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GreatSchools Rating

Texas Connections Academy at Houston

Charter | 3-12 | 3890 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 13 ratings
2013:
Based on 14 ratings
2012:
Based on 8 ratings
2011:
Based on 8 ratings

Teacher quality

Principal leadership

Parent involvement

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43 reviews of this school


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Posted September 29, 2014

I think that Texas Connection Academy Houston is an awesome school. This is our third year, (6th, 7th and 8th), and I have nothing but awesome things to say. Every school is not right for every type of student. I understand some of the negative complaints, maybe Texas Connection Academy Houston is not the right fit for your child. I am a former public school teacher, and I pulled my child out of public school due to recent budget cuts and overcrowded classrooms. I own my own business assisting college bound students in the college admission process. I let clients know that they must choose the college that best fit their major, and their specific learning needs. Parents should do the same when choosing a school for their child. Parents need to do their research and realize they have options in choosing a school, just as they have options in choosing a college for their college bound child. There are many types of schools for PRE K - 12 Grade: Public, Private, Magnet, Charter, Religious, Home School, Virtual, Boarding School, and Performing Arts Schools. One school type does not fit every child, the parent has to research each and see which one is the BEST FIT for their child.
—Submitted by a parent


Posted September 26, 2014

I have two kids at This school (online), i have been having issues with the teachers and all the staff. The first week of school i requested to get books for my 9th graded and everybody told me no! They dont try to help you find solutions, they are just not willing to help. I asked if i can just print the books from pearson (the online book), well that was not an options either. My only option... You need it? Buy them! Yes, that was the solution for a "free public" school. On top of that, today i got a phone call from the principle assistance, to help me after a month, well she wanted to talked about saving the trees??? Excuse me, i dont wanna be rude but unless you are calling to give me a solution, i dont think a need a talk about trees. As you can imagine, if you dont agree to what they said they just hung up on you. Which is not the first time they do that. They all nice "trying" to help you but when you need real help then you see the real face. This is my personal opinion of my experience with the majority of the staff from this virtual school.
—Submitted by a parent


Posted September 12, 2014

This school is a nightmare! My daughter has been enrolled in Texas Connections Academy for two weeks , and we already see cracks in their educational system. She's enrolled full-time and failing every subject! This so-called 'virtual' high school is a joke. It's putting taxpayer dollars in the pockets of a for-business online charter school with a horrible curriculum. My daughter will be attending a local public school in the community next week.
—Submitted by a parent


Posted July 19, 2014

TCAH is just awful, in terms of organization and administration. I agree with some of the previous reviews, in that the school director and school principal are both very patronizing, ungenuine and either very passive or unnecessarily aggressive in their dealings with our family. We enjoyed our teachers for the most part, but our daughter's favorite teacher quit early last year, and then discovered some disturbing details about administration's handling of this teacher's quitting. We also had a very disheartening encounter with one of the 7th grade language arts teachers who thought it was her job to tell my daughter how to talk on the phone and was not very nice in how she went about it. We tried several times to discuss with administration about our concerns and about field trips and were transferred between several people on the phone, never given a clear-cut answer and then eventually gave up. We are pleased to not be returning to this school for the upcoming school year.
—Submitted by a parent


Posted June 30, 2014

This was our 2nd year at TCAH and my 7th and 3rd grader love it. The curriculum is more rigorous than traditional school. They don t teach to the test they went through all the textbook material so my kids are getting a more rounded education. My kids and I both had more quality time with their teachers and they loved the flexibility the school allows. Some people misunderstand what flexibility means. You need to keep up with the lessons and do them in a timely manner. Flexibility comes as when during the week you do them. Your involvement is not only welcomed but is necessary. You can t expect to leave your kids with little supervision and expect this to work. They are after all kids. Both my kids received commended on their STAAR tests. We needed accommodations for one of my kids due to some health concerns and TCAH went out of their way to make sure that it was taken care of. My interactions with the administration were excellent. I was impressed by the scholarships and college acceptances that I heard about at the EOY awards ceremony. I m not sure where the previous poster got their ratings, but the TEA website's 2013 ratings show them doing quite well. We LOVE TCAH!
—Submitted by a parent


Posted June 24, 2014

I am not sure why there are so many negitive comments. I have two children in this program 3rd and 6th. They did very well. The staff was wonderful. It's hard work but we welcome that. You need to be a good strong learning coach. We will return next year!! My family drove to Houston to meet the staff and some teachers and that was a positive experience. We have also taken part in the field trips the school offers again a pleasent experience.
—Submitted by a parent


Posted June 23, 2014

My son has been attending this school for the past 3 years. I read a couple negative reviews recently that I find puzzling. Our experience with the school has been pretty positive. The teachers are responsive. The schedule is flexible and the lessons are informative and easy to follow. Just because a course and/or curriculum is flexible, doesn't mean that you can drop doing any work at all. For example, my son preferred to work on one subject at a time--meaning, he would work only science for 2 or 3 days solid. He kept working, rotating between his subjects and finished in plenty of time. Occasionally a teacher would reach out and make sure all was well and help get us moving when things seem to stall, but I wouldn't describe their concern as harassment. My son does not participate in any special programs or the like, so maybe kids requiring more specialized help would do better in a brick and mortar setting-I don't know. All I know is that my son is happy with the program and is thriving; he did very well on all his STAAR tests and asked to continue with Connections next year.
—Submitted by a parent


Posted May 8, 2014

DO NOT ENROLL IN THIS SCHOOL. This school is very disorganized. We have been harassed endlessly by teachers and the school director and the principal with countless hostile phone calls about my son completing work they told us during information sessions we had flexible time in completing (which was a lie) because of his IEP for special needs. The director of special populations has not been compliant with special ed law and my son was forced to take STAR tests without the accommodations he was permitted to take by law per his IEP. We also did not have the required ARD meeting before the STAR test. I agree with previous reviews that call the school director patronizing and the principal very rude. The teachers are very insistent in their work being completed NOW. There is no flexibility in completing work. Dont let them fool you. You must follow their schedule. We have also been told that the principal told teachers in meetings that she "hates" elementary students. Why then is this lady running a school? This place is a joke and we have been misled what this school is really about. DO NOT ENROLL IN THIS SCHOOL.
—Submitted by a parent


Posted May 6, 2014

TCAH is poorly run. Administration is uncooperative and inconsistent in their enforcement of policies and procedures. I forgot to log attendance for 3 days and the teacher told me she was told to mark it for me by the principal. Last time I checked I think that is illegal. My neighbor has a daughter enrolled and her teacher reminded her to mark attendance, no mention of being told to mark it for them by the principal. They threaten withdrawal all of the time but don't follow through. The teachers are forced to become the bad guys but our teacher tells us the truth that the principals are hounding and threatening them. This place needs help.
—Submitted by a parent


Posted April 24, 2014

Why is this school being sold as the "highest rated virtual school in the state" when according to TEA standards it is academically unacceptable in several areas? I am all for silver linings, but this appears to be a stretch. From my experience, the teachers are high quality, but appear to be inhibited by the policies and procedures put in place by administration. The school director and principal are very patronizing and disingenuous with regards to the care for students. Communication between administration and teachers as well as among administrators appears to be very lacking. I am told one thing by administrators that makes no sense, the teacher tells me the opposite that makes sense and appears to be the legitimate truth. Appears to be a case of "if it doesn't make sense, it's not true". Administration needs a major overhaul at this school.
—Submitted by a parent


Posted April 13, 2014

ADVANTAGE: As in any school, teachers are hit or miss. We have found more hits than misses here. There are a few teachers to miss but it appears the ones that have been there the longest are fabulous. In particular, my child's 8th grade social studies teacher is fantastic- very friendly and helpful. She is our favorite! DISADVANTAGES: Administration is very unorganized, difficult to reach and confrontational when they are reached. Found it disturbing that a certain administrator at this school was on the Houston news making references to "pant dropping" in public schools. Teachers are moved far too frequently- my child's classes rotate too often with new teachers who appear untrained of how to use their online portal. The teachers we've had issues with lack appropriate communication skills. Conversations with my children have been awkward, sometimes inappropriate and condescending. OVERALL- I would recommend this school if it were under different leadership and several teachers were replaced, and their policy of circulating teachers regularly was changed. My children suffer from incompetent teachers who don't know how to use their system.
—Submitted by a parent


Posted January 7, 2014

We love TCAH, this is our first year, a lot of work, but the teachers are great, both my children are maintaining a B average, we love it.
—Submitted by a parent


Posted January 6, 2014

Connection Academy is a HORRIBLE school , First of all the curriculum is very boring the way they organize the course get's boring after 1 week for every course it starts with Book-Review-question . They make learning very dull and, Like me all of my life I have been doing public school and when I came to this school, I lost all of my friends and now I have no friends I feel lonely at this school . PLEASE WHATEVER YOU DO DON'T JOIN THIS SCHOOL IT'S DULL AND DOES NOT SPARK INTEREST IN STUDENTS LEARNING


Posted November 5, 2013

My daughter attended Texas Connections Academy for a couple of months. She loved it and so did we as her parents! Great school; teachers and staff. The curriculum was ahead of regular public school. We moved to a small town and my daughter decided to try public school again and so far she is ahead in her regular public school and we believe it was because of Texas Connections Academy. They really made the process of enrollment easy and when we decided to withdrawal her they were very kind. Her homeroom teacher even called her to wish her the best in her new school. I could go on and on with great things to say about this school.
—Submitted by a parent


Posted October 2, 2013

I did the review in the middle of the summer about the ease of registration and helpfulness of the registration staff. Now that we are 6 weeks in I wanted to update and say that we're still very impressed and pleased with this school. The instruction is rigorous but enjoyable. My 3rd grader is enjoying learning and working through her lessons. The teachers have been very involved and easy to reach. The portfolios take a lot of work but have very really benefits in student understanding of the subjects. Very happy with this curriculum and set-up!
—Submitted by a parent


Posted August 29, 2013

TCAH is a wonderful school because it lets your child learn with the best learning style and pace that is right for them. The teacher are always available to answer questions and talk with you or the student at any given time. The curriculum is the best I've seen in the Texas schools my son has attended. They have art and music and all the academics as well. The schedule is laid out and and the UI is not complicated so my 3rd grader can get on and do his school work without confusion. Since he's been at TCAH his grades and attitude towards school have greatly improved since attending TCAH. We started our 2nd year here this year and it's been great. His Teacher is just as great this year as last year!
—Submitted by a parent


Posted August 28, 2013

We are enjoying being a part of this school. My son has contact with his teachers any time he needs help and we have the flexibility to do the lessons when it is convenient for us. Plus, we didn't have to spend money on school supplies!
—Submitted by a parent


Posted August 27, 2013

Our family is new to Texas Connections Academy at Houston. However, my children are teens, so I am fully qualified to comment on the preparation and planning involved in starting a new school year. When my children attended traditional school and a smaller charter school, it could take up to a week before they actually began their school work. Unfortunately, instructors have to spend the first few days on housekeeping, distributing materials, and imparting rules. Our experience with TCAH was completely different. My kids hit the ground running on the first day. They've had their materials since mid-July and received communication and assignments from each of their teachers the Saturday before classes began. I believe the TCAH experience will be excellent preparation for college. Success with this school requires the students to be independent, self-directed, and self-motivated. Good time management skills are a must, both for the students and the parents. Thanks to the support tools provided by TCAH, I looking forward to the challenge of keeping my family on track for stellar school year.
—Submitted by a parent


Posted August 27, 2013

I love this school...my daughter does her work on her on time and her own pace..I also can learn new things while helping her.
—Submitted by a parent


Posted August 27, 2013

I swear this school just keeps getting better and better as the year goes on. The comfort of home and not all the judgement and assumptions that there is in public schools. This school is a great school for anyone who has a child that wants to learn and is very smart he or she just does not get along well with other individuals. I have a daughter with Bipolar and ADHD as well people are quick to judge so that interfered with her school work with connections academy she is able to do her school work focus on her grades and not worry about the bulling and other distractions of public school. The teachers are focused more on the students it is almost like we have a private tutor for each subject. The teachers are really focused on the students and the small amount of individual attention can make a world of difference exspecially when you have children that are use to being pushed aside by other students and teachers. Their focus here at Connections Academy is right where it needs to be on the students and not on the testing and reputation. WTG CONNECTIONS ACADEMY.
—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.

105 students were tested at this school in 2011.

2011

 
 
78%

2010

 
 
80%
Math

The state average for Math was 87% in 2011.

105 students were tested at this school in 2011.

2011

 
 
63%

2010

 
 
57%
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.

163 students were tested at this school in 2011.

2011

 
 
80%

2010

 
 
84%
Math

The state average for Math was 88% in 2011.

163 students were tested at this school in 2011.

2011

 
 
58%

2010

 
 
47%
Writing

The state average for Writing was 90% in 2011.

162 students were tested at this school in 2011.

2011

 
 
64%

2010

 
 
66%
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 82% in 2011.

169 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
87%
Math

The state average for Math was 81% in 2011.

169 students were tested at this school in 2011.

2011

 
 
76%

2010

 
 
68%
Science

The state average for Science was 87% in 2011.

164 students were tested at this school in 2011.

2011

 
 
74%

2010

 
 
76%
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 84% in 2011.

128 students were tested at this school in 2011.

2011

 
 
88%

2010

 
 
81%
Math

The state average for Math was 83% in 2011.

128 students were tested at this school in 2011.

2011

 
 
79%

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.

128 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
90%
Math

The state average for Math was 81% in 2011.

129 students were tested at this school in 2011.

2011

 
 
77%

2010

 
 
66%
Writing

The state average for Writing was 94% in 2011.

131 students were tested at this school in 2011.

2011

 
 
94%

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.

153 students were tested at this school in 2011.

2011

 
 
99%

2010

 
 
99%
Math

The state average for Math was 73% in 2011.

153 students were tested at this school in 2011.

2011

 
 
85%

2010

 
 
68%
Science

The state average for Science was 79% in 2011.

149 students were tested at this school in 2011.

2011

 
 
81%

2010

 
 
72%
Social Studies

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

148 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
87%
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 89% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 70% in 2011.

2011

 
 
n/a

2010

 
 
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.

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 91% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 74% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 76% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Social Studies

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

2011

 
 
n/a

2010

 
 
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.

Source: Texas Education Agency

English Language Arts

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

150 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 89% in 2013.

144 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 95% in 2013.

146 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Social Studies

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

146 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
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.

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 79% in 2013.

100 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
75%
Math

The state average for Math was 69% in 2013.

100 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
42%
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 72% in 2013.

161 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
75%
Math

The state average for Math was 68% in 2013.

136 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
44%
Writing

The state average for Writing was 71% in 2013.

157 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
61%
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.

201 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
78%
Math

The state average for Math was 75% in 2013.

193 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
54%
Science

The state average for Science was 73% in 2013.

198 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
63%
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 71% in 2013.

260 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
87%
Math

The state average for Math was 74% in 2013.

247 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
73%
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.

298 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
88%
Math

The state average for Math was 71% in 2013.

274 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
68%
Writing

The state average for Writing was 70% in 2013.

301 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
81%
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.

312 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
92%
Math

The state average for Math was 77% in 2013.

301 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
68%
Science

The state average for Science was 75% in 2013.

305 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
61%
Social Studies

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

302 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
54%
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.

320 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
73%
Algebra II

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

37 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
n/a
Biology I

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

347 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
95%
Chemistry

The state average for Chemistry was 84% in 2013.

205 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
n/a
English I Reading

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

375 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
85%
English I Writing

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

384 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
68%
English II Reading

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

226 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
n/a
English II Writing

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

228 students were tested at this school in 2013.

2013

 
 
59%

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.

141 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
94%
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.

328 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
92%
World History

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

225 students were tested at this school in 2013.

2013

 
 
64%

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 Students78%
Female82%
Male76%
Black or African American50%
Asiann/a
Hispanic74%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White84%
Economically disadvantaged73%
Not economically disadvantaged81%
Special educationn/a
Not special education78%
Limited English proficient (LEP)n/a
Proficient in English78%
Migrantn/a
Not migrant78%
Gifted/talentedn/a
Not Gifted78%
Bilingualn/a

Math

All Students46%
Female37%
Male52%
Black or African American21%
Asiann/a
Hispanic26%
Multiracial80%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White55%
Economically disadvantaged32%
Not economically disadvantaged56%
Special educationn/a
Not special education45%
Limited English proficient (LEP)n/a
Proficient in English46%
Migrantn/a
Not migrant46%
Gifted/talentedn/a
Not Gifted47%
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 Students78%
Female82%
Male74%
Black or African American59%
Asian100%
Hispanic73%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged64%
Not economically disadvantaged89%
Special educationn/a
Not special education78%
Limited English proficient (LEP)n/a
Proficient in English78%
Migrantn/a
Not migrant78%
Gifted/talentedn/a
Not Gifted78%
Bilingualn/a

Math

All Students38%
Female42%
Male34%
Black or African American29%
Asiann/a
Hispanic38%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White38%
Economically disadvantaged32%
Not economically disadvantaged43%
Special educationn/a
Not special education38%
Limited English proficient (LEP)n/a
Proficient in English38%
Migrantn/a
Not migrant38%
Gifted/talentedn/a
Not Gifted38%
Bilingualn/a

Writing

All Students64%
Female75%
Male54%
Black or African American67%
Asian100%
Hispanic53%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White70%
Economically disadvantaged47%
Not economically disadvantaged77%
Special educationn/a
Not special education64%
Limited English proficient (LEP)n/a
Proficient in English64%
Migrantn/a
Not migrant64%
Gifted/talentedn/a
Not Gifted64%
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%
Female90%
Male80%
Black or African American78%
Asian92%
Hispanic85%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged80%
Not economically disadvantaged89%
Special educationn/a
Not special education86%
Limited English proficient (LEP)n/a
Proficient in English85%
Migrantn/a
Not migrant85%
Gifted/talentedn/a
Not Gifted85%
Bilingualn/a

Math

All Students58%
Female58%
Male57%
Black or African American42%
Asian100%
Hispanic46%
Multiracial40%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White61%
Economically disadvantaged44%
Not economically disadvantaged70%
Special education20%
Not special education59%
Limited English proficient (LEP)n/a
Proficient in English58%
Migrantn/a
Not migrant58%
Gifted/talentedn/a
Not Gifted57%
Bilingualn/a

Science

All Students70%
Female71%
Male68%
Black or African American52%
Asian100%
Hispanic55%
Multiracial71%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White76%
Economically disadvantaged58%
Not economically disadvantaged79%
Special education60%
Not special education70%
Limited English proficient (LEP)n/a
Proficient in English70%
Migrantn/a
Not migrant70%
Gifted/talented100%
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 Students83%
Female85%
Male82%
Black or African American74%
Asian100%
Hispanic86%
Multiracial82%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White84%
Economically disadvantaged70%
Not economically disadvantaged93%
Special education75%
Not special education84%
Limited English proficient (LEP)n/a
Proficient in English83%
Migrantn/a
Not migrant83%
Gifted/talentedn/a
Not Gifted83%
Bilingualn/a

Math

All Students67%
Female68%
Male66%
Black or African American41%
Asian83%
Hispanic65%
Multiracial64%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White73%
Economically disadvantaged50%
Not economically disadvantaged80%
Special education67%
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 Students87%
Female90%
Male84%
Black or African American67%
Asian93%
Hispanic93%
Multiracial90%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged80%
Not economically disadvantaged92%
Special educationn/a
Not special education87%
Limited English proficient (LEP)n/a
Proficient in English87%
Migrantn/a
Not migrant87%
Gifted/talentedn/a
Not Gifted87%
Bilingualn/a

Math

All Students73%
Female73%
Male73%
Black or African American51%
Asian100%
Hispanic71%
Multiracial71%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White78%
Economically disadvantaged67%
Not economically disadvantaged79%
Special educationn/a
Not special education73%
Limited English proficient (LEP)n/a
Proficient in English73%
Migrantn/a
Not migrant73%
Gifted/talentedn/a
Not Gifted73%
Bilingualn/a

Writing

All Students78%
Female85%
Male71%
Black or African American71%
Asian100%
Hispanic79%
Multiracial60%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White78%
Economically disadvantaged70%
Not economically disadvantaged85%
Special educationn/a
Not special education79%
Limited English proficient (LEP)n/a
Proficient in English79%
Migrantn/a
Not migrant78%
Gifted/talentedn/a
Not Gifted78%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students92%
Female92%
Male91%
Black or African American94%
Asian100%
Hispanic87%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White92%
Economically disadvantaged88%
Not economically disadvantaged94%
Special educationn/a
Not special education92%
Limited English proficient (LEP)n/a
Proficient in English92%
Migrantn/a
Not migrant92%
Gifted/talentedn/a
Not Gifted92%
Bilingualn/a

Math

All Students74%
Female70%
Male79%
Black or African American71%
Asian88%
Hispanic59%
Multiracial88%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White80%
Economically disadvantaged70%
Not economically disadvantaged78%
Special educationn/a
Not special education74%
Limited English proficient (LEP)n/a
Proficient in English74%
Migrantn/a
Not migrant74%
Gifted/talentedn/a
Not Gifted74%
Bilingualn/a

Science

All Students72%
Female65%
Male80%
Black or African American63%
Asian82%
Hispanic62%
Multiracial67%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White77%
Economically disadvantaged66%
Not economically disadvantaged77%
Special educationn/a
Not special education72%
Limited English proficient (LEP)n/a
Proficient in English72%
Migrantn/a
Not migrant72%
Gifted/talentedn/a
Not Gifted72%
Bilingualn/a

Social Studies

All Students58%
Female54%
Male63%
Black or African American26%
Asian82%
Hispanic49%
Multiracial67%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White66%
Economically disadvantaged48%
Not economically disadvantaged65%
Special educationn/a
Not special education58%
Limited English proficient (LEP)n/a
Proficient in English58%
Migrantn/a
Not migrant58%
Gifted/talentedn/a
Not Gifted58%
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 Students67%
Female68%
Male65%
Black or African American56%
Asian100%
Hispanic64%
Multiracial55%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White68%
Economically disadvantaged51%
Not economically disadvantaged74%
Special education17%
Not special education68%
Limited English proficient (LEP)n/a
Proficient in English67%
Migrantn/a
Not migrant67%
Gifted/talented100%
Not Gifted66%
Bilingualn/a

Algebra II

All Students97%
Female100%
Male93%
Black or African Americann/a
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged80%
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

Biology I

All Students80%
Female79%
Male81%
Black or African American75%
Asian100%
Hispanic68%
Multiracial90%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged71%
Not economically disadvantaged86%
Special education100%
Not special education80%
Limited English proficient (LEP)n/a
Proficient in English81%
Migrantn/a
Not migrant80%
Gifted/talentedn/a
Not Gifted80%
Bilingualn/a

Chemistry

All Students68%
Female68%
Male68%
Black or African American60%
Asiann/a
Hispanic62%
Multiracial63%
American Indian or Alaska Native80%
Native Hawaiian/Pacific Islandern/a
White73%
Economically disadvantaged56%
Not economically disadvantaged76%
Special educationn/a
Not special education68%
Limited English proficient (LEP)n/a
Proficient in English68%
Migrantn/a
Not migrant68%
Gifted/talented100%
Not Gifted67%
Bilingualn/a

English I Reading

All Students70%
Female71%
Male68%
Black or African American55%
Asian88%
Hispanic63%
Multiracial67%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White75%
Economically disadvantaged56%
Not economically disadvantaged77%
Special education60%
Not special education70%
Limited English proficient (LEP)n/a
Proficient in English70%
Migrantn/a
Not migrant70%
Gifted/talentedn/a
Not Gifted69%
Bilingualn/a

English I Writing

All Students51%
Female59%
Male41%
Black or African American51%
Asian75%
Hispanic46%
Multiracial22%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White54%
Economically disadvantaged44%
Not economically disadvantaged56%
Special education40%
Not special education51%
Limited English proficient (LEP)n/a
Proficient in English51%
Migrantn/a
Not migrant51%
Gifted/talentedn/a
Not Gifted51%
Bilingualn/a

English II Reading

All Students83%
Female83%
Male83%
Black or African American84%
Asiann/a
Hispanic77%
Multiracial100%
American Indian or Alaska Native80%
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged81%
Not economically disadvantaged84%
Special educationn/a
Not special education83%
Limited English proficient (LEP)n/a
Proficient in English83%
Migrantn/a
Not migrant83%
Gifted/talentedn/a
Not Gifted83%
Bilingualn/a

English II Writing

All Students59%
Female60%
Male59%
Black or African American46%
Asiann/a
Hispanic57%
Multiracial83%
American Indian or Alaska Native80%
Native Hawaiian/Pacific Islandern/a
White62%
Economically disadvantaged49%
Not economically disadvantaged65%
Special educationn/a
Not special education60%
Limited English proficient (LEP)n/a
Proficient in English59%
Migrantn/a
Not migrant59%
Gifted/talentedn/a
Not Gifted59%
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 Students90%
Female89%
Male92%
Black or African American71%
Asiann/a
Hispanic93%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged89%
Not economically disadvantaged91%
Special educationn/a
Not special education90%
Limited English proficient (LEP)n/a
Proficient in English90%
Migrantn/a
Not migrant90%
Gifted/talentedn/a
Not Gifted90%
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 Students78%
Female74%
Male85%
Black or African American71%
Asian100%
Hispanic67%
Multiracial78%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged69%
Not economically disadvantaged84%
Special education83%
Not special education79%
Limited English proficient (LEP)n/a
Proficient in English79%
Migrantn/a
Not migrant79%
Gifted/talentedn/a
Not Gifted78%
Bilingualn/a

World History

All Students64%
Female60%
Male73%
Black or African American61%
Asiann/a
Hispanic57%
Multiracial78%
American Indian or Alaska Native80%
Native Hawaiian/Pacific Islandern/a
White66%
Economically disadvantaged62%
Not economically disadvantaged66%
Special educationn/a
Not special education65%
Limited English proficient (LEP)n/a
Proficient in English65%
Migrantn/a
Not migrant64%
Gifted/talentedn/a
Not Gifted64%
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 Students99%
Female98%
Male100%
Black or African American89%
Asiann/a
Hispanic100%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged100%
Special educationn/a
Limited English proficient (LEP)n/a

Math

All Students75%
Female74%
Male77%
Black or African American53%
Asiann/a
Hispanic76%
American Indian or Alaska Nativen/a
White79%
Economically disadvantaged71%
Special educationn/a
Limited English proficient (LEP)n/a

Science

All Students96%
Female94%
Male100%
Black or African American88%
Asiann/a
Hispanic97%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged94%
Special educationn/a
Limited English proficient (LEP)n/a

Social Studies

All Students98%
Female97%
Male100%
Black or African American94%
Asiann/a
Hispanic97%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged98%
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 "Academically Unacceptable".
  • This school did not receive a rating in 2009-2010.
  • This school did not receive a rating in 2008-2009.

About the tests


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

Source: Texas Education Agency

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
White 54% 29%
Hispanic 27% 52%
Black 11% 13%
Two or more races 4% 2%
Asian or Pacific Islander 3% 4%
American Indian/Alaska Native 1% 0%
Hawaiian Native/Pacific Islander 0% 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 1%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 62%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • PAMELA GRABSKY
Fax number
  • (281) 496-4697

Resources

Transportation options
  • Transportation provided for special education students only
School leaders can update this information here.

School culture

Dress Code
  • Uniforms
School leaders can update this information here.

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10550 Richmond Avenue
Suite 140
Houston, TX 77042
Website: Click here
Phone: (281) 496-4553

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