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GreatSchools Rating

Aldine High School

Public | 9-12 | 2354 students

 

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Last modified
Community Rating

3 stars

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

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13 reviews of this school


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Posted November 17, 2013

I am a male sophomore currently attending this horrible school. I've only been to this for about 2 months and I've never seen so many people go against their own principal. When I came to this school, I was hoping it would be a school where I can express myself and communicate to teachers, principals, etc. It turned out to be the complete opposite. I got continually harassed by the APs to cut my hair when I had it on a ponytail and kept getting sent home before 1st period even ended. It is also mandatory to have an ID on at all times and I never got one till about a week after my arrival because the lady kept refusing to take my picture. This continued for about a week before I just couldn't take it anymore and just cut it. Some of you may think having long hair is a sign of being careless but to some people it's part of their religion, their style, what makes them, them. Aldine High School doesn't seem to recognize this and it really irritates me that there's a hair policy on guys but girls can have their hair as crazy as they please. This school also has a shaving policy, now. Now, I get they want us to look clean. but to have to pay the school for you to shave is pretty obscure.
—Submitted by a student


Posted August 16, 2013

I have never been treated so disrespectfully in my life. This school has been running very well these past two years. However now, I'm afraid that Aldine High School is going to have quite a bit of problems with their new principal Walter Stewart. He is the most belligerent, rude, arrogant man I have ever had the disgrace of knowing. I have it on great authority that many teachers as well as students are reluctant to the coming of the 2013-2014 school year since it was announce that he was the new principal. He is apparently too busy to answer any questions on the new Dress Code policy that he has taken upon himself to create. He ignored me, and humiliated me in front of the staff members as well as some parents and students around. He wished for me to speak to an AP, however; I know from prior experiences that he is the only one who has an issue with dress code. I have already made an appointment to speak with the Superintendent and will see this matter through. He made a very poor decision in coming to the High school. Ms. Janet Deblanc, would be very disappointed to see that he of all people is going to be running her school. I'm glad she's not around to this atrocity unfold.
—Submitted by a parent


Posted August 3, 2009

This school is a great school my child just graduated with a full scholarship to Texas A&M
—Submitted by a parent


Posted May 24, 2007

Supporting teachers, I feel welcome and comfortable to send my son here, I never had a problem with anyone there and they provide lots of activities for both parents and students.
—Submitted by a parent


Posted May 23, 2007

As a former student who graduated in 1996 the school then was fine. All schools have there problems. But now, there is no way I would send my kid to this institution! The school looks bad and down right out dated. It's sad to see the school I attended and had so much mustang pride for and played football for has turned into what it is today!
—Submitted by a former student


Posted August 26, 2006

Last school year 2005-2006 was the first year for the 'Academies'. The idea behind the Academy is to increase TAKS scores. Aldine High TAKS outcome is still Academically Acceptable. NO real significant progress was made. These Academies only make it easier for the Counselors to make the student's schedule. The student is asked in the ninth grade what profession would they like to pursue. Once the selection is made the student is locked into a particular pathway and is told too bad if they change their minds later. Parents are told its too bad as well. The administration takes advantage of the fact that many parents can not speak English and/or don't know their rights. Over half of the students end up in electives they don't want and can't get out of.It makes one wonder in whose best interest is the Academy idea looking out for. Its a cookie cutter system.
—Submitted by a staff


Posted August 20, 2005

With 28 to 35 students per class the ability to provide individual attention is out the window - not to mention offering the students the opportunity for hands on learning experiences. At Aldine it is not the principal that runs the school but a tyrant.She bullies her way on everything,insulting and disrespecting teachers. Her treatment of teachers is apprehensible. She should be sent to the corporate world would she might learn a thing or two about how to be a leader that people respect and want to follow. She is totally unaware of the true sentiments of her constituents. She is pretty much a mirror of the style of leading in Aldine Independent School District. Who really needs a wake up call is the superintentent. The Administrators just come up the ranks without any real teachings on how to use their administrative authority in a positive manner.
—Submitted by a staff


Posted August 14, 2005

This school doesn't really have alot of teacher or student involvement.
—Submitted by a student


Posted July 5, 2005

Compared to other schools in the AISD district, Aldine can easily be named the worst. Academic programs: People that have no capacity or interest to be in AP classes are there. Many 'surprisingly' pass, while a few others get kicked out. Teachers: A few good, many not-so-good. More than one tend to ramble about their personal lives and leave education completely out. Sports: Football seems like a main priority. They give it more importance than having a real newspaper, or better art programs. The facilities...MEDIOCRE. The worst part are the restrooms not located in the A and B wings (the newest parts of the school). They're old fashioned (and just plain old) and the walls and doors are VERY short; no privacy. The food: Not good. We can't expect perfection, but want something better for ourselves and future generations. I should know. I'm a student there.
—Submitted by a student


Posted November 7, 2004

As a teacher at Aldine, I would like to stand up for the school a bit. There are many teachers here that are willing to go the extra mile for their students; I am one of them. All a student must do is ask. I would like to say though that within the last two years the dynamics of the school have certainly changed. I feel like it is a less supportive and more volatile campus. The discipline procedures have become unclear and ineffective. The students are starting to have the run of the place because they no longer have set consequences. Administration in no longer supporting the teachers in the classrooms with their discipline. This is a serious problem and needs to be addressed immediately.
—Submitted by a teacher


Posted October 18, 2004

I Feel that they focus more on the kids appearance then their education.
—Submitted by a parent


Posted April 24, 2004

I currently attend Aldine Senior and I'm Afraid the school's History has changed. Teachers are no longer willing to go the extra mile to help their students. The principals are no better. They are very rude and does not consider their students opinion about anything. They actually treat their students like prisoners instead of students and I believe that teachers, principals, and the students should all be able to communicate when neccasary. I feel as if students do their best that they should get rewarded every now and then.Overall, I think I made the worst decision of my life when I attended Aldine Senior.
—Submitted by a student


Posted August 10, 2003

I am a former student of Aldine High. I graduated in 1982 and believe that I received the highest quality public education possible. The teachers were competent without being distant. They were willing to go the extra mile with you if necessary. Discipline still existed with the public school system at that time an students were held accountable for their actions. How the school is now, I have no idea but I hope at least some of it's history has been retained.
—Submitted by a former 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 89% in 2011.

31 students were tested at this school in 2011.

2011

 
 
65%

2010

 
 
77%
Math

The state average for Math was 70% in 2011.

23 students were tested at this school in 2011.

2011

 
 
26%

2010

 
 
50%
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.

741 students were tested at this school in 2011.

2011

 
 
91%

2010

 
 
89%
Math

The state average for Math was 74% in 2011.

736 students were tested at this school in 2011.

2011

 
 
82%

2010

 
 
83%
Science

The state average for Science was 76% in 2011.

733 students were tested at this school in 2011.

2011

 
 
77%

2010

 
 
77%
Social Studies

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

736 students were tested at this school in 2011.

2011

 
 
96%

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

The state average for English Language Arts was 95% in 2013.

664 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
91%

2011

 
 
91%

2010

 
 
92%
Math

The state average for Math was 89% in 2013.

660 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
95%

2011

 
 
95%

2010

 
 
90%
Science

The state average for Science was 95% in 2013.

659 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
95%

2011

 
 
91%

2010

 
 
89%
Social Studies

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

659 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
98%

2011

 
 
99%

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 Students96%
Female98%
Male94%
Black or African American95%
Asian92%
Hispanic96%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged96%
Special education88%
Limited English proficient (LEP)72%

Math

All Students95%
Female96%
Male94%
Black or African American89%
Asian100%
Hispanic96%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged95%
Special education88%
Limited English proficient (LEP)74%

Science

All Students98%
Female97%
Male99%
Black or African American97%
Asian100%
Hispanic98%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged98%
Special education82%
Limited English proficient (LEP)85%

Social Studies

All Students99%
Female98%
Male99%
Black or African American98%
Asian100%
Hispanic99%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged99%
Special education78%
Limited English proficient (LEP)89%
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

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

About the tests


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

Source: Texas Education Agency

Algebra I

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

67 students were tested at this school in 2013.

2013

 
 
18%

2012

 
 
n/a
Algebra II

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

52 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
n/a
Biology I

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

73 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
n/a
Chemistry

The state average for Chemistry was 84% in 2013.

494 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
n/a
English I Reading

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

155 students were tested at this school in 2013.

2013

 
 
21%

2012

 
 
n/a
English I Writing

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

200 students were tested at this school in 2013.

2013

 
 
7%

2012

 
 
n/a
English II Reading

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

708 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
n/a
English II Writing

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

713 students were tested at this school in 2013.

2013

 
 
36%

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.

653 students were tested at this school in 2013.

2013

 
 
82%

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.

72 students were tested at this school in 2013.

2013

 
 
13%

2012

 
 
n/a
World History

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

706 students were tested at this school in 2013.

2013

 
 
71%

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 Students18%
Female20%
Male16%
Black or African American24%
Asiann/a
Hispanic14%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged17%
Not economically disadvantaged25%
Special education0%
Not special education20%
Limited English proficient (LEP)13%
Proficient in English20%
Migrantn/a
Non-migrant18%
Gifted/talentedn/a
Non-Gifted18%
Bilingualn/a

Algebra II

All Students94%
Female96%
Male92%
Black or African Americann/a
Asiann/a
Hispanic93%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged95%
Not economically disadvantaged90%
Special educationn/a
Not special education94%
Limited English proficient (LEP)n/a
Proficient in English94%
Migrantn/a
Non-migrant94%
Gifted/talented95%
Non-Gifted94%
Bilingualn/a

Biology I

All Students44%
Female50%
Male38%
Black or African American33%
Asiann/a
Hispanic46%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged39%
Not economically disadvantaged58%
Special education10%
Not special education49%
Limited English proficient (LEP)33%
Proficient in English49%
Migrantn/a
Non-migrant44%
Gifted/talentedn/a
Non-Gifted44%
Bilingualn/a

Chemistry

All Students97%
Female97%
Male96%
Black or African American96%
Asian100%
Hispanic97%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged97%
Not economically disadvantaged94%
Special education86%
Not special education97%
Limited English proficient (LEP)87%
Proficient in English97%
Migrantn/a
Non-migrant97%
Gifted/talented100%
Non-Gifted97%
Bilingualn/a

English I Reading

All Students21%
Female28%
Male16%
Black or African American12%
Asiann/a
Hispanic24%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged19%
Not economically disadvantaged31%
Special education13%
Not special education22%
Limited English proficient (LEP)4%
Proficient in English29%
Migrantn/a
Non-migrant21%
Gifted/talentedn/a
Non-Gifted21%
Bilingualn/a

English I Writing

All Students7%
Female6%
Male7%
Black or African American0%
Asiann/a
Hispanic7%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged5%
Not economically disadvantaged17%
Special education0%
Not special education7%
Limited English proficient (LEP)2%
Proficient in English8%
Migrantn/a
Non-migrant7%
Gifted/talentedn/a
Non-Gifted7%
Bilingualn/a

English II Reading

All Students71%
Female72%
Male70%
Black or African American66%
Asian86%
Hispanic71%
Multiracial83%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged72%
Not economically disadvantaged65%
Special education38%
Not special education72%
Limited English proficient (LEP)27%
Proficient in English76%
Migrantn/a
Non-migrant71%
Gifted/talented100%
Non-Gifted70%
Bilingualn/a

English II Writing

All Students36%
Female35%
Male37%
Black or African American32%
Asian71%
Hispanic36%
Multiracial17%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White73%
Economically disadvantaged36%
Not economically disadvantaged38%
Special education8%
Not special education37%
Limited English proficient (LEP)4%
Proficient in English40%
Migrantn/a
Non-migrant36%
Gifted/talented97%
Non-Gifted34%
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 Students82%
Female80%
Male84%
Black or African American79%
Asiann/a
Hispanic82%
Multiracial67%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged83%
Not economically disadvantaged74%
Special education46%
Not special education84%
Limited English proficient (LEP)61%
Proficient in English84%
Migrantn/a
Non-migrant82%
Gifted/talented88%
Non-Gifted82%
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 Students13%
Female13%
Male11%
Black or African American0%
Asiann/a
Hispanic15%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged15%
Not economically disadvantaged0%
Special education9%
Not special education13%
Limited English proficient (LEP)17%
Proficient in English9%
Migrantn/a
Non-migrant13%
Gifted/talentedn/a
Non-Gifted13%
Bilingualn/a

World History

All Students71%
Female66%
Male76%
Black or African American67%
Asian86%
Hispanic71%
Multiracial83%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged72%
Not economically disadvantaged69%
Special education39%
Not special education73%
Limited English proficient (LEP)32%
Proficient in English76%
Migrantn/a
Non-migrant71%
Gifted/talented100%
Non-Gifted70%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
Hispanic 87% 52%
Black 9% 13%
Asian or Pacific Islander 1% 4%
White 1% 29%
American Indian/Alaska Native 0% 0%
Hawaiian Native/Pacific Islander N/A 0%
Two or more races 0% 2%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 11%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 6%N/AN/A
Source: CRDC, 2011-2012

Teacher resources

Special staff resources available to students Assistant principal(s)
Read more about programs at this school
Source: Provided by school officials and community members.

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Arts & music

Music
  • Band
  • Choir / Chorus
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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School basics

School Leader's name
  • WALTER STEWART
Fax number
  • (281) 878-0641

Resources

Staff resources available to students
  • Assistant principal(s)
Extra learning resources offered
  • Title I Schoolwide program (SWP)
Transportation options
  • Buses/vans for students only
School facilities
  • Cafeteria
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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Sports

Boys sports
  • Basketball
  • Soccer
Girls sports
  • Basketball
  • Soccer

Arts & music

Music
  • Band
  • Choir / Chorus
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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11101 Airline Drive
Houston, TX 77037
Website: Click here
Phone: (281) 448-5231

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