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Teacher quality
Principal leadership
Parent involvement
I think it's interesting that no one has rated this school since 2010. It is sad that 90% of the people (parents and students) that I talk to have a very poor opinion of this school and the principal. GISD needs to make some changes so we'll quit losing great families because of Webb.
—Submitted by a parent
I am a 6th grader at Webb this year. There is constant fighting, bad language, and disrespect to the teachers. I have even seen a teacher use bad language toward a student. It is very overcrowded and uncomfortable. There are a couple of excellent teachers, but most are not. Going to this school has made me not look forward to every morning. I will not be returning to Webb next year.
This school is pretty unorganized and they need some change. Well this school is pretty old they don't have any good activities for the children that is one reason why im moving my child to sellers middle school.
—Submitted by a parent
This is a very old school and could use some updating. The lighting is very dim and the funiture is very old. The teaching staff way of thinking is just as old as the building. They don't have any new programs or activities for the children.
—Submitted by a parent
Webb gave my son an excellent education . He is well rounded and doing well. Everyone wants to go to Webb and it is over crowded. 17 teachers are on carts moving from class to class. Webb almost made Exempliary this year. I am sure there must be a lot of good things going on to have those results. I do not think Webb is the place to be if you want spoon feeding. However, my sister's child also went to Webb and she was happy with the extra help her child received.
—Submitted by a parent
webb is so awesome i am in 6 grade and in theatre arts it is so fun the teachers are so supportive
—Submitted by a student
The best way to describe the education my child is getting is eh. I don't see her challenged at all. I don't think kids will be well prepared for high school. Choir is great. Staff cares way too much about dress code, once making my daughter change out of her green shirt because it was sewn with gold thread. School colors are green and gold. The kids kind of scare me and seem really tough but my niece started there after coming from another country and she was quickly befriended. Principal reminds me more of a political than a school official. I never feel comfortable in the office. I feel more like I am bothering the staff. Needs a lot of improvement.
—Submitted by a parent
I am currently attending Webb as a 6th grader, they have AWESOME teachers and everyone is very cool.
—Submitted by a student
i am a sophomore at naaman but webb was some of my best times i have ever had in school. the teachers are awesome they help you out when you need help in a class. and when a parent has a question the staff is nice and polite. mr. Parker is the best! his class was so fun. especially if you were in his a club he made u feel like u actually accomplished something by doing good in school which is why almost everyone in his class had a good grade. if you want your son/daughter to have a great education just look at webb's taks scores and you will see that the teachers and staff do there job. and it was fun when we had spirit day and faculty games.
its okay. But the teachers mostly care about TAKS. they are pretty nice though.....
—Submitted by a parent
All of the school is, okay. But male students should not have to cut their hair when a little longer than their collar,but at the school it is called 'distracting' if so, then a female with long hair should be distracting, but it is not. This rule is not part of GISD rules, it is a rule of the school itself which should be vetoed by the students. The teachers also have barely any control over the students, the teachers always put down on the students, the belts are not allowed to be any other color than black or brown now, causing lots of difficulties with dress code, teachers spend most time focused on dress code wasting the time the students have to complete the given work. The desks in the classroom also have obscene words and/or gestures, all desks should be newly replaced.
—Submitted by a student
This school does not praise the children. Teachers act like they could care less as long as the tests scores are good. Their only concern is TAKS scores and how they are seen by the district. What about our childrens futures? Test scores do not make it in the 'real' world as an adult. These kids are in for a rude awakening unless we speak up and do something about the lack of education being given to our kids. Our school tax dollars pay for what?
—Submitted by a parent
it's not that great. although the athletic program is good the educational isn't
—Submitted by a parent
I am a student at this school and find this school very unlively and poor in quality. The teachers do not give a 100% at all times and we rarely do hands-on activities. Some teacher put you down. I am asking my parents to switch to a different school because I am very unpleased with this school.
—Submitted by a student
I find that Webb's lack of proper leadership has allowed the teachers to decay into a state of only putting out the minimal amount effort to get the children through school. Their lack of compassion and understanding puts undue emotional strain on the students. The '...holier than thou...' attitude of the principal towards students and parents does not make for a good learning environment. This school is a factory which churns out substandard students.
—Submitted by a parent
Overall, one of the best in Garland ISD middle schools. Nearly all of the teaching faculty are dedicated, competent and striving to do their best. Substitute teachers (Usually chosen by the regular teachers) called in for the regular faculty are usually the best in the district.The administration seems to keep on top of things with potential problems mostly avoided. The lunches are some of the best in the district. Supervision of the children seems good and fair.
—Submitted by a parent
I concur that it is an easy curriculum, even in the so-called Honors area. There is virtually no homework given. GISD does not do well with ADHD issues; I had one teacher tell me they didn't 'believe' in it! Safety has been a primary concern for my child, even while walking the corridors or waiting for rides immediately after school. Students are not encouraged to participate fully in the school activities. My child is not affected, but in my view, it's a popularity contest based on the teacher's opinions, as to whether or not the child is invited to participate. Resting on its past laurels when it was first founded in the '80s.? Needs new leadership? All of the above!
—Submitted by a parent
Working with the teachers has been a little tricky at times. I feel that we've been spending the majority of our time monitoring dress code and not really getting to the work that is needed to prepare my daughter for high school. Granted, she has a few challenges that have presented issues with few resolutions. I believe she is ADHD. There doesn't appear to be a clear planned strategy for handling students with this condition. There are teachers who are willing to work with parents to resolve issues upfront to prevent larger issues. I really appreciate those. Over all the music, art and extracurricular activities are well faciliated.
—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.
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 state average for Math was 83% in 2011.
377 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 84% in 2011.
380 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for Math was 81% in 2011.
390 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 86% in 2011.
389 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Writing was 94% in 2011.
384 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for Math was 73% in 2011.
393 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 85% in 2011.
394 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 79% in 2011.
393 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Social Studies was 95% in 2011.
392 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
| All Students | 87% |
| Female | 88% |
| Male | 87% |
| Black or African American | 68% |
| Asian | 94% |
| Hispanic | 90% |
| American Indian or Alaska Native | n/a |
| White | 90% |
| Economically disadvantaged | 83% |
| Not economically disadvantaged | 92% |
| Special education | 60% |
| Not special education | 89% |
| Limited English proficient (LEP) | 91% |
| Proficient in English | 86% |
| Migrant | n/a |
| Non-migrant | 87% |
| Gifted/talented | 100% |
| All Students | 92% |
| Female | 94% |
| Male | 90% |
| Black or African American | 90% |
| Asian | 94% |
| Hispanic | 91% |
| American Indian or Alaska Native | n/a |
| White | 92% |
| Economically disadvantaged | 89% |
| Not economically disadvantaged | 95% |
| Special education | 68% |
| Not special education | 94% |
| Limited English proficient (LEP) | 84% |
| Proficient in English | 93% |
| Migrant | n/a |
| Non-migrant | 92% |
| Gifted/talented | 100% |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. 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
| All Students | 82% |
| Female | 84% |
| Male | 79% |
| Black or African American | 58% |
| Asian | 94% |
| Hispanic | 80% |
| American Indian or Alaska Native | n/a |
| White | 90% |
| Economically disadvantaged | 76% |
| Not economically disadvantaged | 88% |
| Special education | 50% |
| Not special education | 84% |
| Limited English proficient (LEP) | 53% |
| Proficient in English | 83% |
| Migrant | n/a |
| Non-migrant | 82% |
| Gifted/talented | 83% |
| All Students | 87% |
| Female | 88% |
| Male | 86% |
| Black or African American | 73% |
| Asian | 97% |
| Hispanic | 83% |
| American Indian or Alaska Native | n/a |
| White | 94% |
| Economically disadvantaged | 82% |
| Not economically disadvantaged | 93% |
| Special education | 52% |
| Not special education | 89% |
| Limited English proficient (LEP) | 53% |
| Proficient in English | 88% |
| Migrant | n/a |
| Non-migrant | 87% |
| Gifted/talented | 83% |
| All Students | 97% |
| Female | 97% |
| Male | 97% |
| Black or African American | 93% |
| Asian | 100% |
| Hispanic | 98% |
| American Indian or Alaska Native | n/a |
| White | 97% |
| Economically disadvantaged | 96% |
| Not economically disadvantaged | 98% |
| Special education | 86% |
| Not special education | 98% |
| Limited English proficient (LEP) | 86% |
| Proficient in English | 97% |
| Migrant | n/a |
| Non-migrant | 97% |
| Gifted/talented | 100% |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. 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
| All Students | 90% |
| Female | 90% |
| Male | 90% |
| Black or African American | 81% |
| Asian | 95% |
| Hispanic | 89% |
| American Indian or Alaska Native | n/a |
| White | 92% |
| Economically disadvantaged | 89% |
| Not economically disadvantaged | 92% |
| Special education | 65% |
| Not special education | 91% |
| Limited English proficient (LEP) | 85% |
| Proficient in English | 90% |
| Migrant | n/a |
| Non-migrant | 90% |
| Gifted/talented | 100% |
| All Students | 97% |
| Female | 99% |
| Male | 95% |
| Black or African American | 96% |
| Asian | 98% |
| Hispanic | 95% |
| American Indian or Alaska Native | n/a |
| White | 98% |
| Economically disadvantaged | 96% |
| Not economically disadvantaged | 98% |
| Special education | 89% |
| Not special education | 97% |
| Limited English proficient (LEP) | 77% |
| Proficient in English | 98% |
| Migrant | n/a |
| Non-migrant | 97% |
| Gifted/talented | 100% |
| All Students | 88% |
| Female | 89% |
| Male | 88% |
| Black or African American | 75% |
| Asian | 92% |
| Hispanic | 86% |
| American Indian or Alaska Native | n/a |
| White | 94% |
| Economically disadvantaged | 86% |
| Not economically disadvantaged | 91% |
| Special education | 67% |
| Not special education | 89% |
| Limited English proficient (LEP) | 69% |
| Proficient in English | 90% |
| Migrant | n/a |
| Non-migrant | 88% |
| Gifted/talented | 100% |
| All Students | 99% |
| Female | 99% |
| Male | 100% |
| Black or African American | 100% |
| Asian | 100% |
| Hispanic | 99% |
| American Indian or Alaska Native | n/a |
| White | 99% |
| Economically disadvantaged | 100% |
| Not economically disadvantaged | 99% |
| Special education | 100% |
| Not special education | 99% |
| Limited English proficient (LEP) | 100% |
| Proficient in English | 99% |
| Migrant | n/a |
| Non-migrant | 99% |
| Gifted/talented | 100% |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. 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
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
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
Asian
Hispanic
White
All students
Economically disadvantaged
Not economically disadvantaged
Special education
Not special education
English language learners
Proficient in English
Non-migrant
Gifted/talented
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 36% | 34% | ||
| Hispanic | 27% | 48% | ||
| Black | 19% | 14% | ||
| Asian/Pacific Islander | 18% | 4% | ||
| American Indian/Alaska Native | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Special education | 10% | N/A | 10% |
| Gifted/talented students | 3% | N/A | 8% |
| Limited English proficient (LEP) | 8% | N/A | 17% |
| Economically disadvantaged | 39% | N/A | 55% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 17 | N/A | 15 |
| This school | District average | State average | |
|---|---|---|---|
| Beginning teachers | 8% | N/A | 8% |
| 1 to 5 years | 41% | N/A | 30% |
| 6 to 10 years | 22% | N/A | 20% |
| 11 to 20 years | 15% | N/A | 23% |
| 21 or more years | 15% | N/A | 19% |
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1610 Spring Creek
Garland,
TX 75042
Website: Click here
Phone: (972) 675-3080
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