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GreatSchools Rating

Black Middle School

Public | 6-8 | 839 students

We are best known for Vanguard Magnet program.

 
 
Last modified
Community Rating

3 stars

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

Teacher quality

Principal leadership

Parent involvement

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16 reviews of this school


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Posted April 25, 2014

Frank Black Middle School is propagated on lies aimed at getting white middle class families into the school (see the post below), and disenfranchised minorities out. There is no actual emphasis on the "whole child," rather the entire emphasis of the school is on getting high enough test scores to keep the current folks in power. This school can be summed up in a few words: sorry administrative staffing, large class sizes (30 plus), high teacher turnover, low level instruction, lack of discipline, and low accountability.
—Submitted by a parent


Posted April 2, 2014

The Principal, Ms. Jao listens to the parents and is a fierce advocate for her students and their rights to have fantastic teachers, academics and one of the most comprehensive sports offerings around....they could model a standard that would benefit all of HISD. In addition, the teachers are amazing and have gone above and beyond to guarantee their students successes.
—Submitted by a parent


Posted October 5, 2013

As a 2006-2009 'student', I was here when the 'changes' started to happen. Let me tell you about these changes. No more field trips, less food to choose from in the cafeteria ( I remember how a teacher wanted me to eat things I REALLY didnt wanted to, and even stalked me to my car to tell on my parents), GOOD teachers dismissed to make room for MORE UNCARING teachers, and they also cutted down the # of ESL program classes forcing ESLs to take normal classes when some were obviously not ready yet. I was also bullied in 8 grade both by students and some teachers, I recall a Mr.Raimen he teached pre-algebra and never helped me out if I had questions and then had the guts to show and mock my bad test results in front of the class. The atmosphere at this 'school' is dull and void, you see it with different uniforms and colors on the outside, but its still the same on the inside. I think both the teachers and students here need a counselor. Kids are at that stage where they want to be understood but all these teachers do is yell and embarrass them. Hence they rebel. Overall bad excuse of a school. It may be late, but I fell like this is something that needs to be known. Beware!


Posted October 5, 2013

I have been so impressed with Frank Black Middle School and the quality of the principal and of the teachers. Frank Black Middle School has hard-working caring teachers. My child has blossomed in this environment and we could not be happier with the quality of education that is being offered. Furthermore, there are tons of clubs and afterschool sports not to mention the Vanguard program and AP classes. This school has really turned the corner and is becoming a great school.
—Submitted by a parent


Posted August 27, 2011

FBMS is a great middle school with a wide variety of athletic programs, excellent academics including a Vanguard program and strong and developing programs in the Arts. It provides a excellent, well-rounded education for kids on a spacious and recently upgraded campus.
—Submitted by a parent


Posted February 10, 2011

An amazing transformation is underway at Frank Black Middle School. There is good leadership from the principal and assistant principals. The faculty is talented and dedicated. There has been outstanding progress regarding discipline issues. The school has some great assets and physical renovations are starting. Community support is growing dramatically. Improvement at the school is accelerating at an exceptional rate.


Posted October 29, 2010

school year 2010-2011 off to a great start. teachers are happy with their class sizes and have the support of principal and office staff. Principal encourage parents to attend school conferences and school events. Lots of new events this year with teachers and parents.
—Submitted by a parent


Posted September 4, 2009

Wonderful start for this year 2009-2010. Looking forward to being more involved for the next two years.
—Submitted by a parent


Posted September 3, 2009

Black MIddle School has been on the right track for the last few years. They have been steadily improving and I have been impressed with this year especially. The discipline level of the school has seen the most growth, and I am confident that the students are learning every day.
—Submitted by a parent


Posted September 21, 2007

There has been a big improvement in behavior at this school this year. The hallways are now clear and orderly, and the classrooms look like good learning environments. The 6th graders are in an academy setting.


Posted November 12, 2006

The lack of discipline on campus has destroyed the learning environment. Hallways are chaotic and loud. Currently, this school is simply not a good place for good education.
—Submitted by a teacher


Posted November 12, 2006

My child is zoned for this school and like so many other parents in my neighborhood who also have children zoned for Black Middle, we would rather die than expose our children to this toxic mess they actually have the gall to call a school. What are they teaching there? Nothing apparently. No foreign language, except Spanish--most middle schools offer at least French or German. No honor classes, no advanced math, nothing. What I see everyday are wild kids streaming out of that school and running through the neighborhood like banshees, destroying yards, calling out ugly names, and showing no respect for anything. What happened to citzenship and responsibility?
—Submitted by a parent


Posted November 4, 2006

I am a new teacher at Black Middle School, and the problem in the past began when there were teachers at the school who could not relate to the minority population, those who barely cared, or had little clue on how to discipline these type of students. My classroom is organized, fun, thought-provoking, and forward-thinking. Fights everyday? No. Not at all. My classroom is clean (no grafitti, plus I clean it once a month), I update all of my wall decor constantly, and students' learning follows the mandated hands-on, active learning that our society calls for now-a-days. There are many new teachers at Black Middle School this year, including a new and brilliant principal, who are young, vibrant, and are personally knowledgeable of the environment our students experience everyday.
—Submitted by a teacher


Posted November 29, 2005

I personally hold this school responsible for my son's current distaste for school. Once a gifted student, Black Middle School teachers and administrators killed any desire to learn. He felt unsafe while at school due to gang activity that is basically ignored. The teachers spend their time screaming at the kids instead of teaching them. The only good program is the Kickstart Karate Program. There is NO parental involvement at all. Bottom line, dangerous, uncaring teachers, administrators and parents. Do your child a favor and run away as fast as you can.
—Submitted by a parent


Posted July 17, 2005

very scary. some good teachers stuck in this mess.
—Submitted by a parent


Posted December 16, 2004

I dont think that black is a good school because the kids there do not know how to behave and there are fights every day!
—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.

167 students were tested at this school in 2011.

2011

 
 
73%

2010

 
 
69%
Math

The state average for Math was 83% in 2011.

166 students were tested at this school in 2011.

2011

 
 
80%

2010

 
 
81%
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.

147 students were tested at this school in 2011.

2011

 
 
72%

2010

 
 
76%
Math

The state average for Math was 81% in 2011.

144 students were tested at this school in 2011.

2011

 
 
78%

2010

 
 
73%
Writing

The state average for Writing was 94% in 2011.

143 students were tested at this school in 2011.

2011

 
 
85%

2010

 
 
94%
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.

131 students were tested at this school in 2011.

2011

 
 
85%

2010

 
 
90%
Math

The state average for Math was 73% in 2011.

130 students were tested at this school in 2011.

2011

 
 
80%

2010

 
 
76%
Science

The state average for Science was 79% in 2011.

137 students were tested at this school in 2011.

2011

 
 
75%

2010

 
 
64%
Social Studies

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

131 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
92%
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 Students73%
Female73%
Male73%
Black or African American71%
Asiann/a
Hispanic74%
American Indian or Alaska Nativen/a
White77%
Economically disadvantaged74%
Not economically disadvantaged67%
Special education38%
Not special education77%
Limited English proficient (LEP)61%
Proficient in English81%
Migrantn/a
Not migrant73%
Gifted/talentedn/a

Math

All Students80%
Female78%
Male82%
Black or African American71%
Asiann/a
Hispanic84%
American Indian or Alaska Nativen/a
White71%
Economically disadvantaged80%
Not economically disadvantaged89%
Special education40%
Not special education84%
Limited English proficient (LEP)78%
Proficient in English81%
Migrantn/a
Not migrant80%
Gifted/talentedn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students72%
Female70%
Male74%
Black or African American62%
Asiann/a
Hispanic74%
American Indian or Alaska Nativen/a
White83%
Economically disadvantaged72%
Not economically disadvantaged75%
Special education44%
Not special education76%
Limited English proficient (LEP)58%
Proficient in English76%
Migrantn/a
Not migrant73%
Gifted/talented100%

Math

All Students78%
Female72%
Male84%
Black or African American59%
Asiann/a
Hispanic83%
American Indian or Alaska Nativen/a
White82%
Economically disadvantaged79%
Not economically disadvantaged75%
Special education50%
Not special education82%
Limited English proficient (LEP)69%
Proficient in English80%
Migrantn/a
Not migrant79%
Gifted/talented100%

Writing

All Students85%
Female93%
Male79%
Black or African American92%
Asiann/a
Hispanic84%
American Indian or Alaska Nativen/a
White83%
Economically disadvantaged85%
Not economically disadvantaged88%
Special education47%
Not special education91%
Limited English proficient (LEP)79%
Proficient in English86%
Migrantn/a
Not migrant85%
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 Students85%
Female90%
Male81%
Black or African American85%
Asiann/a
Hispanic84%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged85%
Not economically disadvantaged90%
Special education73%
Not special education87%
Limited English proficient (LEP)75%
Proficient in English86%
Migrantn/a
Not migrant85%
Gifted/talented100%

Math

All Students80%
Female85%
Male75%
Black or African American83%
Asiann/a
Hispanic79%
American Indian or Alaska Nativen/a
White80%
Economically disadvantaged79%
Not economically disadvantaged90%
Special education78%
Not special education80%
Limited English proficient (LEP)77%
Proficient in English78%
Migrantn/a
Not migrant80%
Gifted/talented100%

Science

All Students75%
Female77%
Male74%
Black or African American75%
Asiann/a
Hispanic74%
American Indian or Alaska Nativen/a
White90%
Economically disadvantaged74%
Not economically disadvantaged100%
Special education73%
Not special education76%
Limited English proficient (LEP)50%
Proficient in English81%
Migrantn/a
Not migrant75%
Gifted/talented100%

Social Studies

All Students94%
Female96%
Male92%
Black or African American96%
Asiann/a
Hispanic93%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged93%
Not economically disadvantaged100%
Special education91%
Not special education94%
Limited English proficient (LEP)88%
Proficient in English95%
Migrantn/a
Not migrant94%
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.

283 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
54%
Math

The state average for Math was 74% in 2013.

219 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
51%
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.

205 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
72%
Math

The state average for Math was 71% in 2013.

195 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
37%
Writing

The state average for Writing was 70% in 2013.

207 students were tested at this school in 2013.

2013

 
 
56%

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

English Language Arts

The state average for English Language Arts was 84% in 2013.

181 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
68%
Math

The state average for Math was 77% in 2013.

197 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
53%
Science

The state average for Science was 75% in 2013.

174 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
53%
Social Studies

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

175 students were tested at this school in 2013.

2013

 
 
30%

2012

 
 
23%
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.

47 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
71%
Algebra II

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

2013

 
 
n/a

2012

 
 
n/a
Biology I

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

2013

 
 
n/a

2012

 
 
n/a
Chemistry

The state average for Chemistry was 84% in 2013.

2013

 
 
n/a

2012

 
 
n/a
English I Reading

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

2013

 
 
n/a

2012

 
 
n/a
English I Writing

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

2013

 
 
n/a

2012

 
 
n/a
English II Reading

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

2013

 
 
n/a

2012

 
 
n/a
English II Writing

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

2013

 
 
n/a

2012

 
 
n/a
English III Reading

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

2013

 
 
n/a

2012

 
 
n/a
English III Writing

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

2013

 
 
n/a

2012

 
 
n/a
Geometry

The state average for Geometry was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Physics

The state average for Physics was 81% in 2013.

2013

 
 
n/a

2012

 
 
n/a
U.S. History

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

2013

 
 
n/a

2012

 
 
n/a
World Geography

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

2013

 
 
n/a

2012

 
 
n/a
World History

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

2013

 
 
n/a

2012

 
 
n/a
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

All Students63%
Female64%
Male63%
Black or African American61%
Asiann/a
Hispanic56%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White79%
Economically disadvantaged58%
Not economically disadvantaged76%
Special education25%
Not special education67%
Limited English proficient (LEP)29%
Proficient in English69%
Migrantn/a
Not migrant64%
Gifted/talented95%
Not Gifted55%
Bilingualn/a

Math

All Students45%
Female42%
Male48%
Black or African American40%
Asiann/a
Hispanic42%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White59%
Economically disadvantaged37%
Not economically disadvantaged64%
Special education27%
Not special education47%
Limited English proficient (LEP)24%
Proficient in English48%
Migrantn/a
Not migrant45%
Gifted/talentedn/a
Not Gifted44%
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 Students62%
Female60%
Male64%
Black or African American67%
Asiann/a
Hispanic56%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White83%
Economically disadvantaged58%
Not economically disadvantaged76%
Special education19%
Not special education67%
Limited English proficient (LEP)27%
Proficient in English72%
Migrantn/a
Not migrant62%
Gifted/talented94%
Not Gifted59%
Bilingualn/a

Math

All Students47%
Female49%
Male44%
Black or African American33%
Asiann/a
Hispanic39%
Multiracial67%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White72%
Economically disadvantaged41%
Not economically disadvantaged61%
Special education10%
Not special education51%
Limited English proficient (LEP)26%
Proficient in English53%
Migrantn/a
Not migrant47%
Gifted/talented88%
Not Gifted29%
Bilingualn/a

Writing

All Students56%
Female59%
Male53%
Black or African American61%
Asiann/a
Hispanic48%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White75%
Economically disadvantaged52%
Not economically disadvantaged65%
Special education14%
Not special education60%
Limited English proficient (LEP)27%
Proficient in English63%
Migrantn/a
Not migrant55%
Gifted/talented89%
Not Gifted52%
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 Students75%
Female75%
Male74%
Black or African American69%
Asiann/a
Hispanic75%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White79%
Economically disadvantaged74%
Not economically disadvantaged76%
Special education31%
Not special education79%
Limited English proficient (LEP)49%
Proficient in English81%
Migrantn/a
Not migrant74%
Gifted/talented100%
Not Gifted73%
Bilingualn/a

Math

All Students56%
Female55%
Male57%
Black or African American50%
Asiann/a
Hispanic54%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White79%
Economically disadvantaged54%
Not economically disadvantaged68%
Special education25%
Not special education59%
Limited English proficient (LEP)40%
Proficient in English60%
Migrantn/a
Not migrant56%
Gifted/talented95%
Not Gifted52%
Bilingualn/a

Science

All Students51%
Female43%
Male58%
Black or African American43%
Asiann/a
Hispanic51%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White80%
Economically disadvantaged52%
Not economically disadvantaged50%
Special education18%
Not special education55%
Limited English proficient (LEP)24%
Proficient in English58%
Migrantn/a
Not migrant52%
Gifted/talented100%
Not Gifted47%
Bilingualn/a

Social Studies

All Students30%
Female25%
Male35%
Black or African American32%
Asiann/a
Hispanic27%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White64%
Economically disadvantaged30%
Not economically disadvantaged33%
Special education6%
Not special education33%
Limited English proficient (LEP)3%
Proficient in English37%
Migrantn/a
Not migrant31%
Gifted/talented75%
Not Gifted27%
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 Students94%
Female89%
Male96%
Black or African American100%
Asiann/a
Hispanic90%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged93%
Not economically disadvantaged100%
Special educationn/a
Not special education93%
Limited English proficient (LEP)n/a
Proficient in English93%
Migrantn/a
Not migrant93%
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 Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a
Bilingualn/a

Chemistry

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

English I Reading

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

English I Writing

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

English II Reading

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

English II Writing

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

English III Reading

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

English III Writing

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

Geometry

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

Physics

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

U.S. History

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

World Geography

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

World History

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

About the tests


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

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

Source: Texas Education Agency

  • In 2010-2011, this school was rated "Academically Acceptable".
  • In 2009-2010, this school was rated "Recognized".
  • In 2008-2009, this school was rated "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 61% 52%
Black 20% 13%
White 18% 29%
Asian or Pacific Islander 1% 4%
Two or more races 1% 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 36%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students Dance teacher(s)
School social worker/counselors(s)
Art teacher(s)
Assistant principal(s)
Gifted specialist(s)
Math specialist(s)
Nurse(s)
PE instructor(s)
Special education coordinator
Read more about programs at this school
Source: Provided by school officials and community members.

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Special education / special needs

Staff resources available to students
  • Special education coordinator

Science, Technology, Engineering, & Math (STEM)

Staff resources available to students
  • Math specialist(s)
School facilities
  • Computer lab
  • Outdoor learning lab
  • Science lab
Clubs
  • Gardening

Arts & music

Staff resources available to students
  • Art teacher(s)
  • Dance teacher(s)
School facilities
  • Art room
  • Music room
  • Performance stage
Visual arts
  • Painting
Music
  • Band
Performing and written arts
  • Creative writing
  • Dance
  • Drama
Media arts
  • Graphics
Clubs
  • Yearbook

Language learning

Foreign languages taught
  • Chinese (Mandarin)
  • Japanese
  • Spanish

Health & athletics

Staff resources available to students
  • Dance teacher(s)
  • Nurse(s)
  • PE instructor(s)
School facilities
  • Access to sports fields
  • Gym
  • Swimming pool
Clubs
  • Gardening

Gifted & talented

Instructional and/or curriculum models used
  • Gifted / high performing
Staff resources available to students
  • Gifted specialist(s)
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

School basics

Before school or after school care / program onsite
  • After school
School Leader's name
  • MEILIN JAO
Best ways for parents to contact the school
  • Email
Special schedule
  • Block scheduling
Is there an application process?
  • Yes
Fax number
  • (713) 613-2533

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Gifted / high performing
Foreign languages taught
  • Chinese (Mandarin)
  • Japanese
  • Spanish

Resources

Staff resources available to students
  • Art teacher(s)
  • Assistant principal(s)
  • Dance teacher(s)
  • Gifted specialist(s)
  • Math specialist(s)
  • Nurse(s)
  • PE instructor(s)
  • School social worker/counselors(s)
  • Special education coordinator
Extra learning resources offered
  • Remediation
  • Title I Schoolwide program (SWP)
Transportation options
  • Accessible via public transportation
  • Buses/vans for students only
  • Transportation provided for special education students only
School facilities
  • Access to sports fields
  • Art room
  • Auditorium
  • Cafeteria
  • Computer
  • Computer lab
  • Garden
  • Gym
  • Library
  • Music room
  • Outdoor learning lab
  • Parent center
  • Performance stage
  • Science lab
  • Swimming pool
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Baseball
  • Basketball
  • Cheerleading
  • Cross country
  • Football
  • Judo / Other Martial Arts
  • Lacrosse
  • Soccer
  • Swimming
  • Tennis
  • Track
Girls sports
  • Basketball
  • Cheerleading
  • Cross country
  • Judo / Other Martial Arts
  • Lacrosse
  • Soccer
  • Softball
  • Swimming
  • Tennis
  • Track
  • Volleyball

Arts & music

Visual arts
  • Painting
Music
  • Band
Performing arts
  • Creative writing
  • Dance
  • Drama
Media arts
  • Graphics

Student clubs

Clubs (distinct from courses)
  • Gardening
  • Yearbook
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Upcoming Events

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School culture

Dress Code
  • Uniforms
Parent involvement
  • Join PTO/PTA
  • Organize cultural events
  • Organize fundraising events (school auction, bake sales, etc.)
  • Serve on school improvement team or governance council
  • Volunteer time after school
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Apply

 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
Apply now
 

What are your chances?

Students typically come from these schools
Oak Forest Elementary
Sinclair Elementary
Stevens Elementary

Planning ahead

Students typically attend these schools after graduating
Waltrip High School
Scarborough High School
Notice an inaccuracy? Let us know!

1575 Chantilly Lane
Houston, TX 77018
Website: Click here
Phone: (713) 613-2505

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