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GreatSchools Rating

Webb Middle School

Public | 6-8 | 1199 students

 

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Last modified
Community Rating

3 stars

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

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23 reviews of this school


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Posted November 18, 2013

A student stated a stranger walked up to him in the hall way at Webb Middle School after lunch today November 18, 2013; the stranger said, Hello to the student. Student reported he spoke back to the stranger; the stranger begin talking in a loud voice asking him What class he was going to? Student reported he informed the stranger he was going to his 4th period classroom. Student reported the stranger stated in a bad voice; I don t know you and I don t want to know you; so, quit playing with me and tell me what period you are in. Student reported he was treated with disrespect and put into RAC for punishment by one of the assistant principals at Webb Middle School. Student stated he was informed to run to his 4th period class to retrieve his back pack. Student reported the assistant principle told him if he was not back under one-minute she was going to suspend him for three-days. Student reported his back pack was in the 4th period classroom that he was going to after lunch when he was approached by the stranger. Student then reported while he was retrieving his back pack out of his 4th period classroom the stranger walked into the class smiling and said, Have fun in RAC.


Posted September 18, 2013

We are new to the GISD. Shortly after starting school, our daughter had to make some immediate meal changes that are paramount to her safe health. The kitchen personnel and nurse were supportive and instrumental in ensuring our daughter meets the medical food requirements. Very very impressive! These teachers definitely care about the health and safety of their kids and this brief encounter, was priceless, superb and exceptional, exceeds my expectations beyond words! I'm immensely impressed!!! Additionally, her math teacher took a few moments to call me at home and educate me on the missing assignments and offered tutorials available. Wow! It would be easier to let struggling kids fail, but instead this math teacher has the desire to see and help each student succeed! Thank you! Especially when there are many parents who are not strong enough to help our own kids in AP Math.
—Submitted by a parent


Posted May 16, 2013

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


Posted December 15, 2010

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.


Posted November 24, 2010

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


Posted June 30, 2010

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


Posted June 17, 2010

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


Posted March 30, 2010

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


Posted March 2, 2010

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


Posted October 31, 2009

I am currently attending Webb as a 6th grader, they have AWESOME teachers and everyone is very cool.
—Submitted by a student


Posted June 25, 2009

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.


Posted April 4, 2009

its okay. But the teachers mostly care about TAKS. they are pretty nice though.....
—Submitted by a parent


Posted August 26, 2008

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


Posted January 15, 2008

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


Posted September 22, 2007

it's not that great. although the athletic program is good the educational isn't
—Submitted by a parent


Posted September 21, 2007

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


Posted November 14, 2006

only the athletics are good
—Submitted by a former student


Posted October 3, 2006

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


Posted May 21, 2006

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


Posted May 10, 2006

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


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.

380 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
91%
Math

The state average for Math was 83% in 2011.

377 students were tested at this school in 2011.

2011

 
 
87%

2010

 
 
85%
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.

389 students were tested at this school in 2011.

2011

 
 
87%

2010

 
 
93%
Math

The state average for Math was 81% in 2011.

390 students were tested at this school in 2011.

2011

 
 
82%

2010

 
 
84%
Writing

The state average for Writing was 94% in 2011.

384 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
98%
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.

394 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
98%
Math

The state average for Math was 73% in 2011.

393 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
93%
Science

The state average for Science was 79% in 2011.

393 students were tested at this school in 2011.

2011

 
 
88%

2010

 
 
90%
Social Studies

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

392 students were tested at this school in 2011.

2011

 
 
99%

2010

 
 
98%
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 Students92%
Female94%
Male90%
Black or African American90%
Asian94%
Hispanic91%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged89%
Not economically disadvantaged95%
Special education68%
Not special education94%
Limited English proficient (LEP)84%
Proficient in English93%
Migrantn/a
Non-migrant92%
Gifted/talented100%

Math

All Students87%
Female88%
Male87%
Black or African American68%
Asian94%
Hispanic90%
American Indian or Alaska Nativen/a
White90%
Economically disadvantaged83%
Not economically disadvantaged92%
Special education60%
Not special education89%
Limited English proficient (LEP)91%
Proficient in English86%
Migrantn/a
Non-migrant87%
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 Students87%
Female88%
Male86%
Black or African American73%
Asian97%
Hispanic83%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged82%
Not economically disadvantaged93%
Special education52%
Not special education89%
Limited English proficient (LEP)53%
Proficient in English88%
Migrantn/a
Non-migrant87%
Gifted/talented83%

Math

All Students82%
Female84%
Male79%
Black or African American58%
Asian94%
Hispanic80%
American Indian or Alaska Nativen/a
White90%
Economically disadvantaged76%
Not economically disadvantaged88%
Special education50%
Not special education84%
Limited English proficient (LEP)53%
Proficient in English83%
Migrantn/a
Non-migrant82%
Gifted/talented83%

Writing

All Students97%
Female97%
Male97%
Black or African American93%
Asian100%
Hispanic98%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged96%
Not economically disadvantaged98%
Special education86%
Not special education98%
Limited English proficient (LEP)86%
Proficient in English97%
Migrantn/a
Non-migrant97%
Gifted/talented100%
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students97%
Female99%
Male95%
Black or African American96%
Asian98%
Hispanic95%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged96%
Not economically disadvantaged98%
Special education89%
Not special education97%
Limited English proficient (LEP)77%
Proficient in English98%
Migrantn/a
Non-migrant97%
Gifted/talented100%

Math

All Students90%
Female90%
Male90%
Black or African American81%
Asian95%
Hispanic89%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged89%
Not economically disadvantaged92%
Special education65%
Not special education91%
Limited English proficient (LEP)85%
Proficient in English90%
Migrantn/a
Non-migrant90%
Gifted/talented100%

Science

All Students88%
Female89%
Male88%
Black or African American75%
Asian92%
Hispanic86%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged86%
Not economically disadvantaged91%
Special education67%
Not special education89%
Limited English proficient (LEP)69%
Proficient in English90%
Migrantn/a
Non-migrant88%
Gifted/talented100%

Social Studies

All Students99%
Female99%
Male100%
Black or African American100%
Asian100%
Hispanic99%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged100%
Not economically disadvantaged99%
Special education100%
Not special education99%
Limited English proficient (LEP)100%
Proficient in English99%
Migrantn/a
Non-migrant99%
Gifted/talented100%
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 71% in 2013.

368 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
86%
Math

The state average for Math was 74% in 2013.

362 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
86%
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.

350 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
86%
Math

The state average for Math was 71% in 2013.

335 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
81%
Writing

The state average for Writing was 70% in 2013.

345 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
79%
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.

373 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
85%
Math

The state average for Math was 77% in 2013.

239 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
87%
Science

The state average for Science was 75% in 2013.

364 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
82%
Social Studies

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

366 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
77%
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.

125 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 Students80%
Female79%
Male80%
Black or African American79%
Asian85%
Hispanic77%
Multiracial64%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White82%
Economically disadvantaged74%
Not economically disadvantaged90%
Special education48%
Not special education82%
Limited English proficient (LEP)57%
Proficient in English85%
Migrantn/a
Non-migrant80%
Gifted/talented100%
Non-Gifted79%
Bilingualn/a

Math

All Students81%
Female80%
Male82%
Black or African American71%
Asian90%
Hispanic78%
Multiracial80%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged77%
Not economically disadvantaged87%
Special education54%
Not special education83%
Limited English proficient (LEP)74%
Proficient in English83%
Migrantn/a
Non-migrant81%
Gifted/talented100%
Non-Gifted80%
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 Students85%
Female88%
Male81%
Black or African American83%
Asian86%
Hispanic80%
Multiracial71%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged80%
Not economically disadvantaged90%
Special education52%
Not special education87%
Limited English proficient (LEP)50%
Proficient in English88%
Migrantn/a
Non-migrant85%
Gifted/talented100%
Non-Gifted84%
Bilingualn/a

Math

All Students77%
Female81%
Male74%
Black or African American67%
Asian90%
Hispanic70%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White83%
Economically disadvantaged75%
Not economically disadvantaged81%
Special education35%
Not special education80%
Limited English proficient (LEP)50%
Proficient in English79%
Migrantn/a
Non-migrant77%
Gifted/talented100%
Non-Gifted77%
Bilingualn/a

Writing

All Students77%
Female82%
Male72%
Black or African American71%
Asian85%
Hispanic70%
Multiracial86%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged72%
Not economically disadvantaged85%
Special education38%
Not special education80%
Limited English proficient (LEP)29%
Proficient in English81%
Migrantn/a
Non-migrant77%
Gifted/talented100%
Non-Gifted77%
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%
Female95%
Male83%
Black or African American84%
Asian86%
Hispanic89%
Multiracial88%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White94%
Economically disadvantaged85%
Not economically disadvantaged93%
Special education57%
Not special education91%
Limited English proficient (LEP)25%
Proficient in English90%
Migrantn/a
Non-migrant89%
Gifted/talented93%
Non-Gifted89%
Bilingualn/a

Math

All Students82%
Female81%
Male84%
Black or African American68%
Asian93%
Hispanic83%
Multiracial80%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged80%
Not economically disadvantaged86%
Special education75%
Not special education83%
Limited English proficient (LEP)n/a
Proficient in English82%
Migrantn/a
Non-migrant82%
Gifted/talentedn/a
Non-Gifted82%
Bilingualn/a

Science

All Students84%
Female82%
Male85%
Black or African American76%
Asian94%
Hispanic79%
Multiracial75%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged78%
Not economically disadvantaged90%
Special education56%
Not special education85%
Limited English proficient (LEP)n/a
Proficient in English84%
Migrantn/a
Non-migrant84%
Gifted/talented100%
Non-Gifted83%
Bilingualn/a

Social Studies

All Students78%
Female78%
Male79%
Black or African American62%
Asian92%
Hispanic76%
Multiracial88%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White82%
Economically disadvantaged70%
Not economically disadvantaged87%
Special education55%
Not special education80%
Limited English proficient (LEP)n/a
Proficient in English78%
Migrantn/a
Non-migrant78%
Gifted/talented100%
Non-Gifted77%
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%
Asian100%
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged100%
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant100%
Gifted/talented100%
Non-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 "Recognized".
  • In 2008-2009, this school was rated "Recognized".

About the tests


Texas uses Accountability Ratings to indicate the overall performance of each school and district. The ratings are based on TAKS test results, dropout rates for grades 7 and 8 and school completion rates for grades 9 through 12. Schools and districts rated under standard accountability procedures are designated as Exemplary, Recognized, Academically Acceptable or Academically Unacceptable. Schools and districts rated under alternative education accountability (AEA) procedures are designated as either AEA: Academically Acceptable or AEA: Academically Unacceptable.

Source: Texas Education Agency

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
White 31% 31%
Hispanic 28% 50%
Asian 19% 3%
Black 19% 13%
Two or more races 2% 2%
American Indian/Alaska Native 0% 0%
Hawaiian Native/Pacific Islander 0% 0%
Source: NCES, 2010-2011

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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Arts & music

Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing and written arts
  • 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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School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

School basics

School Leader's name
  • Mr Jim Lewis
Fax number
  • (972) 675-3089

Programs

Foreign languages taught
  • Spanish

Resources

Staff resources available to students
  • School social worker/counselors(s)
Extra learning resources offered
  • Title I Schoolwide program (SWP)
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
Girls sports
  • Basketball
  • Cheerleading

Arts & music

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

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1610 Spring Creek
Garland, TX 75042
Website: Click here
Phone: (972) 675-3080

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