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Teacher quality
Principal leadership
Parent involvement
My Grandchild goes to this school.I think the prograrms they have are very good. Her sister also went to this school. Hope to see orther parents putting their children in this school. there ]s alot of classes that give them a head start into the furture of their lives, and they all try hard at getting good grades. I do think some of the teachers could be more helpful to the students at times, they are there to help the kids.
This is a great magnet school. I sent my daughter here and the teachers really cared. She used to get C's and once a D in math but the math teacher really worked with her and she got a a A!! All the teachers really care and the counselors are there for the students and not just there for the $$. Best high school in Aldine. The magnet program is really good the only problem is they spend their money in the wrong places. The school is old and crowded but the important thing is that the students are learning. Recommended... best high school in Aldine.
—Submitted by a parent
This school is great this school is built for learning.I go to school each day willing to learn.I attend Carver High School in Houston,Tx.and I LOVE IT!!
—Submitted by a student
This school has a great engineering program. I am currently a junior here and I love it. The AP classes challenge you the engineering excites you and the enviroment fulfills you. You should apply.
—Submitted by a student
i am a sophmore in this school this year and I hate it so much! Everything is crowded and to make things worser they are wanting to get more students in the school which makes no sense! We have a very old school that is breaking down! every week there is at least one class that has an A/C that doesnt work and we have to sit down like idiots and suffer in the heat during the whole period! Most teachers say that they care about our education but it is obvious that they are lieing to us! They do not care about us at all they only care about there pay check! thats it! but of course there are some teahers that do care and strive to get us better educated and prepare us for the future. but over all I DO NOT RECOMEND this school to anyone!
—Submitted by a student
This school has to be the worst school I have ever been to. The halls are so crowded, teachers don't put in much effort at all, had a new principal every year I went there and none of them made a difference. Actually, this years principal has actually worsened the school overall. This school is based on TAKS all the time they don't prepare you for college at all. One of the counselors there doesn't even attempt to help students in need at all. This school is so disorganized, filthy, and a disgrace. The school does not have enough room to fit the students it offered to come in to. It has flat screen TVs in the halls but can't afford to buy new books or even provide books to the students who don't own one due to the large amount of students that attend that tiny school!Never recommend!
—Submitted by a student
i went to craver for my 9 and 10 grade year and personally i think carver is great as far as extracurricular activities go because i was a part of theater and we always had great things going on for us but the teachers really dont seem to care about the students and it shows in the report card grades when i went to carver our senior class only included 30 people maybe even less but now i go to New Caney High school where i can see a signifant change in the attitudes of the teachers
—Submitted by a student
I am currently a student at Caver, and in my opinion this school is far below the standards of what a school, let alone a Magnet school, should be. The school's administration is highly disorganized and seems to care very little for the well-being of it's students. I believe that Caver has cast a wonderful illusion of the perfect school, but in truth the school is falling apart from the inside out. I don't mean literally, but the curriculum, the staff, and the students all suffer. The administration seems to be more preoccupied with keeping up outside appearances such as TAKS and mediocre stage performances, than actually focusing on real issues at hand. They shove students aside who actually wish to learn and make something of themselves and force them to conform to mediocrity. A student can not and will not thrive at Caver as long as this continues.
—Submitted by a student
I was a student at Carver High School from the years of 2003-2007 and I am currently a college student at The University of Texas at Austin. Although there there very few teachers who are truely commited to their job, Carver is well below averge. Serious students that are actually interested in continuing an education after Carver are brushed to the side. Sadly enough the administrative staff is more concerned with students passing the TAKS test, which to me and any serious student is a joke. I had very little help with the entire college application. Carver High School did not prepare me at all for college, although I am doing relatively well in college, it is due to extra work that I do. I see other college students that breeze through classes because of their better preparation. Carver High School was a dissapointing experience.
—Submitted by a student
The idea behind the school is great. Their are numerous activities that offer oustanding opportunities for the children. However, the school is an unorganized chaotic place and it is difficult for even the brightest of students to be able to keep from drowning here. The princpal has his priorities in the wrong order and is more concerned with the physical apparence of the student body than with what is going on in the classrooms. In an effort to maintain discipline (which I agree is vital to a school's success) the prinicipal seems to be sticking his arm out where ever he can and penalizing students for the wrong things and the wrong time. The school is about to open enrollment to a wider population and sadly I believe this move will be the begining of the end for Carver High School as it was meant to be.
—Submitted by a parent
There are plenty of academic programs, however the school is a bit disorganized. Parent involvement is very low, the parents only get involved when they have to. The extra curricular activities are great and would be even better with the addition of some kind of sport or physical activity. The counselors could use a lot of help since they don't really aid all the students and present scholarships to students when its almost time to graduate.
—Submitted by a student
This school has been a success for our 10th grader. The teachers are available and committed. The principal cares about his students and expect good behavior and success from his students. After-school help is available, which is great for my son since he struggles with math.
—Submitted by a parent
Excellent School. The principal supports the student. He is always available to listen and assist with all issues.
—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.
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 state average for Math was 70% in 2011.
292 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 89% in 2011.
295 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for English Language Arts was 91% in 2011.
198 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Math was 74% in 2011.
198 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 76% in 2011.
198 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Social Studies was 93% in 2011.
197 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for English Language Arts was 95% in 2011.
194 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Math was 90% in 2011.
193 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 91% in 2011.
193 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Social Studies was 99% in 2011.
194 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
| All Students | 80% |
| Female | 85% |
| Male | 75% |
| Black or African American | 78% |
| Asian | n/a |
| Hispanic | 81% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 80% |
| Not economically disadvantaged | 81% |
| Special education | 17% |
| Not special education | 81% |
| Limited English proficient (LEP) | 60% |
| Proficient in English | 81% |
| Migrant | n/a |
| Non-migrant | 80% |
| Gifted/talented | 100% |
| All Students | 94% |
| Female | 95% |
| Male | 93% |
| Black or African American | 93% |
| Asian | n/a |
| Hispanic | 95% |
| American Indian or Alaska Native | n/a |
| White | 80% |
| Economically disadvantaged | 94% |
| Not economically disadvantaged | 93% |
| Special education | 56% |
| Not special education | 95% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 95% |
| Migrant | n/a |
| Non-migrant | 94% |
| Gifted/talented | 100% |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. 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
| All Students | 95% |
| Female | 96% |
| Male | 95% |
| Black or African American | 95% |
| Asian | n/a |
| Hispanic | 95% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 94% |
| Not economically disadvantaged | 98% |
| Special education | 57% |
| Not special education | 97% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 95% |
| Migrant | n/a |
| Non-migrant | 95% |
| Gifted/talented | 100% |
| All Students | 84% |
| Female | 85% |
| Male | 82% |
| Black or African American | 75% |
| Asian | n/a |
| Hispanic | 92% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 81% |
| Not economically disadvantaged | 92% |
| Special education | 33% |
| Not special education | 85% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 84% |
| Migrant | n/a |
| Non-migrant | 84% |
| Gifted/talented | 100% |
| All Students | 89% |
| Female | 85% |
| Male | 94% |
| Black or African American | 84% |
| Asian | n/a |
| Hispanic | 94% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 89% |
| Not economically disadvantaged | 90% |
| Special education | 83% |
| Not special education | 90% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 89% |
| Migrant | n/a |
| Non-migrant | 89% |
| Gifted/talented | 100% |
| All Students | 98% |
| Female | 99% |
| Male | 98% |
| Black or African American | 98% |
| Asian | n/a |
| Hispanic | 99% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 98% |
| Not economically disadvantaged | 100% |
| Special education | 83% |
| Not special education | 99% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 98% |
| Migrant | n/a |
| Non-migrant | 98% |
| Gifted/talented | 100% |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. 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
| All Students | 98% |
| Female | 100% |
| Male | 96% |
| Black or African American | 97% |
| Asian | n/a |
| Hispanic | 99% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 98% |
| Not economically disadvantaged | 98% |
| Special education | 83% |
| Not special education | 98% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 98% |
| Migrant | n/a |
| Non-migrant | 98% |
| Gifted/talented | 100% |
| All Students | 99% |
| Female | 99% |
| Male | 99% |
| Black or African American | 99% |
| Asian | n/a |
| Hispanic | 99% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 100% |
| Not economically disadvantaged | 97% |
| Special education | 100% |
| Not special education | 99% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 99% |
| Migrant | n/a |
| Non-migrant | 99% |
| Gifted/talented | 100% |
| All Students | 98% |
| Female | 97% |
| Male | 99% |
| Black or African American | 98% |
| Asian | n/a |
| Hispanic | 97% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 98% |
| Not economically disadvantaged | 98% |
| Special education | 80% |
| Not special education | 98% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 98% |
| Migrant | n/a |
| Non-migrant | 98% |
| Gifted/talented | 97% |
| All Students | 100% |
| Female | 100% |
| Male | 100% |
| Black or African American | 100% |
| Asian | n/a |
| Hispanic | 100% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 100% |
| Not economically disadvantaged | 100% |
| Special education | 100% |
| Not special education | 100% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 100% |
| Migrant | n/a |
| Non-migrant | 100% |
| Gifted/talented | 100% |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. 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
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
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Hispanic
White
All students
Economically disadvantaged
Not economically disadvantaged
Special education
Not special education
English language learners
Proficient in English
Non-migrant
Gifted/talented
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Black | 54% | 14% | ||
| Hispanic | 38% | 48% | ||
| White | 5% | 34% | ||
| Asian/Pacific Islander | 2% | 4% | ||
| American Indian/Alaska Native | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Special education | 3% | N/A | 10% |
| Gifted/talented students | 18% | N/A | 8% |
| Limited English proficient (LEP) | 0% | N/A | 17% |
| Economically disadvantaged | 55% | N/A | 55% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 15 | N/A | 15 |
| This school | District average | State average | |
|---|---|---|---|
| Beginning teachers | 7% | N/A | 8% |
| 1 to 5 years | 28% | N/A | 30% |
| 6 to 10 years | 16% | N/A | 20% |
| 11 to 20 years | 31% | N/A | 23% |
| 21 or more years | 18% | N/A | 19% |
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