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GreatSchools Rating

Georgetown High School

Public | 9-12 | 2263 students

 
 

Last modified
Community Rating

3 stars

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

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16 reviews of this school


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Posted October 12, 2013

Way over-rated. It once was a blue ribbon school, but not anymore . Poor college prep programs. The teachers are doing their best with a "skeleton crew " due to how poor this district has become. The board thought they could save GHS by sending all the poor kids to Eastview, but it hasn't helped. Take my advise, this is school is a poor investment for your children, and your home.
—Submitted by a parent


Posted June 8, 2011

This school is such a mess. They turn a blind eye & a deaf ear to Juvenile Delinquents, all the while, Punishing Good kids who work hard & earn good,even exemplary grades, for being Stupid Once! They have children do the punishment set forth by the school & Say all is A-OK, nothing further is required... Then turn the children over to the authorities, where the children are then Branded as Trouble making Gang Members(insert loud cough) & are placed on Probation etc. & treated like your common Criminal. Yeah, now That's the way to get children to Want to Stay in School...Kicking them while they are down. Schools have Too Much Power!


Posted March 29, 2011

I second the comment on the band program. I have seen that happen, in certain sections, first hand. In fact, from what I understand in one instance the private lessons were even being taught by a band tech paid by GPAA. He was let go last month for that.......but the issue still remains. You PAY, or you don't play.....well, you don't get very good positions anyway. I sure wish that I knew how to get in touch with the parent that made the previous comment. If we would all stand together, maybe we could change what is happening to our children. Trust me.......my voice has been heard! But, I am only one........
—Submitted by a parent


Posted March 9, 2011

School says it is no tolerance for bullies but do nothing but turn their heads to issues. Teachers are being laid off while expensive sports projects and administration is left alone. All extra programs are PAY or get left behind! Forget about NO CHILD LEFT BEHIND! Band programs want parents to play to pay and then expect private lessons or your child is left behind. Band teachers don't teach each day and don't teach all bands at high school levels. Other athletic programs select only those who pay big $$ to play outside and inside of school. Very dissatisfied.
—Submitted by a parent


Posted March 23, 2010

School district and especially the high school have taken a dramatic turn for the worse in the last 3 years. Administration places very little emphasis on preparing the kids for life after high school. Little discipline or high standards. Very disappointed in the education my two kids received.
—Submitted by a teacher


Posted November 9, 2008

It is crowded, and moving the 9th graders was part of the plan to aleviate that crowding by taking ovre the old ninth grade center next door. Give them a break, this was the first year and I'm sure bugs are still being worked out. Academics are just as important as football at Georgetown. The new 9th grade center is only the first phase in a building a second,new high school and will be added to as Gtown reaches set population marks. My kids aren't athletic, and find plenty of activities to participate in. And the school is quite receptive to sponsoring new clubs if the kids suggest them. My kid is a senior, and every year there has been a new activity added. We have a new principal and he is very open to concerns and suggestions.
—Submitted by a parent


Posted November 7, 2008

crowded, they have a great new building, but only for 9th graders,,,,guess football is more important than academics. Sports are great, but in Georgetown, its sports or die.
—Submitted by a parent


Posted July 17, 2008

I was a student at Georgetown High School and I had a chance to get to know some of the best teachers in the world there. However I did encounter some problems with the administration.
—Submitted by a student


Posted June 8, 2008

I have been very impressed with Randy Wiesenger as he is very knowledgeable and maintains an open door policy with all of the parents. The administrative team was very helpful to us as parents.


Posted May 27, 2008

We moved to Gtown from the Austin area, where our sons attended private school until 8th grade. We visited several area school districts before finding Gtown right up the road. The principals and counselors were friendly, honest and helpful. They are truly committed to educating EVERY child, not just the high achievers. I have two sons, a high achiever and a less ambitious child. I would not have worried about my high achiever, because I know he is also a self starter who would flourish anywhere, but at GHS, both sons have been able to find their way. GHS offers AP and ACC classes to any student that wants to try, and provides a caring, supportive environment that values the kid. Both boys are on track to graduate early, and are educated and self-assured. (And 11 million for a football stadium to replace a 50-yr-old field is a small price).
—Submitted by a parent


Posted May 19, 2008

School spends too much on football, 11million for new stadium. Dress code not inforced, current location over crowded, too many gangs. Some great teachers, some should be terminated.
—Submitted by a parent


Posted February 4, 2008

The teachers are very good for the most part, but the administration is definitely lacking in knowledge about how to make a great school. Their main concern is for the lowest achieving students. They do very little for the high achieving students.
—Submitted by a parent


Posted April 6, 2007

My Family moved out of Georgetown for employment. Talk about not knowing what you have until it is gone! My oldest has moved back and is staying with family because of the higher educational challenge and the teachers' interest in student success that is evident in Georgetown Schools. A range of programs exist within the school and are available to all students. Become a pilot, achieve your CNA designation, Microsoft MOUS certification, attend college courses while in high school-the school pays for it! Take AP classes, get a beautician license. Yes, the school is getting big at 2000 students.
—Submitted by a parent


Posted October 17, 2006

I am overwhelmed at the number of students in this school. I do not see discipline or any type of dress code at all. I do not feel that the students get the proper attention from their teachers.
—Submitted by a parent


Posted May 20, 2006

Georgetown High School is a fantastic environment for children. Teachers care about the kids and are passionate about education. The extracurricular activites are plentiful and well organized, and there is always a parent volunteer around the corner or down the hall.
—Submitted by a former student


Posted October 26, 2003

When my only child started school in Round Rock, their schools started to decrease so I moved to Georgetown, hoping for my child to receive as much knowledge as possible within the schools. I could have not made a better choice for my son. He loves the teachers in Georgetown. They are so open to the students by sharing their lives with them and it made my son feel like he had family away from school. The extracurricular activities play a major part in my son's life and the coaches and directors bend over backwards to make sure he is the best to his ability. I recommend Georgetown High to all who are searching for a very diverse student population and amazing teachers that will giving your child all and more that is needed for the future.
—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.

22 students were tested at this school in 2011.

2011

 
 
68%

2010

 
 
75%
Math

The state average for Math was 70% in 2011.

19 students were tested at this school in 2011.

2011

 
 
37%

2010

 
 
61%
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.

690 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
90%
Math

The state average for Math was 74% in 2011.

678 students were tested at this school in 2011.

2011

 
 
81%

2010

 
 
83%
Science

The state average for Science was 76% in 2011.

682 students were tested at this school in 2011.

2011

 
 
79%

2010

 
 
81%
Social Studies

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

686 students were tested at this school in 2011.

2011

 
 
95%

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 95% in 2013.

381 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
97%

2011

 
 
96%

2010

 
 
96%
Math

The state average for Math was 89% in 2013.

387 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
94%

2011

 
 
94%

2010

 
 
93%
Science

The state average for Science was 95% in 2013.

388 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
98%

2011

 
 
96%

2010

 
 
95%
Social Studies

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

389 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
99%

2011

 
 
99%

2010

 
 
99%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

All Students97%
Female100%
Male95%
Black or African Americann/a
Asiann/a
Hispanic94%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged96%
Special education79%
Limited English proficient (LEP)n/a

Math

All Students94%
Female97%
Male92%
Black or African Americann/a
Asiann/a
Hispanic87%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged88%
Special education56%
Limited English proficient (LEP)n/a

Science

All Students98%
Female99%
Male97%
Black or African Americann/a
Asiann/a
Hispanic95%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged93%
Special education63%
Limited English proficient (LEP)n/a

Social Studies

All Students99%
Female100%
Male99%
Black or African Americann/a
Asiann/a
Hispanic99%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged99%
Special education89%
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 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

Algebra I

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

288 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
87%
Algebra II

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

139 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
n/a
Biology I

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

472 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
89%
Chemistry

The state average for Chemistry was 84% in 2013.

348 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
n/a
English I Reading

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

472 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
86%
English I Writing

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

480 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
73%
English II Reading

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

402 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
n/a
English II Writing

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

399 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
n/a
English III Reading

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

2013

 
 
n/a

2012

 
 
45%
English III Writing

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

2013

 
 
n/a

2012

 
 
36%
Geometry

The state average for Geometry was 86% in 2013.

436 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
100%
Physics

The state average for Physics was 81% in 2013.

2013

 
 
n/a

2012

 
 
n/a
U.S. History

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

2013

 
 
n/a

2012

 
 
n/a
World Geography

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

468 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
92%
World History

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

394 students were tested at this school in 2013.

2013

 
 
83%

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 Students86%
Female91%
Male81%
Black or African American67%
Asiann/a
Hispanic82%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged77%
Not economically disadvantaged91%
Special education45%
Not special education89%
Limited English proficient (LEP)n/a
Proficient in English86%
Migrantn/a
Non-migrant86%
Gifted/talentedn/a
Non-Gifted86%
Bilingualn/a

Algebra II

All Students100%
Female100%
Male100%
Black or African Americann/a
Asian100%
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged100%
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant100%
Gifted/talented100%
Non-Gifted100%
Bilingualn/a

Biology I

All Students95%
Female95%
Male94%
Black or African American60%
Asian67%
Hispanic91%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White97%
Economically disadvantaged89%
Not economically disadvantaged97%
Special education74%
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English95%
Migrantn/a
Non-migrant95%
Gifted/talented100%
Non-Gifted94%
Bilingualn/a

Chemistry

All Students92%
Female89%
Male94%
Black or African American92%
Asian100%
Hispanic86%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged85%
Not economically disadvantaged94%
Special education33%
Not special education93%
Limited English proficient (LEP)n/a
Proficient in English92%
Migrantn/a
Non-migrant92%
Gifted/talented100%
Non-Gifted90%
Bilingualn/a

English I Reading

All Students83%
Female87%
Male78%
Black or African American46%
Asian60%
Hispanic75%
Multiracial88%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged66%
Not economically disadvantaged89%
Special education26%
Not special education86%
Limited English proficient (LEP)n/a
Proficient in English83%
Migrantn/a
Non-migrant83%
Gifted/talented100%
Non-Gifted81%
Bilingualn/a

English I Writing

All Students73%
Female83%
Male64%
Black or African American38%
Asian80%
Hispanic69%
Multiracial63%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White76%
Economically disadvantaged60%
Not economically disadvantaged79%
Special education5%
Not special education76%
Limited English proficient (LEP)0%
Proficient in English74%
Migrantn/a
Non-migrant74%
Gifted/talented98%
Non-Gifted71%
Bilingualn/a

English II Reading

All Students87%
Female89%
Male85%
Black or African American75%
Asian100%
Hispanic75%
Multiracial86%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged77%
Not economically disadvantaged90%
Special education33%
Not special education89%
Limited English proficient (LEP)n/a
Proficient in English87%
Migrantn/a
Non-migrant87%
Gifted/talented100%
Non-Gifted85%
Bilingualn/a

English II Writing

All Students71%
Female80%
Male65%
Black or African American50%
Asian88%
Hispanic58%
Multiracial57%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White77%
Economically disadvantaged61%
Not economically disadvantaged75%
Special education6%
Not special education74%
Limited English proficient (LEP)n/a
Proficient in English72%
Migrantn/a
Non-migrant71%
Gifted/talented98%
Non-Gifted68%
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 Students96%
Female96%
Male96%
Black or African American92%
Asian100%
Hispanic92%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White97%
Economically disadvantaged93%
Not economically disadvantaged97%
Special education75%
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English96%
Migrantn/a
Non-migrant96%
Gifted/talented100%
Non-Gifted96%
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 Students92%
Female92%
Male92%
Black or African American58%
Asian100%
Hispanic91%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged83%
Not economically disadvantaged95%
Special education56%
Not special education93%
Limited English proficient (LEP)n/a
Proficient in English92%
Migrantn/a
Non-migrant92%
Gifted/talented100%
Non-Gifted91%
Bilingualn/a

World History

All Students83%
Female78%
Male87%
Black or African American69%
Asian100%
Hispanic71%
Multiracial83%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged72%
Not economically disadvantaged87%
Special education33%
Not special education85%
Limited English proficient (LEP)n/a
Proficient in English83%
Migrantn/a
Non-migrant83%
Gifted/talented100%
Non-Gifted81%
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
White 63% 31%
Hispanic 30% 50%
Black 4% 13%
American Indian/Alaska Native 1% 0%
Asian 1% 3%
Two or more races 1% 2%
Hawaiian Native/Pacific Islander 0% 0%
Source: NCES, 2010-2011

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

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2211 N Austin Ave
Georgetown, TX 78626
Website: Click here
Phone: (512) 943-5100

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