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Ball High School

Public | 9-12 | 1821 students

 

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Living in Galveston

Situated in a suburban neighborhood. The median home value is $103,800. The average monthly rent for a 2 bedroom apartment is $937.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 3 ratings
2012:
Based on 3 ratings
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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32 reviews of this school


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Posted March 2, 2014

Ball high is great school! As an alumni, I know all of the negative things said about the school. I can say they are false. When traveling for sports, people would ask us about the horrible conditions. We would play along and say yeah there are stabbings like daily. Educated people would recognize we were joking and others... Well that's how rumors get started. Ball high has a reputation for being "ghetto", this is simply not true. I went to an island private school, where all but a few families were white, for preschool until high school. So yes it is more diverse than majority white school. So if this little white girl from a private school can thrive at Ball high, clearly it is NOT ghetto. Ball High Forever!


Posted November 5, 2013

I am an ex-employee of Ball and can honestly say that yes, I do agree, Ball High might not be the best school in Texas but it has come a very long way and it will continue to improve as it is now under new administration and even thought it might take a few yrs to see the changes it's on its way to wonderful things for the students. I am excited for my child who will be going to school there in a couple of years. Years ago, like many other parents, I was concerned but now that I've worked there and spend many hours working early and late hours, I understand the challenges the teachers and administrators face daily. It is a normal school with normal teenagers but we are headed down the right path to great things! I strongly believe that if parents are not content with the way things are going they should become more involved in the school. Advocate for your child; get in the school and start volunteering, become a mentor, do something to help make Ball a better place for our kids! Very respectfully, A future Ball Parent :)


Posted November 4, 2013

I was shocked the first time I visited Ball High! Many students are causing behavior problems in class which makes it hard for the teachers to teach and the students to learn at their full potential..All students are also marked "absent" if they are 1 minute late to a class. There is no time to use the restroom between classes and teachers are reluctant to excuse students during class. If a student is "late" the parent is called and informed that they were not in school. Very confusing. Students have no lockers or individual text books. All text books are kept in the classroom, Homework is very rarely given. A police force is employed and they have a much needed teen clinic and a great psychologist. We moved from an exemplary school district, so maybe I am biased. But I do feel students should have lockers, books, supplies, a positive learning environment, and some rules that don't promote bladder problems. If the students with behavior/attitude problems don't want to learn or respect the teachers and other students I suggest they receive 3 warnings, then be placed together in the same class. There are many schools in GISD. I wonder how the funding breaks down.....
—Submitted by a parent


Posted November 4, 2013

Ball high is diverse and totally askew. It seems like a "lockdown" environment but maybe it needs to be. Who ruined this school for our students? Something must have happened prior to 2004. I have 2 sons who are very bright and talented. One dropped out in his senior year and got a GED. The other is a junior and doesn't seem to like it much either. He had also stated he wants to drop out. I don't think he would pass a GED, he can barely spell much less write with correct grammar. But this boy has so much potential. I think this school has everything "bad" in the world that innocent kids are exposed to. Yes, they will be exposed sooner or later, but this school is a real shocker! Yes Galveston has the beaches, but it also has the ghettos along with "dirty deeds done dirt cheap"! Where does the tax money go? My taxes are high! But there are no text books per student, no lockers, minimal classrooms and horrible dirty restrooms!. Do these students even get to sit in a chair at a desk? It looks like a prison, but maybe it has to. It has it's own police department! WARNING!! Go somewhere else before the damage is done. May God have mercy on this school.
—Submitted by a parent


Posted June 6, 2012

Ball High actually has some amazing teachers and you can learn a lot. Yes, there are some poor teachers but when you get into the advance classes the quality improves greatly. STEM, however, is a joke. The teachers are brand new and don't know what they are teaching. By junior year, if your not already in regular Ball High, you want to get in regular Ball High because there are great teachers. Ball High has a great AP science program and AP arts program. You shouldn't always believe what is being said. I am a student who has experienced Ball High first hand and I am considered GT and I am not in STEM and I am learning a lot.
—Submitted by a student


Posted February 16, 2012

Are you kidding me? This is a great school if you just stepped out of the Bronx or one of those parts of Detroit that even the cops don't go to at night. You walk in the building and suddenly feel like you just stepped into the movie Dangerous Minds or some of the others like that. The curriculum is way behind where they should be. My kid is a junior and she says that they are doing things in her algebra class that she had done in 6th grade. She also says that the teachers can't teach and some of them just sit there and do nothing during the whole class because the thugs and hoodlums run the school and won't allow the teachers to be heard.
—Submitted by a parent


Posted February 9, 2012

Ball High is a great place to work! This is my first year working at a school and it is my pleasure to let the community know what a great place Ball is. I graduated form Ball High in 1998 and feel like it has only improved since then. We have an awesome new Principal with a great team of Administrators and Teachers backing him up. The faculty and staff love what they do and give each child the opportunity to reach their long term goals.
—Submitted by a teacher


Posted April 10, 2010

Ball High has a lot to offer you acedemically, socially and physially. I highly recommend it.
—Submitted by a parent


Posted April 9, 2010

As a student of this school I think i can give the best review or opinon. This school is most importantly school spirited! If your child does sports or is interested in them this is the quickest way to make friends and have fun. As far as the educational reviews, the teachers are just like any other teacher at any other school in the united states. They give you the opportunity to learn and the tools you need to succeed it's up to the students to excel in acedemics this school prepares you for any educational road that lies ahead and offers the most fun on the way. I love this school and the people who attend I thikn it is a great choice as far as High schools in Galveston!
—Submitted by a student


Posted January 28, 2010

I have 2 children at Ball High, both in the STEM Academy. It appears that smart kids from academically motivated families can get a good education. The teachers in the STEM Academy are highly motivated and supportive. The word on Ball High is that if you are a high achiever or have special needs, it is a great school (5 stars). If you are in the middle of the pack, not so much (2-3 stars?). I think that there is some truth in that. It is very diverse and the school pride is strong. Some in Galveston are working hard to improve the schools but there are many entrenched obstacles to overcome. I believe that the superintendent is excellent as are the Ball High Principal and Athletic Director. My kids have gone through GISD from the beginning and are doing well. I hope more people will consider GISD for their kid's.
—Submitted by a parent


Posted October 3, 2009

Actually, I do not love the schools here. Mnay of the teachers are burned out, neither give nor receive respect, and are teaching in outdated methods. But they just started an organic garden at Ball High and I want to encourage that. Ball High needs a huge kick in the butt to be innovative!!!
—Submitted by a parent


Posted September 2, 2008

I have 3 children who have graduated from this school. The 2008 graduate is an excellent student and received many scholarships based on her academic performance. She got an excellent education in math and writing in particular. There are many AP classes to choose from so she had 20 college credits when she graduated. Ball High offers an excellent education or a mediocre one. It depends on the child's level of motivation.
—Submitted by a parent


Posted August 2, 2008

there are some good teachers but some are awful. there are lots of fights and isnt very safe among the students
—Submitted by a student


Posted June 20, 2008

This is okay acemdicly but the kids are really bad. theres too much fighting and sitractions and it use to be a really great school a few years back but not so much anymore.
—Submitted by a student


Posted May 24, 2008

Ball High was recently ranked in the top 1300 high schools in the country. My son is a junior this year. Ball High has had some struggles during his time there with leadership and administration. But my son has had excellent teachers and taken several AP classes. It is not true what some reviewers have written that only sports or football extracurricular activities are available. There are many clubs and other activities. For example, the Debate team has done well recently. They have marching band, jazz band and choir. They have theater arts, community service clubs, etc. If you want to get involved outside of class you can find a way. Parent involvement could definitely improve.
—Submitted by a parent


Posted January 16, 2008

I went to Ball and have a student currently going to Ball. I know that the school has had some problems, but even 'rich' school districts have the same problems. As for after school activities, I have not seen so many ever before. The school partners with UTMB, Galveston College, to offer students programs that no other schools districts this size could even get close too. The campus is by no means overcrowded. The district is shrinking because of high cost of living on the island. Yes students are probably exposed to things I would not like them to be exposed too. But that will happen at any school. Students at even some the most prestigious prep schools get exposed to things that they shouldn t. I believe that school and the district is in difficult place right now, but they have handled it well.
—Submitted by a parent


Posted November 16, 2007

Ball high offers the kids who want to go to college good education, but Ball high has been downgrading standards due to overcrowding classes and a very tight schedule, which can be very stressful for some teachers. Only extra curricular activities are sports. There are hardly any organizations and clubs. Ball will need to get its good reputation back that they had several years ago. Administration is very weak here.
—Submitted by a parent


Posted November 6, 2007

This school has a mostly great group of teachers who daily try to educate the students.
—Submitted by a parent


Posted October 5, 2007

As for extracurricular activites, if you mean football, great! Everything else: don't bother. There were some really great teachers here for years, but they are getting out as fast as they can because of the deplorable administration we have had for the last 6-7 years. If you decide to move to Galveston, make sure your job pays enough that you can afford private school tuition or home school. Really!
—Submitted by a parent


Posted September 20, 2007

Throughout my life many people have helped to mold and shape my future as well as my present These are the people that make us who we are today. I am simply talking about one person in particular, a teacher who changes lives every day without even sometimes realizing it. I observed a teacher by the name of Dettrick Gordwin do this in a very unique way he is a teacher at Ball high. This young man communicates effectively and fosters a desire to learn. I believe these two characteristics are important for students to have because despite what problems they encounter or what situation they are in, the ability to communicate effectively will help them through out the rest of there lives. So a big thumbs up to Mr. Dettrick Gordwin.
—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 89% in 2011.

431 students were tested at this school in 2011.

2011

 
 
84%

2010

 
 
89%
Math

The state average for Math was 70% in 2011.

430 students were tested at this school in 2011.

2011

 
 
64%

2010

 
 
60%
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 91% in 2011.

440 students were tested at this school in 2011.

2011

 
 
87%

2010

 
 
89%
Math

The state average for Math was 74% in 2011.

438 students were tested at this school in 2011.

2011

 
 
67%

2010

 
 
66%
Science

The state average for Science was 76% in 2011.

431 students were tested at this school in 2011.

2011

 
 
70%

2010

 
 
69%
Social Studies

The state average for Social Studies was 93% in 2011.

432 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
92%
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 95% in 2013.

340 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
93%

2011

 
 
91%

2010

 
 
90%
Math

The state average for Math was 89% in 2013.

341 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
86%

2011

 
 
85%

2010

 
 
86%
Science

The state average for Science was 95% in 2013.

339 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
93%

2011

 
 
88%

2010

 
 
89%
Social Studies

The state average for Social Studies was 98% in 2013.

340 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
97%

2011

 
 
98%

2010

 
 
95%
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 Students93%
Female98%
Male89%
Black or African American92%
Asiann/a
Hispanic92%
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged91%
Special education45%
Limited English proficient (LEP)n/a

Math

All Students86%
Female91%
Male83%
Black or African American81%
Asiann/a
Hispanic83%
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged84%
Special education35%
Limited English proficient (LEP)n/a

Science

All Students94%
Female95%
Male92%
Black or African American92%
Asiann/a
Hispanic92%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged91%
Special education53%
Limited English proficient (LEP)n/a

Social Studies

All Students98%
Female97%
Male98%
Black or African American96%
Asiann/a
Hispanic98%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged97%
Special education79%
Limited English proficient (LEP)n/a
Scale: % meeting or exceeding standards

About the tests


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

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 Unacceptable".
  • In 2008-2009, this school was rated "Academically Unacceptable".

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

Algebra I

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

206 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
51%
Algebra II

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

163 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
n/a
Biology I

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

462 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
78%
Chemistry

The state average for Chemistry was 84% in 2013.

404 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
n/a
English I Reading

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

540 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
55%
English I Writing

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

546 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
45%
English II Reading

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

416 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
n/a
English II Writing

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

414 students were tested at this school in 2013.

2013

 
 
41%

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.

495 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
93%
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.

509 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
71%
World History

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

410 students were tested at this school in 2013.

2013

 
 
63%

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

Algebra I

All Students41%
Female46%
Male37%
Black or African American40%
Asiann/a
Hispanic35%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White55%
Economically disadvantaged39%
Not economically disadvantaged48%
Special education13%
Not special education46%
Limited English proficient (LEP)25%
Proficient in English43%
Migrantn/a
Non-migrant41%
Gifted/talentedn/a
Non-Gifted41%
Bilingualn/a

Algebra II

All Students96%
Female99%
Male94%
Black or African American100%
Asian100%
Hispanic92%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White97%
Economically disadvantaged93%
Not economically disadvantaged99%
Special educationn/a
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English96%
Migrantn/a
Non-migrant96%
Gifted/talented100%
Non-Gifted95%
Bilingualn/a

Biology I

All Students71%
Female74%
Male68%
Black or African American57%
Asiann/a
Hispanic71%
Multiracial80%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White82%
Economically disadvantaged63%
Not economically disadvantaged85%
Special education13%
Not special education75%
Limited English proficient (LEP)53%
Proficient in English72%
Migrantn/a
Non-migrant71%
Gifted/talented100%
Non-Gifted69%
Bilingualn/a

Chemistry

All Students74%
Female74%
Male73%
Black or African American60%
Asian100%
Hispanic71%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White84%
Economically disadvantaged68%
Not economically disadvantaged84%
Special education31%
Not special education76%
Limited English proficient (LEP)43%
Proficient in English75%
Migrantn/a
Non-migrant74%
Gifted/talented97%
Non-Gifted72%
Bilingualn/a

English I Reading

All Students55%
Female65%
Male45%
Black or African American45%
Asian100%
Hispanic51%
Multiracial82%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White68%
Economically disadvantaged46%
Not economically disadvantaged71%
Special education5%
Not special education59%
Limited English proficient (LEP)19%
Proficient in English58%
Migrantn/a
Non-migrant55%
Gifted/talented100%
Non-Gifted52%
Bilingualn/a

English I Writing

All Students36%
Female43%
Male31%
Black or African American25%
Asian88%
Hispanic33%
Multiracial55%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White51%
Economically disadvantaged28%
Not economically disadvantaged52%
Special education0%
Not special education39%
Limited English proficient (LEP)12%
Proficient in English39%
Migrantn/a
Non-migrant36%
Gifted/talented96%
Non-Gifted33%
Bilingualn/a

English II Reading

All Students64%
Female68%
Male61%
Black or African American46%
Asian63%
Hispanic61%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White81%
Economically disadvantaged55%
Not economically disadvantaged79%
Special education5%
Not special education67%
Limited English proficient (LEP)21%
Proficient in English67%
Migrantn/a
Non-migrant64%
Gifted/talented93%
Non-Gifted62%
Bilingualn/a

English II Writing

All Students41%
Female45%
Male37%
Black or African American20%
Asian50%
Hispanic36%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White61%
Economically disadvantaged30%
Not economically disadvantaged59%
Special education0%
Not special education43%
Limited English proficient (LEP)0%
Proficient in English44%
Migrantn/a
Non-migrant41%
Gifted/talented89%
Non-Gifted37%
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 Students79%
Female83%
Male75%
Black or African American68%
Asian100%
Hispanic81%
Multiracial90%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White83%
Economically disadvantaged73%
Not economically disadvantaged89%
Special education30%
Not special education81%
Limited English proficient (LEP)64%
Proficient in English80%
Migrantn/a
Non-migrant79%
Gifted/talented100%
Non-Gifted78%
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 Students59%
Female59%
Male59%
Black or African American47%
Asian100%
Hispanic54%
Multiracial82%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White75%
Economically disadvantaged47%
Not economically disadvantaged81%
Special education13%
Not special education63%
Limited English proficient (LEP)24%
Proficient in English62%
Migrantn/a
Non-migrant59%
Gifted/talented100%
Non-Gifted57%
Bilingualn/a

World History

All Students63%
Female61%
Male65%
Black or African American49%
Asian75%
Hispanic58%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White77%
Economically disadvantaged55%
Not economically disadvantaged76%
Special education5%
Not special education66%
Limited English proficient (LEP)30%
Proficient in English65%
Migrantn/a
Non-migrant63%
Gifted/talented93%
Non-Gifted61%
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

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Hispanic 46% 52%
White 28% 29%
Black 23% 13%
American Indian/Alaska Native 1% 0%
Asian or Pacific Islander 1% 4%
Two or more races 1% 2%
Hawaiian Native/Pacific Islander N/A 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 6%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 6%N/AN/A
Source: CRDC, 2011-2012

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School basics

School Leader's name
  • JOE PILLAR
Fax number
  • (409) 766-5738

Resources

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

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P O Box 660
Galveston, TX 77553
Website: Click here
Phone: (409) 766-5715

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