i want to come back before i go to high school an alot of westbrook students that are also at clear lake now want to come back to so please change the boundries back
—Submitted by a student


Posted August 28, 2009

I'm a student at Westbrook in the WAVE program, and it is fantastic. The homework load is a bit heavy but not unbearable and definately not boring. Our academic standards are pretty high. Our band is really awesome as well - we won 3rd in state at UIL this year playing a 4 4 5 program. Many of our sports teams are undefeated. Overall, this school is great. Oh, and WAVE does NOT have 2 less hours of school than RAZ. We go to school from 8 to 3pm and RAZ goes from 9 to 4pm. There really aren't any problems between the gifted and regular students, though we do tend to keep to ourselves since most of our classes aren't mixed.
—Submitted by a student


Posted May 29, 2009

This school is, in my belief, the best public middle school a good student can attend in the area. The teachers, WAVE and Westbrook, are gracious and accommodating towards the students and parents. The students here have many varied talents and passions; with this, it is easy to fit in and make friends. An excellent library, cafeteria, and classrooms are just some of the benefits that this new building boasts. The athletics in this school are just about tops in the district, too if not tops, well, pretty darn close. There are a lot of great coaches that help students reach their true potential. Of the WAVE program, which I have attended from 6th to 8th grade, I can give nothing but praise. No other school in CCISD better addresses the needs of gifted/talented students. Finally, I assert: there is no favoritism towards either WAVE or Westbrook students. Go Timberwolves!
—Submitted by a student


Posted May 16, 2009

hello im a current timberwolve at westbrook intermediate and this is my second year. i have been attending since the 6th grade. Im not at all apart of the WAVE program but i do have friend who are, they get no special treatmeant. so dont worry. I have loved it here so far. there is a problem with PDA at westbrook. But dont worry all our finest prienceables are all over that case. My classes inclued Pre Ap science, Pre Ap social studies, regular lanugage, and regular math. all the teachers are awusome so dont worry. Friends are easy to make there and we do have high school credits for our super school.
—Submitted by a student


Posted April 24, 2009

I'm in the 7th grade at Westbrook now, and it's been one of the best experiences of my life. The WAVE program is definitely worthwhile. The classes aren't necessarily more challenging than regular classes, but they take a more creative approach to it and I really enjoy it. Mini-courses are great as well; they have them on all sorts of topics - I've taken mini-courses about Harry Potter, ham radio, the 2008 presidential election, Trivial Pursuits, and more. There are also mini-courses on anything from guitars to the Beatles. There's still an academic element to the mini-courses, so it's not a total waste of time. I disagree with the parent who said that teachers are only concerned about WAVE kids. I'm in WAVE, and my best friend isn't. Neither of us gets 'special treatment' just for that.
—Submitted by a student


Posted February 22, 2009

I am a fellow WAVE student, and i have to say, it is a great experience. Our Orchestra is probably best in the district, our band is Ah-mazing, and our athletic teams are outstanding. The WAVE program is great and it really fosters growth for the Gifted and Talented Students. The school does have some funding issues though, which then spawns the fundraisers annually. The teachers are absolutely amazing, specifically the elective teachers for Orchestra (especially!) and band. The faculty is very friendly to us and we get to know them all as a friend we can talk to, not a boring teacher. -And for the parent user below me, We have minicourse for 1 and a half hours, but we get to school 1 hour early and have only 2 study halls a week. So we are basically doing extra work, and taking an extra class. (LA is combined)
—Submitted by a student


Posted February 9, 2009

Westbrook is a life changing school. In the WAVE Program, the teachers, for the most part, genuinely care about you. The classes aren't usually lecture type but a conversation where both the student and teacher learn from each other on a daily basis. There is quite a bit of homework, but the work includes depth and creativity rather than plain busy work. The students here learn the lessons for life and go off to become the leaders of the world. I am truly thankful for this program and all that it has done for me. I started out really shy, but after WAVE, I've been able to come out of my shell and influence others with my ideas. This is an absolutely amazing school that provides Gifted students with the opportunity to find their passions and pursue them.
—Submitted by a student


Posted January 22, 2009

westbrook rocks your socks. It's number 1 for science fair, even though seabrook is a school based around science fair. We have the highest scores in acidemics, and not only that our sports teams dominate every school. First in district at football and currently undefeated in basketball
—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.

420 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
97%
Math

The state average for Math was 83% in 2011.

414 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
94%
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.

379 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
96%
Math

The state average for Math was 81% in 2011.

378 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
94%
Writing

The state average for Writing was 94% in 2011.

377 students were tested at this school in 2011.

2011

 
 
99%

2010

 
 
100%
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.

399 students were tested at this school in 2011.

2011

 
 
99%

2010

 
 
100%
Math

The state average for Math was 73% in 2011.

396 students were tested at this school in 2011.

2011

 
 
98%

2010

 
 
99%
Science

The state average for Science was 79% in 2011.

394 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
95%
Social Studies

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

391 students were tested at this school in 2011.

2011

 
 
100%

2010

 
 
99%
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 Students97%
Female97%
Male97%
Black or African American97%
Asian100%
Hispanic91%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged95%
Not economically disadvantaged97%
Special education92%
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English97%
Migrantn/a
Non-migrant97%
Gifted/talented100%

Math

All Students97%
Female97%
Male98%
Black or African American92%
Asian100%
Hispanic93%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged94%
Not economically disadvantaged98%
Special education100%
Not special education97%
Limited English proficient (LEP)n/a
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 Students97%
Female95%
Male98%
Black or African American91%
Asian97%
Hispanic94%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged87%
Not economically disadvantaged99%
Special education83%
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English98%
Migrantn/a
Non-migrant97%
Gifted/talented100%

Math

All Students95%
Female94%
Male96%
Black or African American80%
Asian100%
Hispanic93%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged85%
Not economically disadvantaged97%
Special education60%
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English95%
Migrantn/a
Non-migrant95%
Gifted/talented100%

Writing

All Students99%
Female99%
Male99%
Black or African American97%
Asian100%
Hispanic99%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged98%
Not economically disadvantaged99%
Special education83%
Not special education99%
Limited English proficient (LEP)n/a
Proficient in English99%
Migrantn/a
Non-migrant99%
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 Students99%
Female99%
Male100%
Black or African American94%
Asian100%
Hispanic99%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged96%
Not economically disadvantaged100%
Special education100%
Not special education99%
Limited English proficient (LEP)n/a
Proficient in English99%
Migrantn/a
Non-migrant99%
Gifted/talented100%

Math

All Students98%
Female97%
Male99%
Black or African American94%
Asian100%
Hispanic95%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged94%
Not economically disadvantaged99%
Special education100%
Not special education98%
Limited English proficient (LEP)n/a
Proficient in English98%
Migrantn/a
Non-migrant98%
Gifted/talented100%

Science

All Students95%
Female93%
Male97%
Black or African American83%
Asian99%
Hispanic90%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged86%
Not economically disadvantaged98%
Special education75%
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English95%
Migrantn/a
Non-migrant95%
Gifted/talented100%

Social Studies

All Students100%
Female99%
Male100%
Black or African American100%
Asian100%
Hispanic99%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged100%
Not economically disadvantaged100%
Special education100%
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant100%
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.

328 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
89%
Math

The state average for Math was 74% in 2013.

294 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
92%
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

 
 
91%

2012

 
 
92%
Math

The state average for Math was 71% in 2013.

355 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
92%
Writing

The state average for Writing was 70% in 2013.

370 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
90%
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.

381 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
93%
Math

The state average for Math was 77% in 2013.

247 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
90%
Science

The state average for Science was 75% in 2013.

341 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
91%
Social Studies

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

384 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
80%
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.

134 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%
Algebra II

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

7 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
n/a
Biology I

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

42 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%
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.

33 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%
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 Students86%
Female87%
Male86%
Black or African American75%
Asian90%
Hispanic82%
Multiracial81%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged74%
Not economically disadvantaged91%
Special education27%
Not special education89%
Limited English proficient (LEP)63%
Proficient in English87%
Migrantn/a
Non-migrant86%
Gifted/talented100%
Non-Gifted75%
Bilingualn/a

Math

All Students89%
Female81%
Male96%
Black or African American75%
Asian97%
Hispanic80%
Multiracial92%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White95%
Economically disadvantaged82%
Not economically disadvantaged92%
Special education67%
Not special education90%
Limited English proficient (LEP)50%
Proficient in English90%
Migrantn/a
Non-migrant89%
Gifted/talented100%
Non-Gifted82%
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 Students91%
Female93%
Male88%
Black or African American76%
Asian97%
Hispanic81%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White96%
Economically disadvantaged81%
Not economically disadvantaged94%
Special education57%
Not special education92%
Limited English proficient (LEP)n/a
Proficient in English91%
Migrantn/a
Non-migrant91%
Gifted/talented100%
Non-Gifted83%
Bilingualn/a

Math

All Students90%
Female91%
Male88%
Black or African American78%
Asian98%
Hispanic77%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White94%
Economically disadvantaged82%
Not economically disadvantaged92%
Special education64%
Not special education90%
Limited English proficient (LEP)n/a
Proficient in English90%
Migrantn/a
Non-migrant90%
Gifted/talented100%
Non-Gifted81%
Bilingualn/a

Writing

All Students85%
Female89%
Male81%
Black or African American73%
Asian96%
Hispanic76%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged76%
Not economically disadvantaged88%
Special education24%
Not special education88%
Limited English proficient (LEP)n/a
Proficient in English85%
Migrantn/a
Non-migrant85%
Gifted/talented99%
Non-Gifted73%
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 Students94%
Female96%
Male92%
Black or African American89%
Asian96%
Hispanic92%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White96%
Economically disadvantaged89%
Not economically disadvantaged96%
Special education46%
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English94%
Migrantn/a
Non-migrant94%
Gifted/talented100%
Non-Gifted90%
Bilingualn/a

Math

All Students95%
Female97%
Male93%
Black or African American90%
Asian100%
Hispanic93%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White98%
Economically disadvantaged93%
Not economically disadvantaged96%
Special education78%
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English95%
Migrantn/a
Non-migrant95%
Gifted/talented98%
Non-Gifted95%
Bilingualn/a

Science

All Students92%
Female93%
Male91%
Black or African American84%
Asian94%
Hispanic86%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White97%
Economically disadvantaged92%
Not economically disadvantaged92%
Special education50%
Not special education94%
Limited English proficient (LEP)n/a
Proficient in English92%
Migrantn/a
Non-migrant92%
Gifted/talented100%
Non-Gifted87%
Bilingualn/a

Social Studies

All Students78%
Female80%
Male76%
Black or African American57%
Asian89%
Hispanic61%
Multiracial93%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged60%
Not economically disadvantaged82%
Special education14%
Not special education80%
Limited English proficient (LEP)n/a
Proficient in English78%
Migrantn/a
Non-migrant78%
Gifted/talented100%
Non-Gifted60%
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
Asian100%
Hispanic100%
Multiracial100%
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 Students100%
Femalen/a
Male100%
Black or African Americann/a
Asian100%
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
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-Giftedn/a
Bilingualn/a

Biology I

All Students100%
Female100%
Male100%
Black or African Americann/a
Asian100%
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-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 Students100%
Female100%
Male100%
Black or African Americann/a
Asian100%
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantagedn/a
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-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 "Exemplary".
  • 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
White 32% 29%
Asian or Pacific Islander 28% 4%
Hispanic 26% 52%
Black 10% 13%
Two or more races 4% 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) 2%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 6%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students Art teacher(s)
Instructional aide(s)/coach(es)
Music teacher(s)
PE instructor(s)
Read more about programs at this school
Source: Provided by school community.

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Arts & music

Staff resources available to students
  • Art teacher(s)
  • Music teacher(s)
Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing and written arts
  • Drama

Health & athletics

Staff resources available to students
  • Instructional aide(s)/coach(es)
  • PE instructor(s)
School facilities
  • Access to sports fields
  • Gym
Note: Data provided by community members,
needs to be verified by school leaders.

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School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

School basics

School Leader's name
  • LORI BROUGHTON
Fax number
  • (281) 284-3805

Resources

Staff resources available to students
  • Art teacher(s)
  • Instructional aide(s)/coach(es)
  • Music teacher(s)
  • PE instructor(s)
Transportation options
  • Buses/vans for students only
School facilities
  • Access to sports fields
  • Cafeteria
  • Gym
Note: Data provided by community members,
needs to be verified by school leaders.

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School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Basketball
  • Cross country
  • Football
Girls sports
  • Basketball
  • Cross country
  • Volleyball

Arts & music

Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing arts
  • Drama
Note: Data provided by community members,
needs to be verified by school leaders.

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302 West El Dorado Boulevard
Friendswood, TX 77546
Website: Click here
Phone: (281) 284-3800

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