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GreatSchools Rating

Kipp Liberation College Prep

Charter | 6-8

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 4 ratings
2013:
Based on 3 ratings
2012:
No new ratings
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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14 reviews of this school


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Posted September 17, 2014

This place was a terrible place to work. The administrators don't care about teachers at all. They run teachers into the ground and grind them to dust, saying that "if you don't like it then that's fine because you're replaceable." They are so unorganized that every day the faculty has to just wing it. We were told that "we're smart people so we should be able to get a plan 15 minutes beforehand and make it work." If you are going to try to teach here be ready to be completely on your own, because the administrators will not back you up. Some kids got special passes to leave class whenever they want to go talk to an administrator, aka complain about the teachers. No matter what lies they tell you about the development you'll get or the possibility of promotion, don't believe a word of it. They will just throw you to the wolves. Needless to say, I got out of there in a hurry, and I suggest you avoid it entirely.
—Submitted by a teacher


Posted April 23, 2014

I am a former student of KIPP Liberation I am apart of the 2014 founding class and will be graduating this june. Any parents that wants to teach their children the tools to succed in life should defiently send their child to liberation. Yes the school is challenging along with the hard work and late nights filled with homework but in the end it pays off. Im living proof because this fall I will be a Freshman Pre-Med student at Xavier University of Louisana.


Posted April 20, 2014

Top Notch Middle school in the Inner City of Houston:KIPP Liberation College Preparatory. We've come a long way baby. The first class of KLCP KIPPsters will be graduating from High Schools across Houston in June. The Class of 2014 marks a major milestone signifying character traits of Leadership, Integrity, Gratitude, Humility, and Thoughtfulness: LIGHT - No Matter the Challenge Move Forward in LIGHT! Each day Liberation Eagles climb one step closer to the Mountain Top marked College. Through Scholarship, Commitment, and Service children learn what EXCELLANCE looks like in through rigorous classes, commitments to being prepared for class and being present at school everyday, and giving back to the community with a monthly Service Day. Through Project Life students accept the challenges for self-improvement with acommunity project to better develop leadership skills. This spring KIPPsters eagerly attended Academic Lock-ins and Boot Camps on Saturdays to become Math Monsters to bust up the notions that Math is hard. Parent involvement is high. Each parent has a vested interest - their baby is growing up to be a future world leader. It starts with the First Step at KIPP Liberation.
—Submitted by a parent


Posted February 27, 2014

This school has excellent staff and teachers that are dedicated to helping their students make it to and through college. They do not tolerate disrespect or misbehavior and they have high expectations for their kiddos.
—Submitted by a teacher


Posted September 1, 2013

2012-2013 was a great year for my kids. The administrator and teachers were very concerned and attentive to the academic and behavior success for the students. They have been able to grow while at Kipp. I am thankful to all of their teachers and administrators including but definitely not limited to parent volunteers Mrs. Thornton, Mr. Thornton, Ms. Ingram, Mr. Emilien, Mr. Green, Ms. Akins, Ms. Hearne...the Windon boys miss the school. Mrs.
—Submitted by a parent


Posted August 31, 2013

My son attended Kipp Liberation. He has always been a honor student and when attending Kipp was not only bullied by the students, also a teacher as well. So, I'm not sure when the antibullying campian started as stated by a parent. Because in 2012-2013 the schools principal Mr E didn't seem to know how to deal with situations of the sort. For the life of me, I have know clue how a honor student seem to be in trouble for not paying attention, off task have test scores of 97% and above with behavior promblems and is not focus. I enrolled my son in a different school were I had no problems with him at all, academically or for behavial problems which he never had before. He was amongst the top ten in his class with the highest GPA. He has since then went on and is now at Baylor College on Medicine Academy at Ryan, to enhance his skills and study to become a Physician one day.
—Submitted by a parent


Posted July 8, 2013

this was my daughter's first year at Kipp and will be starting her 2nd year. I had no issues that I couldn't deal with. I am a hands on parent and I do not allow the school to raise my child. If there is a issue I get it solved. I dont handle any issues over the phone expecting them to be solved. I know the school have a job and I also have as a parent to ensure that school following through promises, mad in the contract. Kiddos to Ms. Ingram and Mr. E
—Submitted by a parent


Posted January 25, 2011

This is my son's third year and unfortunately things have gone from bad to worse. We welcomed a new school leader at the beginning of the school year only for her to leave during the Christmas break and studens as well as parents learned of this upon their return that there was a new interim leader. Again, no explanation and this is 2 leaders within 2 years time. It is discouraging and although children are resilient, they also appreciate structure and some things remaining the same. If the school decides to choose a new leader from within their school, it will be detrimental. There is still a lack of pertinent communication and staff continues to leave sometimes as a mass exodus. Please get it together because parents are led to believe that the school is great when indeed it still needs far more work. Also being in the African American neighborhood, we need to let our children see that they can get a good education near their homes and this is not the case.
—Submitted by a parent


Posted September 26, 2010

KIPP Liberation College Prep is under new management! The new principal really has the Kippsters best interest at heart. I was skeptical about having our son return for a third year, however, he received Commended in Math on the TAKS test, so I figured they had to be doing something right. Ans so far so good this year. We've seen major changes and looking forward to seeing more! Great job Ms. Farinas & KIPP Staff...
—Submitted by a parent


Posted July 10, 2010

The Leadeship and the organization of KIPP Liberation does not live up to the reputation KIPP has nationally. Although the teachers were good, the were serious behavior issues that were never addressed. There will be many changes this upcoming year including location for the third time in three years.
—Submitted by a parent


Posted May 19, 2010

As soon as you walk through the doors of this school you mistake it for an alternative school. Yes, KIPP is a phenomenal program, but KIPP Liberation puts its name in the dirt. The schools first principal did nothing about the highly unacceptable behavior. Children walking out of classes, cussing at teachers, and spreading rumors. They lure you in with all of those good slogans but behind closed doors, this is the worst school in all of KIPP Southeast. I recommend this place to no one. It's like the students run the school!
—Submitted by a parent


Posted May 5, 2010

Excellent, excellent school. Our daughter had been in the local public school and was falling behind. She wasn't learning, and the teachers were passing her on anyway. In her 7th grade math class, she had not mastered basic multiplication tables, yet she had an A in the class. How does that work? We moved her into the KIPP program and retained her to 6th grade for the year. It made all of the difference in the world. KIPP took the time to fill in the skills she had been missing along the way for years in public school. The teached are beyond supportive and dedicated. The hours are long, they are very disciplined, but the method WORKS. She went from a barely passing student, to a A & B student working ABOVE her grade level in a matter of only a year and a half. I can't thank them enough.
—Submitted by a parent


Posted March 4, 2008

This is a great school if you are looking for great academic and great on teaching disipline. The long hours hours and the homework teach the children responsibility. I have seen a change in my son since attending a KIPP school. I am thinkful fir there hard work and dedication to there students
—Submitted by a parent


Posted January 27, 2008

This is the best school. It is small, but a perfect environment for higher order thinking abilities.
—Submitted by a student


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.

72 students were tested at this school in 2011.

2011

 
 
79%

2010

 
 
80%
Math

The state average for Math was 83% in 2011.

72 students were tested at this school in 2011.

2011

 
 
65%

2010

 
 
65%
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.

76 students were tested at this school in 2011.

2011

 
 
79%

2010

 
 
91%
Math

The state average for Math was 81% in 2011.

76 students were tested at this school in 2011.

2011

 
 
53%

2010

 
 
75%
Writing

The state average for Writing was 94% in 2011.

76 students were tested at this school in 2011.

2011

 
 
95%

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.

63 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
97%
Math

The state average for Math was 73% in 2011.

63 students were tested at this school in 2011.

2011

 
 
83%

2010

 
 
77%
Science

The state average for Science was 79% in 2011.

62 students were tested at this school in 2011.

2011

 
 
76%

2010

 
 
74%
Social Studies

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

62 students were tested at this school in 2011.

2011

 
 
92%

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

All Students79%
Female87%
Male71%
Black or African American78%
Asiann/a
Hispanic80%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged77%
Not economically disadvantaged87%
Special education10%
Not special education90%
Limited English proficient (LEP)n/a
Proficient in English79%
Not migrant79%
Gifted/talentedn/a

Math

All Students65%
Female66%
Male65%
Black or African American63%
Asiann/a
Hispanic70%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged61%
Not economically disadvantaged80%
Special education10%
Not special education74%
Limited English proficient (LEP)n/a
Proficient in English65%
Not migrant65%
Gifted/talentedn/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

English Language Arts

All Students79%
Female86%
Male69%
Black or African American78%
Asiann/a
Hispanic83%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged79%
Not economically disadvantaged78%
Special education29%
Not special education84%
Limited English proficient (LEP)n/a
Proficient in English78%
Not migrant79%
Gifted/talented100%

Math

All Students53%
Female52%
Male53%
Black or African American49%
Asiann/a
Hispanic83%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged53%
Not economically disadvantaged50%
Special education29%
Not special education55%
Limited English proficient (LEP)n/a
Proficient in English51%
Not migrant53%
Gifted/talented100%

Writing

All Students95%
Female95%
Male94%
Black or African American94%
Asiann/a
Hispanic100%
Whiten/a
Economically disadvantaged95%
Not economically disadvantaged94%
Special education57%
Not special education99%
Limited English proficient (LEP)n/a
Proficient in English95%
Not migrant95%
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%
Female97%
Male97%
Black or African American97%
Asiann/a
Hispanicn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged96%
Not economically disadvantaged100%
Special education71%
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English97%
Migrantn/a
Not migrant97%
Gifted/talented100%

Math

All Students83%
Female80%
Male85%
Black or African American81%
Asiann/a
Hispanicn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged80%
Not economically disadvantaged89%
Special education14%
Not special education91%
Limited English proficient (LEP)n/a
Proficient in English82%
Migrantn/a
Not migrant83%
Gifted/talented100%

Science

All Students76%
Female63%
Male88%
Black or African American74%
Asiann/a
Hispanicn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged77%
Not economically disadvantaged72%
Special education43%
Not special education80%
Limited English proficient (LEP)n/a
Proficient in English75%
Migrantn/a
Not migrant76%
Gifted/talented100%

Social Studies

All Students92%
Female87%
Male97%
Black or African American91%
Asiann/a
Hispanicn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged89%
Not economically disadvantaged100%
Special education57%
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English92%
Migrantn/a
Not migrant92%
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.

98 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
68%
Math

The state average for Math was 74% in 2013.

97 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
67%
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.

85 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
76%
Math

The state average for Math was 71% in 2013.

85 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
59%
Writing

The state average for Writing was 70% in 2013.

84 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
68%
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.

74 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
85%
Math

The state average for Math was 77% in 2013.

45 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
70%
Science

The state average for Science was 75% in 2013.

74 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
74%
Social Studies

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

73 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
67%
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.

29 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
n/a
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 Students68%
Female70%
Male66%
Black or African American67%
Asiann/a
Hispanic69%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged67%
Not economically disadvantaged82%
Special educationn/a
Not special education71%
Limited English proficient (LEP)40%
Proficient in English73%
Migrantn/a
Not migrant68%
Gifted/talentedn/a
Not Gifted68%
Bilingualn/a

Math

All Students69%
Female74%
Male64%
Black or African American62%
Asiann/a
Hispanic79%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged67%
Not economically disadvantaged82%
Special educationn/a
Not special education72%
Limited English proficient (LEP)64%
Proficient in English70%
Migrantn/a
Not migrant69%
Gifted/talentedn/a
Not Gifted69%
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 Students79%
Female80%
Male78%
Black or African American80%
Asiann/a
Hispanic74%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged77%
Not economically disadvantaged83%
Special educationn/a
Not special education79%
Limited English proficient (LEP)n/a
Proficient in English80%
Migrantn/a
Not migrant79%
Gifted/talentedn/a
Not Gifted79%
Bilingualn/a

Math

All Students65%
Female70%
Male60%
Black or African American68%
Asiann/a
Hispanic53%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged66%
Not economically disadvantaged61%
Special educationn/a
Not special education65%
Limited English proficient (LEP)n/a
Proficient in English66%
Migrantn/a
Not migrant65%
Gifted/talentedn/a
Not Gifted65%
Bilingualn/a

Writing

All Students67%
Female65%
Male68%
Black or African American64%
Asiann/a
Hispanic74%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged65%
Not economically disadvantaged73%
Special educationn/a
Not special education67%
Limited English proficient (LEP)n/a
Proficient in English67%
Migrantn/a
Not migrant67%
Gifted/talentedn/a
Not Gifted67%
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%
Female97%
Male72%
Black or African American82%
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged90%
Not economically disadvantaged74%
Special education14%
Not special education93%
Limited English proficient (LEP)n/a
Proficient in English85%
Migrantn/a
Not migrant85%
Gifted/talentedn/a
Not Gifted85%
Bilingualn/a

Math

All Students53%
Female57%
Male50%
Black or African American55%
Asiann/a
Hispanic40%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged48%
Not economically disadvantaged64%
Special education0%
Not special education63%
Limited English proficient (LEP)n/a
Proficient in English52%
Migrantn/a
Not migrant53%
Gifted/talentedn/a
Not Gifted53%
Bilingualn/a

Science

All Students70%
Female71%
Male69%
Black or African American67%
Asiann/a
Hispanic83%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged75%
Not economically disadvantaged61%
Special education0%
Not special education78%
Limited English proficient (LEP)n/a
Proficient in English70%
Migrantn/a
Not migrant70%
Gifted/talentedn/a
Not Gifted70%
Bilingualn/a

Social Studies

All Students82%
Female89%
Male75%
Black or African American81%
Asiann/a
Hispanic83%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged80%
Not economically disadvantaged87%
Special education14%
Not special education89%
Limited English proficient (LEP)n/a
Proficient in English82%
Migrantn/a
Not migrant82%
Gifted/talentedn/a
Not Gifted82%
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%
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/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
Not migrant100%
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Black 84% 13%
Hispanic 14% 51%
American Indian/Alaska Native 1% 0%
Asian or Pacific Islander 0% 4%
Hawaiian Native/Pacific Islander 0% 0%
Two or more races 0% 2%
White 0% 31%
Source: NCES, 2011-2012

Teacher experience

  This school District averageState average
Beginning teachers 13%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • Tai Ingram
Fax number
  • (713) 842-6689

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • College preparatory

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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5500 Martin Luther King Jr Blvd
Houston, TX 77021
Website: Click here
Phone: (713) 842-1695

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