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GreatSchools Rating

Douglas Benold Middle School

Public | 6-8 | 885 students

 
 

Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 4 ratings
2013:
Based on 2 ratings
2012:
No new ratings
2011:
No new ratings

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Parent involvement

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8 reviews of this school


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Posted August 17, 2014

Unfortunately, Benold Middle School is no longer the outstanding school it was during its first 10 years. Morale among teachers has plummeted, causing many to leave for other districts OR other schools within GISD. Additionally, many teachers have taken early retirement or left education entirely, simply because of the principal and/or lack of leadership and discipline from the front office. Students do not know who the principal is, as when he is at school, he confines himself to his office with only a select few allowed to enter his sanctum. Many, many teachers have been to Human Resources to address the issue of student discipline, principal favoritism among staff members, and the principal targeting specific staff members with the hope of having that individual leave, so that he/she may be replaced by one of his friends, relative of a friend, family member of a teaching colleague; the list goes on. HR simply says, "My hands are tied." A sad testament to what had once been an outstanding school.


Posted February 5, 2014

I've been a teacher at Benold for several years. I adore my principal and teaching colleagues but I have had it with the central administration. Things are bad for teachers here, but in a way that harms our students. We used to be able to meet together daily and devise strategies to help our struggling learners. We no longer have that option since the district cut our planning time in half. Also, the district is pushing student data as if it is the panacea to all of our problems. Like never before, we are now expected to teach to the test. Our superintendent is oblivious to anything going on (and likely prefers it that way), since the person in charge of the middle schools only paints the picture for him that she wants him to see. Not that it matters since the superintendent has said many times "If you don't like it here--leave." Never mind that some of us have constructive ideas, based on years of experience, that we would like to implement. Speak up and get reassigned to teach at the alternative campus. Such leadership! As a previous reviewer stated: avoid GISD at all costs! Go to nearby districts where people matter. Dozens of former GISD teachers already have.
—Submitted by a teacher


Posted February 2, 2014

I have an 8th grader at Benold and an older child at GHS. Georgetown middle schools used to be awesome. Up until 3 years ago, teachers had the time to get to know the students. Then the district gutted the teaching and support staff for the entire district. On top of this the district office went from being a support system for teachers to enforcing compliance with directives led by the middle school asst superintendent. It is not a happy place and as a parent I can tell. There's nothing wrong with Benold that a change in superintendents wouldn't solve. When my older child went here (under the current principal), Benold was a wonderful school. If my youngest wasn't already in 8th grade, I would be sending her to a local charter school instead. GISD is rotten from the top down. Move to Leander or Liberty Hill instead. You won't regret it and your children will thank you for it later.
—Submitted by a parent


Posted January 7, 2014

Being a student at Georgetown High School now, I decide to share what it's like to attend Benold. Awful, absolutely awful. The students act like animals with no level of maturity at all. More students are getting involved with drugs and alcohol at this school, all throughout the year you hear of how so and so got arrested or sent to GAP for doing drugs in the bathroom or having possession of alcohol in school. The students disrespect the teachers and any authority at Benold regardless of the consequences. The administration is doing an awful job at keeping the students under control; students should be suspended if they do drugs or alcohol in school, and if they still continue to be a disturbance they should be expelled. Take advice from someone who has had to live through this school and do yourself and your kid a favor; DON'T choose this school! It's a awful experience that may get your kid into some bad stuff. Choose Forbes or any other middle school.


Posted October 29, 2013

Benold is an excellent school. The administration cares about kids and the counselors are fantastic! The current assistant principals have been there now three years so turnover does not seem to be an issue as suggested by others. Students are provided many academic & extra curricular opportunities! If you want a campus that takes care of students, Benold is for you!


Posted October 12, 2013

I would NOT recommend this school to anyone. The administration is scary. They can't even keep assistant principals for a full year. Ask those assistants why they left. The only middle school I would rated highly is Forbes due to their outstanding principal and assistants. If are looking to move to Georgetown, if you can afford to live elsewhere, do it.
—Submitted by a parent


Posted September 29, 2004

Benold is a good school. They place a lot of emphasis on discipline, yet in a positive learning environment. My daughter attended Benold from 6th to 8th grade, and was very happy there. Sports offered are football for boys, Volleyball for girls, track and tennis for both. There is an opportunity to join band/orchestra along with private music lessons given at the school for a very reasonable fee. They have an active drama and vocal department as well. Both vocal and instrumental genres attend several competitions throughout the school year, both as a group and solo. This gives the kids experience in competition, and helps build their confidence. The teachers all all easily reachable, and very receptive to communication with the parents. Benold's goal is to create a safe, healthy, and happy environment conducive to learning for your child, and I think they are successful in doing that.
—Submitted by a parent


Posted October 25, 2003

While the school is large and at capacity, it is, without a doubt, the best school in the district. The leadership provided by the principal, counselors and a good majority of the teachers is exceptional. Standards for academic achievement as well as disipline are high. Students know they are safe and truly cared for. The school building itself is sparkling clean and well maintained.
—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.

278 students were tested at this school in 2011.

2011

 
 
86%

2010

 
 
91%
Math

The state average for Math was 83% in 2011.

276 students were tested at this school in 2011.

2011

 
 
86%

2010

 
 
91%
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.

294 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
92%
Math

The state average for Math was 81% in 2011.

293 students were tested at this school in 2011.

2011

 
 
91%

2010

 
 
92%
Writing

The state average for Writing was 94% in 2011.

292 students were tested at this school in 2011.

2011

 
 
98%

2010

 
 
97%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 85% in 2011.

257 students were tested at this school in 2011.

2011

 
 
98%

2010

 
 
98%
Math

The state average for Math was 73% in 2011.

256 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
94%
Science

The state average for Science was 79% in 2011.

255 students were tested at this school in 2011.

2011

 
 
88%

2010

 
 
87%
Social Studies

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

255 students were tested at this school in 2011.

2011

 
 
100%

2010

 
 
96%
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 Students86%
Female86%
Male85%
Black or African American69%
Asiann/a
Hispanic72%
American Indian or Alaska Nativen/a
White91%
Economically disadvantaged71%
Not economically disadvantaged93%
Special education40%
Not special education88%
Limited English proficient (LEP)50%
Proficient in English87%
Migrantn/a
Non-migrant86%
Gifted/talented100%

Math

All Students86%
Female86%
Male86%
Black or African American69%
Asiann/a
Hispanic74%
American Indian or Alaska Nativen/a
White91%
Economically disadvantaged68%
Not economically disadvantaged94%
Special education38%
Not special education88%
Limited English proficient (LEP)25%
Proficient in English88%
Migrantn/a
Non-migrant86%
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 Students94%
Female96%
Male92%
Black or African American75%
Asiann/a
Hispanic97%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged88%
Not economically disadvantaged96%
Special education58%
Not special education95%
Limited English proficient (LEP)n/a
Proficient in English94%
Migrantn/a
Non-migrant94%
Gifted/talented100%

Math

All Students91%
Female94%
Male87%
Black or African American43%
Asiann/a
Hispanic92%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged83%
Not economically disadvantaged94%
Special education50%
Not special education92%
Limited English proficient (LEP)n/a
Proficient in English92%
Migrantn/a
Non-migrant91%
Gifted/talented100%

Writing

All Students98%
Female100%
Male96%
Black or African American100%
Asian80%
Hispanic100%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged96%
Not economically disadvantaged99%
Special education91%
Not special education99%
Limited English proficient (LEP)n/a
Proficient in English98%
Migrantn/a
Non-migrant98%
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 Students98%
Female100%
Male96%
Black or African American90%
Asiann/a
Hispanic97%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged95%
Not economically disadvantaged99%
Special education58%
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English98%
Migrantn/a
Non-migrant98%
Gifted/talented100%

Math

All Students96%
Female96%
Male95%
Black or African American80%
Asiann/a
Hispanic94%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged90%
Not economically disadvantaged98%
Special education55%
Not special education98%
Limited English proficient (LEP)n/a
Proficient in English96%
Migrantn/a
Non-migrant96%
Gifted/talented100%

Science

All Students88%
Female87%
Male89%
Black or African American70%
Asiann/a
Hispanic76%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged74%
Not economically disadvantaged94%
Special education40%
Not special education90%
Limited English proficient (LEP)n/a
Proficient in English89%
Migrantn/a
Non-migrant88%
Gifted/talented100%

Social Studies

All Students100%
Female100%
Male100%
Black or African American100%
Asiann/a
Hispanic100%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged100%
Not economically disadvantaged100%
Special education100%
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant100%
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.

266 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
86%
Math

The state average for Math was 74% in 2013.

268 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.

290 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
87%
Math

The state average for Math was 71% in 2013.

289 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
84%
Writing

The state average for Writing was 70% in 2013.

284 students were tested at this school in 2013.

2013

 
 
82%

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 84% in 2013.

290 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
91%
Math

The state average for Math was 77% in 2013.

171 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
91%
Science

The state average for Science was 75% in 2013.

291 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
90%
Social Studies

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

292 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
84%
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.

117 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 Students82%
Female87%
Male78%
Black or African Americann/a
Asiann/a
Hispanic64%
Multiracial91%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged70%
Not economically disadvantaged88%
Special education20%
Not special education85%
Limited English proficient (LEP)47%
Proficient in English85%
Migrantn/a
Non-migrant82%
Gifted/talented100%
Non-Gifted79%
Bilingualn/a

Math

All Students81%
Female83%
Male79%
Black or African Americann/a
Asiann/a
Hispanic60%
Multiracial73%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged62%
Not economically disadvantaged89%
Special education17%
Not special education84%
Limited English proficient (LEP)40%
Proficient in English83%
Migrantn/a
Non-migrant81%
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 Students87%
Female89%
Male85%
Black or African American83%
Asian100%
Hispanic77%
Multiracial80%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged74%
Not economically disadvantaged92%
Special education53%
Not special education89%
Limited English proficient (LEP)13%
Proficient in English89%
Migrantn/a
Non-migrant87%
Gifted/talented100%
Non-Gifted85%
Bilingualn/a

Math

All Students83%
Female81%
Male85%
Black or African American71%
Asian80%
Hispanic72%
Multiracial60%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged67%
Not economically disadvantaged89%
Special education20%
Not special education86%
Limited English proficient (LEP)25%
Proficient in English84%
Migrantn/a
Non-migrant83%
Gifted/talented100%
Non-Gifted81%
Bilingualn/a

Writing

All Students82%
Female86%
Male78%
Black or African American83%
Asian80%
Hispanic67%
Multiracial60%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged68%
Not economically disadvantaged88%
Special education33%
Not special education84%
Limited English proficient (LEP)50%
Proficient in English83%
Migrantn/a
Non-migrant82%
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 Students92%
Female93%
Male90%
Black or African American73%
Asiann/a
Hispanic86%
Multiracial71%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White96%
Economically disadvantaged80%
Not economically disadvantaged97%
Special education57%
Not special education93%
Limited English proficient (LEP)n/a
Proficient in English92%
Migrantn/a
Non-migrant92%
Gifted/talented100%
Non-Gifted91%
Bilingualn/a

Math

All Students81%
Female82%
Male80%
Black or African American78%
Asiann/a
Hispanic72%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged70%
Not economically disadvantaged90%
Special education20%
Not special education85%
Limited English proficient (LEP)n/a
Proficient in English82%
Migrantn/a
Non-migrant81%
Gifted/talentedn/a
Non-Gifted81%
Bilingualn/a

Science

All Students87%
Female87%
Male87%
Black or African American64%
Asiann/a
Hispanic71%
Multiracial71%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White95%
Economically disadvantaged71%
Not economically disadvantaged95%
Special education57%
Not special education89%
Limited English proficient (LEP)n/a
Proficient in English88%
Migrantn/a
Non-migrant87%
Gifted/talented100%
Non-Gifted86%
Bilingualn/a

Social Studies

All Students84%
Female84%
Male84%
Black or African American73%
Asiann/a
Hispanic70%
Multiracial67%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged69%
Not economically disadvantaged91%
Special education47%
Not special education86%
Limited English proficient (LEP)n/a
Proficient in English85%
Migrantn/a
Non-migrant84%
Gifted/talented100%
Non-Gifted83%
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 Americann/a
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged100%
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant100%
Gifted/talented100%
Non-Gifted100%
Bilingualn/a

Algebra II

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

Biology I

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

Chemistry

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

English I Reading

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

English I Writing

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

English II Reading

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

English II Writing

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

English III Reading

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

English III Writing

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

Geometry

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

Physics

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

U.S. History

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

World Geography

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

World History

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

About the tests


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

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

Source: Texas Education Agency

  • In 2010-2011, this school was rated "Academically Acceptable".
  • In 2009-2010, this school was rated "Recognized".
  • In 2008-2009, this school was rated "Academically Acceptable".

About the tests


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

Source: Texas Education Agency

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
White 66% 29%
Hispanic 26% 52%
Black 4% 13%
Two or more races 3% 2%
Asian or Pacific Islander 1% 4%
American Indian/Alaska Native N/A 0%
Hawaiian Native/Pacific Islander N/A 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 4%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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3407 Northwest Boulevard
Georgetown, TX 78628
Website: Click here
Phone: (512) 943-5090

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