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Audie Murphy Middle School

Public | 6-8 | 481 students

 

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Living in Ft Hood

Situated in a suburban neighborhood. The median home value is $89,400. The average monthly rent for a 2 bedroom apartment is $810.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

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

Teacher quality

Principal leadership

Parent involvement

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23 reviews of this school


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Posted November 24, 2013

My daugter is in the 8th grade. We both love this school. Hated palo alto that is a school that sucks really bad. .
—Submitted by a parent


Posted November 17, 2013

My daughter has went to this school for 3 years and is Vice President of honors society and plays all the sports for athletics. There are some teachers at this school who are less attentive to the students than others but as a whole this is a really great school. The athletics department could use some improvement. I think it is all about the individual student in mean of succeeding and doing well at this school.
—Submitted by a parent


Posted August 13, 2009

I attended this school 3 years and have hated it from the beginning. My parents have hated the school as well but kept me there because all the other middle schools were around 10 times as bad. Not all of the teachers are horrible, but a lot of them are. Few teachers actually care if the student passes or not. The 'ex' principal (they're now getting a new one) as well as her assistant principals never cared about the students, and where always enforcing new rules, taking away our freedom. Of course, as a student, it would seem natural for me to say that, but when you can't do just about anything I think I have the right to say that. I do have to say though, even without freedom I would have liked to of had, they did give wonderful curriculum.
—Submitted by a student


Posted July 23, 2009

My son graduated from AMMS this year and I thought this was a great school. We came from a state that was far ahead of Texas in academics and they did all they could to make sure my son got the education he needed by putting him in pre-ap classes and encouraging him to get into TAG. All of the teachers and coaches were always there for my son and always pushing him to do better. I believe my son is well prepared for high school, actually over prepared for the high school in his district - I would highly recommend this school!
—Submitted by a parent


Posted July 21, 2008

My son graduated from AMMS this past Spring. The teachers and staff were more interested in following the schools prison like rules than actually teaching. My son and I were very disappointed with the academics of this school and feel that the level of education received did not adequately prepare the students for high school.
—Submitted by a parent


Posted May 23, 2008

Horrible school!!! 2 out of all my son's teachers would return calls or emails. Principal has a dismissive attitude when parents ask for help to find out if your child has missing work and you can't get the teachers to respond.
—Submitted by a parent


Posted May 17, 2008

My son graduated from AMMS last year, the teachers and staff are very caring, and in my experience, extremely accessible.
—Submitted by a parent


Posted April 10, 2008

Oh this just doesnt make me feel good. We are moving to Hood this summer and I am not sure if this is the school my daughter will go to but she has social deficits and is a bully magnet. The thing is, I have been around many schools and can tell you that getting parents together to take a stand is far better than sending your child somewhere else. I don't stand for that type of unprofessional behavior and a school staff that doesn't put the child's safety and happiness first. I also have worked in school systems in the DOD for five years now and know how things work. I won't stand for it, so don't any of you!
—Submitted by a parent


Posted March 24, 2008

I am glad to see that others would agree with me about the staff at this school. I am sad however that this is the case. Most of my students teachers this year are pretty good. I do realize that there are several teachers and other staff there that just don't care (mostly the administrative staff.) I am a parent and am going to go to the board about several issues and so would encourage parents to continue voicing their complaints. Together maybe we can make a difference. We as parents should not have to feel bad about sending our children to school to get an education. My experience with this school has been awful. Starting at the front desk with the rudest, most unprofessional secretary I have ever come in contact with ,all the way to the principle to sets her owns rules and changes them as she see's fit.
—Submitted by a parent


Posted February 26, 2008

I'm not fond of this school at all. They don't encourage parent involvement. And as for students who are victims of bully--forget about it--bullies have more rights than the victims. My son is looking at going to an alternative school because he expressed anger and frustration in a note towards a bully. When I confronted the school about this they asked my son wright a statement, the school has it reported that this student (the person my son threaten to retaliate towards) as a bully and told my husband and I that they will keep an eye on this bully but they are not. He still continues to harrass my son when he sees him in the hallway. But the shcool doesn't care. So he will be enrolling in a different school next year.
—Submitted by a parent


Posted January 1, 2008

I don't think that you could have a better middle school!
—Submitted by a student


Posted February 9, 2007

The academic programs are not geared towards 'cooperative learning'. I feel based upon my own personal observations, that alot of the teachers at this school are not conducting a comprehensive task analysis when doing their lesson plans. There is no parent/teacher/student involvement. Parents are only involve when their is an issue/concern with your child. I always have to initate a communication with the Administrative staff and teachers to get feedback on my childs' performance. A lot of the teachers display a 'I do not have time to help your child pass this class because I have 100 other students I need to help. One child lost is not important to me.' This is the attitude that I see from the Adminstrative staff, teachers, and the leadership team.
—Submitted by a parent


Posted January 3, 2007

I do not think they allow parent involvement at this school much unless you 'know someone'. Terrible leadership!
—Submitted by a parent


Posted October 7, 2006

I agree,parent involvement is almost not allowed at this school. I believe it is the leadership of this school that makes it a bad school. If you can send your kids somewhere else, do it.
—Submitted by a parent


Posted September 19, 2006

I too, would like to know what amms the other children are attending. I have 2 years experience with this school...It stinks! the teachers at amms, or the ones i've met, are only in it for the money. They don't care what happens to the student, they just send them into the hall to sit, or to the office to sit so they don't have to deal with them...Pretty sad, i think. The principle is terrible at this school. She thinks she is above all others and if there is much intelligence there, she doesn't show it. They don't try to get to the bottom of problems, as teachers and the principle has said, 'we don't have time to listen to each students problems, we have too many students'. Then in my opinion, get teachers and a principle that has time for students.
—Submitted by a teacher


Posted August 24, 2006

regarding the other reviews-I'd Love to know which Audie Murphy their children are attending. Comparatively, AMMS is superior to other district middle schools, however, the kids are TAKS robots, the after school programs are exceptionally disorganized, the school administration horrible, and the front office admin needs to take 6th grade Language arts because of the number of notices that come from the principal's office with mispellings and grammar errors. Most teachers are motivated and well meaning but it seems they are bogged down by the administration's ignorance and short sightedness. Military families-if you are stationed in another state or area where the academics are rigerous after Hood-your child might be quite a bit behind the curve, so prepare to do extra work to keep your child up to standard. Okay overall, but for the Federal funds, better should be demanded.
—Submitted by a parent


Posted July 12, 2006

Thank AAMS staff for making my kids years there memorable Mrs. Jimenez, you are great and went way above and beyond for my children. Coach Marshall, a million Thanks.
—Submitted by a parent


Posted May 17, 2006

Audie Murphy Middle School has an excellent quality of academic programs. The teachers go above and beyond the call of duty to help the students. The students are all very well behaved. My daughter is in the choir, very new but strong and creative music department.
—Submitted by a parent


Posted March 9, 2006

Overall, Audie Murphy Middle School has been a very positive experience for our family. We've had more than one child in the school and are satisified. Teacher to parent contact could be more frequent but otherwise, we're happy with AMMS.
—Submitted by a parent


Posted June 17, 2005

A wonderful place for learning. The faculty and staff truly care for the children of our nations military. Faculty encourages and seeks out parental involvement in both academics and athletics.
—Submitted by a teacher


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.
English Language Arts

The state average for English Language Arts was 84% in 2011.

176 students were tested at this school in 2011.

2011

 
 
85%

2010

 
 
85%
Math

The state average for Math was 83% in 2011.

176 students were tested at this school in 2011.

2011

 
 
81%

2010

 
 
75%
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.

171 students were tested at this school in 2011.

2011

 
 
81%

2010

 
 
88%
Math

The state average for Math was 81% in 2011.

169 students were tested at this school in 2011.

2011

 
 
84%

2010

 
 
80%
Writing

The state average for Writing was 94% in 2011.

170 students were tested at this school in 2011.

2011

 
 
94%

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 85% in 2011.

130 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
96%
Math

The state average for Math was 73% in 2011.

126 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
93%
Science

The state average for Science was 79% in 2011.

122 students were tested at this school in 2011.

2011

 
 
78%

2010

 
 
71%
Social Studies

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

126 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
97%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

All Students85%
Female90%
Male80%
Black or African American91%
Asiann/a
Hispanic74%
American Indian or Alaska Nativen/a
White86%
Economically disadvantaged80%
Not economically disadvantaged91%
Special education50%
Not special education88%
Limited English proficient (LEP)71%
Proficient in English85%
Migrantn/a
Non-migrant85%
Gifted/talented100%

Math

All Students81%
Female81%
Male80%
Black or African American79%
Asiann/a
Hispanic79%
American Indian or Alaska Nativen/a
White82%
Economically disadvantaged80%
Not economically disadvantaged82%
Special education23%
Not special education85%
Limited English proficient (LEP)57%
Proficient in English81%
Migrantn/a
Non-migrant81%
Gifted/talented100%
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students81%
Female77%
Male85%
Black or African American76%
Asiann/a
Hispanic82%
American Indian or Alaska Native60%
White86%
Economically disadvantaged81%
Not economically disadvantaged82%
Special education44%
Not special education83%
Limited English proficient (LEP)83%
Proficient in English81%
Migrantn/a
Non-migrant81%
Gifted/talented100%

Math

All Students84%
Female87%
Male82%
Black or African American74%
Asiann/a
Hispanic84%
American Indian or Alaska Native50%
White91%
Economically disadvantaged82%
Not economically disadvantaged90%
Special education57%
Not special education85%
Limited English proficient (LEP)57%
Proficient in English85%
Migrantn/a
Non-migrant84%
Gifted/talented100%

Writing

All Students94%
Female97%
Male90%
Black or African American97%
Asiann/a
Hispanic95%
American Indian or Alaska Native100%
White90%
Economically disadvantaged92%
Not economically disadvantaged96%
Special education80%
Not special education94%
Limited English proficient (LEP)80%
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 Students95%
Female99%
Male92%
Black or African American94%
Asiann/a
Hispanic97%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged94%
Not economically disadvantaged97%
Special education82%
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English95%
Migrantn/a
Non-migrant95%
Gifted/talented100%

Math

All Students92%
Female91%
Male93%
Black or African American77%
Asiann/a
Hispanic100%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged90%
Not economically disadvantaged94%
Special education77%
Not special education94%
Limited English proficient (LEP)n/a
Proficient in English92%
Migrantn/a
Non-migrant92%
Gifted/talented100%

Science

All Students78%
Female77%
Male78%
Black or African American61%
Asiann/a
Hispanic70%
American Indian or Alaska Nativen/a
White88%
Economically disadvantaged78%
Not economically disadvantaged77%
Special education54%
Not special education81%
Limited English proficient (LEP)n/a
Proficient in English79%
Migrantn/a
Non-migrant78%
Gifted/talented100%

Social Studies

All Students92%
Female95%
Male88%
Black or African American80%
Asiann/a
Hispanic90%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged87%
Not economically disadvantaged97%
Special education88%
Not special education93%
Limited English proficient (LEP)n/a
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.

176 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
73%
Math

The state average for Math was 74% in 2013.

174 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
76%
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.

147 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
83%
Math

The state average for Math was 71% in 2013.

140 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
81%
Writing

The state average for Writing was 70% in 2013.

146 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
75%
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.

134 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
83%
Math

The state average for Math was 77% in 2013.

92 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
80%
Science

The state average for Science was 75% in 2013.

133 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
79%
Social Studies

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

133 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
62%
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.

37 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%
Algebra II

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

2013

 
 
n/a

2012

 
 
n/a
Biology I

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

2013

 
 
n/a

2012

 
 
n/a
Chemistry

The state average for Chemistry was 84% in 2013.

2013

 
 
n/a

2012

 
 
n/a
English I Reading

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

2013

 
 
n/a

2012

 
 
n/a
English I Writing

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

2013

 
 
n/a

2012

 
 
n/a
English II Reading

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

2013

 
 
n/a

2012

 
 
n/a
English II Writing

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

2013

 
 
n/a

2012

 
 
n/a
English III Reading

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

2013

 
 
n/a

2012

 
 
n/a
English III Writing

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

2013

 
 
n/a

2012

 
 
n/a
Geometry

The state average for Geometry was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Physics

The state average for Physics was 81% in 2013.

2013

 
 
n/a

2012

 
 
n/a
U.S. History

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

2013

 
 
n/a

2012

 
 
n/a
World Geography

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

2013

 
 
n/a

2012

 
 
n/a
World History

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

2013

 
 
n/a

2012

 
 
n/a
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

All Students81%
Female78%
Male85%
Black or African American72%
Asiann/a
Hispanic83%
Multiracial86%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White83%
Economically disadvantaged80%
Not economically disadvantaged81%
Special education57%
Not special education83%
Limited English proficient (LEP)33%
Proficient in English82%
Migrantn/a
Non-migrant81%
Gifted/talented100%
Non-Gifted79%
Bilingualn/a

Math

All Students76%
Female70%
Male83%
Black or African American59%
Asiann/a
Hispanic85%
Multiracial86%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White78%
Economically disadvantaged70%
Not economically disadvantaged85%
Special education38%
Not special education79%
Limited English proficient (LEP)33%
Proficient in English77%
Migrantn/a
Non-migrant76%
Gifted/talented100%
Non-Gifted74%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students89%
Female90%
Male88%
Black or African American97%
Asiann/a
Hispanic85%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged89%
Not economically disadvantaged90%
Special education64%
Not special education91%
Limited English proficient (LEP)80%
Proficient in English89%
Migrantn/a
Non-migrant89%
Gifted/talented100%
Non-Gifted88%
Bilingualn/a

Math

All Students84%
Female79%
Male88%
Black or African American88%
Asiann/a
Hispanic78%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White84%
Economically disadvantaged81%
Not economically disadvantaged88%
Special education40%
Not special education85%
Limited English proficient (LEP)n/a
Proficient in English84%
Migrantn/a
Non-migrant84%
Gifted/talented100%
Non-Gifted81%
Bilingualn/a

Writing

All Students74%
Female82%
Male65%
Black or African American72%
Asiann/a
Hispanic78%
Multiracial75%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White72%
Economically disadvantaged73%
Not economically disadvantaged75%
Special education11%
Not special education78%
Limited English proficient (LEP)40%
Proficient in English75%
Migrantn/a
Non-migrant74%
Gifted/talented93%
Non-Gifted72%
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 Students96%
Female96%
Male95%
Black or African American97%
Asiann/a
Hispanic94%
Multiracial82%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White98%
Economically disadvantaged93%
Not economically disadvantaged98%
Special education67%
Not special education98%
Limited English proficient (LEP)100%
Proficient in English95%
Migrantn/a
Non-migrant96%
Gifted/talented100%
Non-Gifted95%
Bilingualn/a

Math

All Students89%
Female85%
Male93%
Black or African American96%
Asiann/a
Hispanic83%
Multiracial78%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged91%
Not economically disadvantaged86%
Special education83%
Not special education90%
Limited English proficient (LEP)67%
Proficient in English91%
Migrantn/a
Non-migrant89%
Gifted/talentedn/a
Non-Gifted89%
Bilingualn/a

Science

All Students86%
Female81%
Male92%
Black or African American80%
Asiann/a
Hispanic82%
Multiracial73%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White92%
Economically disadvantaged86%
Not economically disadvantaged86%
Special education22%
Not special education90%
Limited English proficient (LEP)57%
Proficient in English87%
Migrantn/a
Non-migrant86%
Gifted/talented100%
Non-Gifted84%
Bilingualn/a

Social Studies

All Students67%
Female68%
Male66%
Black or African American55%
Asiann/a
Hispanic59%
Multiracial73%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White75%
Economically disadvantaged62%
Not economically disadvantaged73%
Special education22%
Not special education70%
Limited English proficient (LEP)43%
Proficient in English69%
Migrantn/a
Non-migrant67%
Gifted/talented100%
Non-Gifted62%
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 American100%
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged100%
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant100%
Gifted/talented100%
Non-Gifted100%
Bilingualn/a

Algebra II

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

Biology I

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

Chemistry

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

English I Reading

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

English I Writing

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

English II Reading

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

English II Writing

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

English III Reading

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

English III Writing

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

Geometry

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

Physics

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

U.S. History

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

World Geography

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

World History

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

About the tests


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

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

Source: Texas Education Agency

  • In 2010-2011, this school was rated "Academically Acceptable".
  • 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
White 44% 29%
Black 24% 13%
Hispanic 24% 52%
Two or more races 4% 2%
Hawaiian Native/Pacific Islander 2% 0%
Asian or Pacific Islander 1% 4%
American Indian/Alaska Native N/A 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 5%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 School social worker/counselors(s)
Read more about programs at this school
Source: Provided by school officials and community members.

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Special education / special needs

Specific academic themes or areas of focus
  • Special education
Specialized programs for specific types of special education students
  • Emotional behavioral disabilities
  • Other health impairments
  • Significant developmental delay
  • Specific learning disabilities

Arts & music

Visual arts
  • Painting
Music
  • Band
  • Choir / Chorus
Performing and written arts
  • Dance
  • Drama

Language learning

Foreign languages taught
  • Spanish

Health & athletics

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

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by verifying community responses, adding program highlights
and more! Get started »

School basics

School start time
  • 7:55am
School end time
  • 3:35pm
School Leader's name
  • MIKE QUINN
Fax number
  • (254) 336-6579

Programs

Specific academic themes or areas of focus

Don't understand these terms?
  • Special education
Specialized programs for specific types of special education students
  • Emotional behavioral disabilities
  • Other health impairments
  • Significant developmental delay
  • Specific learning disabilities
Foreign languages taught
  • Spanish

Resources

Staff resources available to students
  • School social worker/counselors(s)
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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School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Basketball
  • Football
  • Tennis
  • Track
Girls sports
  • Basketball
  • Cheerleading
  • Tennis
  • Track
  • Volleyball

Arts & music

Visual arts
  • Painting
Music
  • Band
  • Choir / Chorus
Performing arts
  • Dance
  • Drama
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Upcoming Events

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School culture

Dress Code
  • Neither uniforms nor dress code
Parent involvement
  • Parent liason program, volunteers, communities in schools, and pta
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Apply

 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
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What are your chances?

Students typically come from these schools
Montague Elementary
Duncan Elementary
Oveta Culp Hobby Elementary

Planning ahead

Students typically attend these schools after graduating
Shoemaker High School
Ellison High School
Notice an inaccuracy? Let us know!

53393 Sun Dance Dr
Ft Hood, TX 76544
Website: Click here
Phone: (254) 336-6530

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