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GreatSchools Rating

Grady Middle School

Public | 6-8 | 558 students

 

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Last modified
Community Rating

4 stars

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

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13 reviews of this school


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Posted July 2, 2014

Grady is a great middle school. It's a relatively small middle school for the Houston area with inspiring teachers who care about their students. I have one child who has attended Grady for the past two years and we are looking forward to one more year. The coaches, teachers and staff take a genuine interest in the students and it has been a pleasure to watch our child excel academically, as well as enjoy all of the extra-curricular activities offered by Grady. This school is truly a jewel in HISD's crown.
—Submitted by a parent


Posted July 2, 2014

I have one child at Grady, one about to go and one who is in high school after attending Grady. My high school student was very well-prepared after attending Grady. We continue to be pleased with the smaller size, beautiful (new) facility and excellent faculty and administration. The teachers genuinely care about the students and are able to reach that hard middle-school age with both humor and empathy. The students are encouraged to participate in all kinds of extra-curricular activities including incredible drama, band and art programs and a great athletic program as well.
—Submitted by a parent


Posted June 24, 2014

I have had two children at Grady. My oldest child is now in high school and was definitely prepared for the challenge. The teachers take an interest in the student and care not just about test scores but about the whole child. Grady has a wonderful arts program - art, band and theater. Its sports program allows all students to be involved. I highly recommend!
—Submitted by a parent


Posted May 6, 2014

Grady Middle School is very small but that is good because you can be the star at any sport. The teachers are very nice and smart. Grady is an I.B. School.


Posted March 2, 2010

I've been at Grady for 3 years (6-8) and I love it. Grady has a great mix of students and with its small size it's easy to make friends. It has offered many different extracurricular activities to me, and I've participated in sports, Student Council, Yearbook staff, and National Junior Honor society. The acedemics are great, and I've learned so much here.
—Submitted by a student


Posted September 14, 2009

My son is in his second year at Grady and enjoys it very much. I'm very please with the teachers and the staff.
—Submitted by a parent


Posted October 21, 2008

My daughter attends Grady and I must say she does enjoy the school and as a parent I do too. The Principal and the Staff are wonderful.
—Submitted by a parent


Posted November 15, 2007

I say Grady is an excellent school for my child. She has been given a great opportunity to join many extra curricular activities. Such as choir, pre algebra, yoga, drama, Spanish, art, and more! Grady is an excellent school to be in, with great teachers and great oppurtunities. I hope that even more students will go there, and see that it is one of the most excellent schools ever!
—Submitted by a parent


Posted April 24, 2007

I thought grady was a fairly ok school. Some of the kids there are nice and some mean just like in other schools. It made the kids focus on school and not anything else. I went to another school and I prefer Grady better.
—Submitted by a student


Posted August 7, 2006

Both my children attended Grady and liked the school and the teachers (in most cases). My son was very involved in sports and participated in the football and basketball programs. I liked the way the coaches took time to help my son develop his skill, particularly in football. My daughter was involved in the choir and the school play for both 7th and 8th Grade and she enjoyed both. I felt like the courses for both my children were challenging and the writing program, particularly eighth grade, outstanding. Both of my children have moved on to Lamar High School IB program and I think that the Pre-AP classes at Grady helped prepare them. I liked the fact that Grady families may choose from Lamar, Lee or Westside. I think the best thing about Grady was its small size. It really feels like a neighborhood school.
—Submitted by a parent


Posted February 1, 2006

We were not satisfied with Grady, though others liked it. Perhaps it depends on the nature of the child in question. Better suited for 'tough' teens, rather than sensitive ones.
—Submitted by a parent


Posted April 11, 2005

It's not what they promised it would be. Some faculty don't teach effectively and even hold back grades from the students (very bad when you want a progress report and need to know where to improve). A severe lack of communication between the school and parents (some staff even avoid making appointments with you). The administration is just as bad. Rules on dress code and identification make me feel more like the staff is more interested in making things easier for them than on the welfare of the students. That's just the tip of the iceburg. I had an instance where my daughter was about to be stranded alone at an after school sports function just because a school official didn't want to wait 15 minutes after the event was over. Grady promises advantages in preparing for high school, but instead the school acted more self-serving and lax towards students.
—Submitted by a parent


Posted February 17, 2004

Grady is a good school. I have 1 son that goes there, and he is in the advanced academics program there. Truly, Grady is only a good school if your son/daughter is in the advanced program. At Grady its called Pre-Ap, in the District (HISD) its called G/T (gifted and talented).
—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 84% in 2011.

139 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
89%
Math

The state average for Math was 83% in 2011.

139 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
78%
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.

157 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
90%
Math

The state average for Math was 81% in 2011.

157 students were tested at this school in 2011.

2011

 
 
88%

2010

 
 
84%
Writing

The state average for Writing was 94% in 2011.

154 students were tested at this school in 2011.

2011

 
 
97%

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.

147 students were tested at this school in 2011.

2011

 
 
98%

2010

 
 
99%
Math

The state average for Math was 73% in 2011.

142 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
93%
Science

The state average for Science was 79% in 2011.

141 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
75%
Social Studies

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

142 students were tested at this school in 2011.

2011

 
 
99%

2010

 
 
100%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

All Students95%
Female98%
Male92%
Black or African American100%
Asian100%
Hispanic92%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged94%
Not economically disadvantaged96%
Special educationn/a
Not special education95%
Limited English proficient (LEP)86%
Proficient in English96%
Migrantn/a
Not migrant95%
Gifted/talented100%

Math

All Students92%
Female95%
Male88%
Black or African American79%
Asian100%
Hispanic93%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged94%
Not economically disadvantaged90%
Special educationn/a
Not special education92%
Limited English proficient (LEP)100%
Proficient in English91%
Migrantn/a
Not migrant92%
Gifted/talented100%
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students97%
Female99%
Male95%
Black or African American98%
Asian91%
Hispanic97%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged96%
Not economically disadvantaged98%
Special education86%
Not special education97%
Limited English proficient (LEP)88%
Proficient in English97%
Migrantn/a
Not migrant97%
Gifted/talented100%

Math

All Students88%
Female93%
Male83%
Black or African American85%
Asian91%
Hispanic88%
American Indian or Alaska Nativen/a
White89%
Economically disadvantaged85%
Not economically disadvantaged92%
Special education100%
Not special education87%
Limited English proficient (LEP)63%
Proficient in English89%
Migrantn/a
Not migrant88%
Gifted/talented97%

Writing

All Students97%
Female97%
Male98%
Black or African American100%
Asian100%
Hispanic97%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged97%
Not economically disadvantaged98%
Special education100%
Not special education97%
Limited English proficient (LEP)100%
Proficient in English97%
Migrantn/a
Not migrant97%
Gifted/talented100%
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students98%
Female97%
Male99%
Black or African American100%
Asian100%
Hispanic96%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged98%
Not economically disadvantaged98%
Special education93%
Not special education98%
Limited English proficient (LEP)82%
Proficient in English99%
Migrantn/a
Not migrant98%
Gifted/talented100%

Math

All Students95%
Female95%
Male95%
Black or African American94%
Asian100%
Hispanic93%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged93%
Not economically disadvantaged98%
Special education100%
Not special education95%
Limited English proficient (LEP)80%
Proficient in English96%
Migrantn/a
Not migrant95%
Gifted/talented100%

Science

All Students89%
Female85%
Male92%
Black or African American78%
Asian100%
Hispanic91%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged86%
Not economically disadvantaged94%
Special education100%
Not special education89%
Limited English proficient (LEP)60%
Proficient in English92%
Migrantn/a
Not migrant89%
Gifted/talented100%

Social Studies

All Students99%
Female100%
Male99%
Black or African American100%
Asian100%
Hispanic98%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged99%
Not economically disadvantaged100%
Special education100%
Not special education99%
Limited English proficient (LEP)90%
Proficient in English100%
Migrantn/a
Not migrant99%
Gifted/talented100%
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 71% in 2013.

176 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
84%
Math

The state average for Math was 74% in 2013.

168 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
77%
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.

176 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
88%
Math

The state average for Math was 71% in 2013.

55 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
88%
Writing

The state average for Writing was 70% in 2013.

175 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
79%
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.

154 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
90%
Math

The state average for Math was 77% in 2013.

215 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
75%
Science

The state average for Science was 75% in 2013.

103 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
76%
Social Studies

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

145 students were tested at this school in 2013.

2013

 
 
71%

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

Algebra I

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

44 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
98%
Algebra II

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

2013

 
 
n/a

2012

 
 
n/a
Biology I

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

40 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
n/a
Chemistry

The state average for Chemistry was 84% in 2013.

2013

 
 
n/a

2012

 
 
n/a
English I Reading

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

2013

 
 
n/a

2012

 
 
n/a
English I Writing

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

2013

 
 
n/a

2012

 
 
n/a
English II Reading

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

2013

 
 
n/a

2012

 
 
n/a
English II Writing

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

2013

 
 
n/a

2012

 
 
n/a
English III Reading

The state average for English III Reading was 63% in 2013.

2013

 
 
n/a

2012

 
 
n/a
English III Writing

The state average for English III Writing was 42% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Geometry

The state average for Geometry was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Physics

The state average for Physics was 81% in 2013.

2013

 
 
n/a

2012

 
 
n/a
U.S. History

The state average for U.S. History was 73% in 2013.

2013

 
 
n/a

2012

 
 
n/a
World Geography

The state average for World Geography was 75% in 2013.

2013

 
 
n/a

2012

 
 
n/a
World History

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

2013

 
 
n/a

2012

 
 
n/a
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

All Students77%
Female79%
Male75%
Black or African American78%
Asian100%
Hispanic70%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White82%
Economically disadvantaged70%
Not economically disadvantaged85%
Special education50%
Not special education78%
Limited English proficient (LEP)33%
Proficient in English84%
Migrantn/a
Not migrant77%
Gifted/talented97%
Not Gifted72%
Bilingualn/a

Math

All Students76%
Female75%
Male78%
Black or African American72%
Asian83%
Hispanic68%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged68%
Not economically disadvantaged86%
Special education40%
Not special education77%
Limited English proficient (LEP)53%
Proficient in English79%
Migrantn/a
Not migrant76%
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 Students86%
Female86%
Male86%
Black or African American86%
Asian90%
Hispanic87%
Multiracial80%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged85%
Not economically disadvantaged89%
Special educationn/a
Not special education88%
Limited English proficient (LEP)36%
Proficient in English90%
Migrantn/a
Not migrant86%
Gifted/talented100%
Not Gifted82%
Bilingualn/a

Math

All Students38%
Female37%
Male40%
Black or African American38%
Asiann/a
Hispanic33%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White20%
Economically disadvantaged40%
Not economically disadvantaged31%
Special educationn/a
Not special education38%
Limited English proficient (LEP)40%
Proficient in English36%
Migrantn/a
Not migrant37%
Gifted/talentedn/a
Not Gifted37%
Bilingualn/a

Writing

All Students77%
Female80%
Male74%
Black or African American76%
Asian100%
Hispanic75%
Multiracial60%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White83%
Economically disadvantaged72%
Not economically disadvantaged85%
Special educationn/a
Not special education80%
Limited English proficient (LEP)21%
Proficient in English82%
Migrantn/a
Not migrant78%
Gifted/talented100%
Not Gifted72%
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 Students88%
Female93%
Male82%
Black or African American86%
Asian86%
Hispanic92%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White84%
Economically disadvantaged81%
Not economically disadvantaged96%
Special educationn/a
Not special education88%
Limited English proficient (LEP)33%
Proficient in English94%
Migrantn/a
Not migrant88%
Gifted/talented100%
Not Gifted84%
Bilingualn/a

Math

All Students81%
Female79%
Male84%
Black or African American65%
Asian100%
Hispanic81%
Multiracial60%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged74%
Not economically disadvantaged89%
Special educationn/a
Not special education81%
Limited English proficient (LEP)83%
Proficient in English81%
Migrantn/a
Not migrant81%
Gifted/talented100%
Not Gifted77%
Bilingualn/a

Science

All Students62%
Female57%
Male67%
Black or African American57%
Asiann/a
Hispanic59%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White75%
Economically disadvantaged54%
Not economically disadvantaged76%
Special educationn/a
Not special education63%
Limited English proficient (LEP)40%
Proficient in English63%
Migrantn/a
Not migrant62%
Gifted/talentedn/a
Not Gifted61%
Bilingualn/a

Social Studies

All Students71%
Female71%
Male71%
Black or African American58%
Asian100%
Hispanic65%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged59%
Not economically disadvantaged86%
Special educationn/a
Not special education72%
Limited English proficient (LEP)60%
Proficient in English71%
Migrantn/a
Not migrant71%
Gifted/talented100%
Not Gifted63%
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 Students98%
Female100%
Male95%
Black or African Americann/a
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged93%
Not economically disadvantaged100%
Special educationn/a
Not special education98%
Limited English proficient (LEP)n/a
Proficient in English98%
Migrantn/a
Not migrant98%
Gifted/talented100%
Not Gifted92%
Bilingualn/a

Algebra II

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a
Bilingualn/a

Biology I

All Students100%
Female100%
Male100%
Black or African Americann/a
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged100%
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Not migrant100%
Gifted/talented100%
Not Gifted100%
Bilingualn/a

Chemistry

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a
Bilingualn/a

English I Reading

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a
Bilingualn/a

English I Writing

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a
Bilingualn/a

English II Reading

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a
Bilingualn/a

English II Writing

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a
Bilingualn/a

English III Reading

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a

English III Writing

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a

Geometry

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a
Bilingualn/a

Physics

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a

U.S. History

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a

World Geography

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a
Bilingualn/a

World History

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

  • In 2010-2011, this school was rated "Recognized".
  • In 2009-2010, this school was rated "Recognized".
  • 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

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 49% 52%
White 28% 29%
Black 14% 13%
Asian or Pacific Islander 7% 4%
Two or more races 2% 2%
American Indian/Alaska Native N/A 0%
Hawaiian Native/Pacific Islander N/A 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 13%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 7%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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Health & athletics

School facilities
  • Access to sports fields
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
  • GRETCHEN KASPER
Fax number
  • (713) 625-1415

Resources

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

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Sports

Boys sports
  • Baseball
  • Basketball
  • Cross country
  • Football
  • Soccer
  • Track
Girls sports
  • Basketball
  • Cheerleading
  • Cross country
  • Soccer
  • Track
  • Volleyball
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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5215 San Felipe Street
Houston, TX 77056
Website: Click here
Phone: (713) 625-1411

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