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GreatSchools Rating

Clear Horizons Early College High School

Charter | 9-12 | 419 students

 
 

Living in Houston

Situated in an urban neighborhood. The median home value is $117,100. The average monthly rent for a 2 bedroom apartment is $940.

Source: Sperling's Best Places
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 4 ratings
2013:
No new ratings
2012:
Based on 1 rating
2011:
Based on 4 ratings

Teacher quality

Principal leadership

Parent involvement

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39 reviews of this school


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Posted Wednesday, July 23, 2014

I will be a sophomore the upcoming year, and so far, there have been many more pros than cons. I came from a gifted and talented program in intermediate school. The challenge comparison to the gifted program is a lot less. If you are a student or a parent of a student who took all regular classes, be prepared to face challenges. The regular programs seem to not teach enough of the important skills students need to learn in middle school, especially writing. Because there is only one teacher for a subject, and one academic level, the classes aren't very hard. It is hard for the teacher to teach at a rigorous level because if they do, they know that most of the students will not do well, and there is not a lower level class for them to go to. If you, the parent, know your student is not good at writing, you should have them take classes or something, because writing is an essential skill not only at this school, but in life. My favorite part of being a student at Clear Horizons is that I get to experience college in high school. There are tons of events where students can get free stuff and free food if they have their college I.D. Also, there is not much bullying, or drama.
—Submitted by a student


Posted June 8, 2014

I am a parent who had 2 students attend the zoned high school and one who attended Clear Horizons, class of 2011. I also substitute teach in both schools.. My daughter is currently working on her master's degree at university of Texas at Dallas. This program was a great jump start to her degrees. Yes, there were issues with staff learning how to get the program up and running. No new program is going to be perfectly run right out of the box. If a student is interested in learning, in a small environment and being academically challenged, then consider this school. I witnessed a very kind student population. If a student got into real trouble, they were sent back to their zoned school, no second chances. Students don't need to worry about gangs, or bullying for being different. By joining the honor society, my daughter received $18,000 in transfer scholarships over a three-year period. Don't believe it when you hear there are no scholarships for transfer students.
—Submitted by a parent


Posted January 23, 2014

CHECHS is a GREAT school. Not perfect, it has it's flaws BUT I am incredibly pleased with the quality of the education. The principal, Brett Lemley and most of the staff. It could be better about communication & organization, but all in all, my daughter and I are BLESSED to be a part of this school!
—Submitted by a parent


Posted January 22, 2014

The Best in Class. In academics, and academics. Yes there is not many activities, but you can join tennis, and other clubs in SJ College. The main focus of the program is academics, and it delivers what promised. My son is Senior and going to a Medical school with scholarships. 2 years ahead of his class in college. Priceless...
—Submitted by a parent


Posted February 18, 2012

I am a prospective parent, hoping to find out more about whether the school is getting more organized.


Posted October 2, 2011

I am a freshman a this school and i going to this school is the best desicion i've ever made, i know everyone, everyone is my friend. We really do treat each other like family, this school is tough, but well worth the stress.The college classes aren't hard, it's the highschool ones.
—Submitted by a student


Posted June 16, 2011

Clear Horizons is a good school. My brother went there, and I go there. I consider my friends and classmates my second family because we have a small class size and everyone knows everyone else. Sure, the classwork is rigorous, but it's worth it because as you graduate from Clear Horizons, you also graduate with an Associate's degree from San Jacinto College.
—Submitted by a student


Posted May 14, 2011

I have never had a problem contacting any staff, either on the HS or College side. My child is involved in several clubs, both HS & College. Taking college classes keeps my child challanged in a way that would not happen in a regular HS.
—Submitted by a parent


Posted January 16, 2011

Although this school has good intentions, I'm not sure if it was worth all the effort. The school is extremely disorganized and it is difficult to communicate with the staff. There are virtually no extracurricular activities besides 2 or 3 clubs, and I'm not interested in any of those. The staff never notifies you when you should do something, so it is extremely annoying at the end of the year to get everything done. While several teachers are excellent, the rest should not be allowed to teach in such an accelerated school program. Also, the college the campus is stationed on is not the best, and many of those teachers are poor as well. As far as the work goes, it is a little bit harder, but not unmanageable.
—Submitted by a student


Posted September 18, 2010

Wow, communication has turned 180 degrees! I have a senior at Clear Horizons and this is the first year where I know what is going on. The use of twitter, e4, and phone tree have is wonderful. The new principal is extremely accessible. This school is not easy but it is worth the hassle. My student will graduate with 72 hours of college credit. All but 5 hours (one 3 hr class, and 2 PE classes) will transfer to all of the 4 yr universities my student is considering for next year. Graduating with 2 years of college completed and an associates degree, and having no debt is something to really consider. All fees are paid by the district, including books! If your student has an idea what they want to be when they grow up, this is an opportunity to really consider.
—Submitted by a parent


Posted September 23, 2009

I, myself am a Junior at CHECHS, i love it for the most part. It can be quite a bit challenging at times but the environment it excellent. Last year, when i was a sophomore, every single person in the school received commended performance on the TAKS test.
—Submitted by a student


Posted August 7, 2009

This school is extremely unorganized, and unable to address even the most basic of issues students have. As a Senior, I need my official GPA and class rank to apply to 4-year universities; as of yet, I still haven't received my scores, even after waiting an entire year for the school to get things straightened out. I don't think the material that the high school classes cover is difficult, but I do think that the teachers give us way to many projects, making our schedules even more hectic. Also, the staff is generally unresponsive to concerns that students have, concerning the formation of outside activities. The school has a nasty habit of waiting until the last minute to inform students of changes in schedule, which is really irritating when students have already planed to do other assignments. I really think that CHECHS needs to consider the input of students and parents.
—Submitted by a student


Posted August 5, 2009

As an incoming sophomore at this school, I believe the program has a good purpose. The whole plan is amazing and I love what they want to achieve. Keyword: achieve. The school is highly disorganized. They often close the lunch room and never advise students to bring money for the college cafeteria, leaving us bewildered. They have no extracurriculars or even school events (not many dances, etc.) and no yearbooks (just pics on CDs). I'd like more staff and LOE choices as well. It's worth it, but I would like to point out the lack of organization, staff, and creativity this school has. If the school works at it, the program would be a whole lot better.
—Submitted by a student


Posted August 5, 2009

This school has been absolutely great for my child and definitely improves self confidence, strengthens academic skills and focuses on the individual. The homework is demanding, but this is a great introduction to what is expected from college in the future.
—Submitted by a parent


Posted August 5, 2009

As a current student, I do want to point out that CHECHS is one of the most disorganized campuses I've seen. The staff never knows anything thats going on, and it only adds stress to us students. As a president of a College Club, it is hard to jugle a lot of things, its hard planning. The homeworl load should be lowered just a tad. They must rememeber the more were involved with San Jac campuss the better they will like us (chechs). Also the Staff is so disorganized they never do anything in coordination, I remember that we had 5 project due all at once. That week was horrible. But still this school is one of the best opprotunites, but the need to get organized. They should put in more dances because where does the saying work hard play harder come in place???????!!!
—Submitted by a student


Posted August 5, 2009

Being a student of this school from the first year I have serious regrets. I am not a student who pushes social life as a main point in school; there has been a great decline in my social life but it is not the pinnacle of my frustration. The administration is extremely unorganized and weak, unable to schedule times and dates correct or even ahead of time. I find myself discovering mandated meetings and classes the day before or even the day of, it is an understatement to say that organization is even present in the administration. Even my own parents do not know the extreme stress of having to cope with staff that is unable to solves issues accordingly. Also, the staff is unable to answer and questions which matter; they are good at giving the generalization, however college does not run on generalizations.
—Submitted by a student


Posted July 30, 2009

As a student here from the beginning, I can rightly say that this school is very disappointing. The school is extremely unorganized, and tends to plan things at the last minute, adding stress to students who are already working with heavy schedules. We were told that clubs were not set up for us when we joined, but that we would be able to create them if we wanted to. This has not happened, in fact, the school has made it extremely difficult to form any club associated with outside organizations such as UIL. The administration tends to have a very smug attitude when students try to address their concerns, and often remark: 'If you don't like it here, you can leave.' I personally don't appreciate that sort of remark, I think we should strive to make the school better for everyone. It doesn't seem like CHECHS is very interested in that.
—Submitted by a student


Posted July 30, 2009

My experience with this school is great. It has a small community, so it's not overpopulated, and not controlled by an obnoxious school bell. The work can be kept up with, but if your child is a slacker or procrastinator, don't even bother applying; you can't expect to get a degree without doing anything. The only con is the lack of organization. A lot of things are almost last-minute or unannounced. And also, students were told from the beginning that there would not be any UIL activities, so they can stop complaining about something they were told.
—Submitted by a student


Posted July 30, 2009

This school needs to re-evaluate soon. Students are obviously not happy, so something needs to change.


Posted July 29, 2009

The school is extremely unorganized. Too the point where it has ruined every aspect of it. That is all.
—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.

113 students were tested at this school in 2011.

2011

 
 
100%

2010

 
 
100%
Math

The state average for Math was 70% in 2011.

114 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 91% in 2011.

81 students were tested at this school in 2011.

2011

 
 
100%

2010

 
 
100%
Math

The state average for Math was 74% in 2011.

81 students were tested at this school in 2011.

2011

 
 
99%

2010

 
 
100%
Science

The state average for Science was 76% in 2011.

81 students were tested at this school in 2011.

2011

 
 
98%

2010

 
 
100%
Social Studies

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

80 students were tested at this school in 2011.

2011

 
 
100%

2010

 
 
100%
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.

82 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
98%

2011

 
 
100%

2010

 
 
100%
Math

The state average for Math was 89% in 2013.

81 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%

2011

 
 
100%

2010

 
 
100%
Science

The state average for Science was 95% in 2013.

82 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%

2011

 
 
100%

2010

 
 
100%
Social Studies

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

82 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%

2011

 
 
100%

2010

 
 
100%
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 Students99%
Female100%
Male97%
Black or African Americann/a
Asian100%
Hispanic94%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged100%
Special educationn/a
Limited English proficient (LEP)n/a

Math

All Students100%
Female100%
Male100%
Black or African Americann/a
Asian100%
Hispanic100%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged100%
Special educationn/a
Limited English proficient (LEP)n/a

Science

All Students100%
Female100%
Male100%
Black or African Americann/a
Asian100%
Hispanic100%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged100%
Special educationn/a
Limited English proficient (LEP)n/a

Social Studies

All Students100%
Female100%
Male100%
Black or African Americann/a
Asian100%
Hispanic100%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged100%
Special educationn/a
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 "Exemplary".
  • In 2009-2010, this school was rated "Exemplary".
  • In 2008-2009, this school was rated "Exemplary".

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.

75 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
100%
Algebra II

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

35 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.

106 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%
Chemistry

The state average for Chemistry was 84% in 2013.

106 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%
English I Reading

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

116 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
93%
English I Writing

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

118 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
88%
English II Reading

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

116 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
n/a
English II Writing

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

116 students were tested at this school in 2013.

2013

 
 
97%

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.

104 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
100%
Physics

The state average for Physics was 81% in 2013.

19 students were tested at this school in 2013.

2013

 
 
100%

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.

114 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
100%
World History

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

114 students were tested at this school in 2013.

2013

 
 
97%

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 Students99%
Female100%
Male97%
Black or African American100%
Asian100%
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White97%
Economically disadvantaged97%
Not economically disadvantaged100%
Special educationn/a
Not special education99%
Limited English proficient (LEP)n/a
Proficient in English99%
Migrantn/a
Non-migrant99%
Gifted/talentedn/a
Non-Gifted99%
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 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

Chemistry

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

English I Reading

All Students93%
Female91%
Male96%
Black or African American100%
Asian88%
Hispanic94%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged89%
Not economically disadvantaged96%
Special educationn/a
Not special education93%
Limited English proficient (LEP)n/a
Proficient in English95%
Migrantn/a
Non-migrant93%
Gifted/talented100%
Non-Gifted92%
Bilingualn/a

English I Writing

All Students87%
Female91%
Male82%
Black or African American91%
Asian85%
Hispanic91%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged78%
Not economically disadvantaged93%
Special educationn/a
Not special education87%
Limited English proficient (LEP)n/a
Proficient in English89%
Migrantn/a
Non-migrant87%
Gifted/talented100%
Non-Gifted86%
Bilingualn/a

English II Reading

All Students99%
Female98%
Male100%
Black or African American100%
Asian100%
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White98%
Economically disadvantaged98%
Not economically disadvantaged100%
Special educationn/a
Not special education99%
Limited English proficient (LEP)n/a
Proficient in English99%
Migrantn/a
Non-migrant99%
Gifted/talented100%
Non-Gifted99%
Bilingualn/a

English II Writing

All Students97%
Female98%
Male95%
Black or African American100%
Asian100%
Hispanic94%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White95%
Economically disadvantaged95%
Not economically disadvantaged97%
Special educationn/a
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English97%
Migrantn/a
Non-migrant97%
Gifted/talented100%
Non-Gifted96%
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 Students99%
Female100%
Male98%
Black or African American100%
Asian100%
Hispanic97%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged100%
Not economically disadvantaged99%
Special educationn/a
Not special education99%
Limited English proficient (LEP)n/a
Proficient in English99%
Migrantn/a
Non-migrant99%
Gifted/talented100%
Non-Gifted99%
Bilingualn/a

Physics

All Students100%
Female100%
Male100%
Black or African Americann/a
Asian100%
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Whiten/a
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/talentedn/a
Non-Gifted100%

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 Students96%
Female94%
Male100%
Black or African American100%
Asian96%
Hispanic94%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White98%
Economically disadvantaged95%
Not economically disadvantaged97%
Special educationn/a
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English97%
Migrantn/a
Non-migrant96%
Gifted/talented100%
Non-Gifted96%
Bilingualn/a

World History

All Students97%
Female98%
Male96%
Black or African American100%
Asian96%
Hispanic95%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged97%
Not economically disadvantaged97%
Special educationn/a
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English97%
Migrantn/a
Non-migrant97%
Gifted/talented100%
Non-Gifted97%
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

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Student ethnicity

Ethnicity This school State average
White 36% 29%
Hispanic 28% 52%
Asian or Pacific Islander 26% 4%
Black 7% 13%
Two or more races 2% 2%
American Indian/Alaska Native N/A 0%
Hawaiian Native/Pacific Islander N/A 0%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 0%N/AN/A
Source: CRDC, 2011-2012

This school has not yet provided program information.


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13735 Beamer Rd, Box 613
Houston, TX 77089
Website: Click here
Phone: (281) 929-4657

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