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GreatSchools Rating

Garden Oaks Elementary School

Public | PK-7 | 674 students

Montessori with Environmental Sciences

 
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 20 ratings
2013:
No new ratings
2012:
Based on 10 ratings
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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52 reviews of this school


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Posted January 5, 2014

I am reading the posts regarding the closure of the remaining two traditional classrooms. School program transitions are always difficult however, the posts that refers to traditional scores being higher is incorrect. Last year's traditional classroom scores were far lower than the Montessori program passing rates on STAAR.- I encourage parents who have these misperceptions to contact our principal for the exact numbers - they would clearly be surprised! Montessori education is amazing!
—Submitted by a teacher


Posted September 13, 2012

In reading the parent review from 8/31, I feel compelled to respond. Speaking as a parent who has 2 children entering their 4th year at GOES since the age of 3, I feel that the review was not fair, especially since it appears to be from a new parent basing it on the 1st wk of school. Due to the severe budget cuts of the last legislative session, the principal continues to be creative in working harder with less. In trying to prepare for the 1st year of harsh cuts, while many other schools were laying off their employees, she was able to cut her budget and keep every one of her staff (the Magnet grant has does not cover employee salaries). She is extremely supportive of parents and staff. She works late into the night on campus, attends most -if not all- school events and PTO board meetings, and she's never unanswered any of my emails. The previous parent stated, "You'd be surprised how well people would work and give of their time and services if their voices/opinions were considered/heard." This is reflected with the principal's leadership. Due to our strong parent base and volunteer hours, we were the only school in the magnet grant that met the parent involvement requirement.
—Submitted by a parent


Posted July 4, 2012

I am so happy to work at Garden Oaks Elementary. The school climate and culture is welcoming and encouraging. My colleagues are top notch professionals, who always put students first when making decisions. As a long time educator in public school systems, I rate this campus as excellent, because of the dedication to, and compassion for students, from PK through 6th grade. The Montessori program at Garden Oaks differentiates instruction for each student, found popular for the past 17 years by parents here, who have actively supported Montessori education in the public sector. The focus on environmental science is a growing attraction and fits well with the beautiful access to outdoor education. Please come visit our school and take a tour to see for yourself the smiling, happy faces of students, parents and staff. A real gem in a lovely neighborhood, this school is a magnet Montessori school, open to enrollment from outside its zone by lottery through the district's magnet program. I love teaching here, and look forward to the new school year. Garden Oaks is a place where children flourish.
—Submitted by a teacher


Posted July 3, 2012

I work in the field of education and have very high standards. GOES has exceeded my expectations! The teachers are very dedicated and definitely go above and beyond to engage students. The principal is accessible and proactive. All of the other students and parents I have had contact with have been friendly. There are assistants in the rooms with the youngest kids. Montessori is great for teaching children how to learn (not what to know for a test) and work to solve problems independently or in a group. The environmental science aspect is an added bonus.
—Submitted by a parent


Posted July 2, 2012

We LOVE this school! Classes start at PK3 and go through 6th grade. The school itself has a wonderful community feel with outdoor classrooms and classroom gardens. Teachers and staff are dedicated and care for the success of all students on campus. The after-school program has tons of offerings for all of the students on campus.
—Submitted by a parent


Posted July 2, 2012

I am a parent of a child at Garden Oaks Elementary and an adjunct faculty at the University of Houston. As a fellow educator and parent, I have seen tremendous growth in my son's reading ability, writing ability, cumulative comprehension in Social Studies, Geography, Natural Sciences, Math, and Art, as well as a deep respect for himself, others, and the world around him. He has self esteem and uses conscious decision making skills every day, skills he has learned in the classroom as a result of Montessori. We really believe in the Montessori mode of teaching at GOES!
—Submitted by a parent


Posted July 2, 2012

Garden Oaks is a very special place. I know my child is receiving an individualized education that is top notch. The Montessori program supports my daughter and allows her to work on very advance work. I love the community feel of the school.
—Submitted by a parent


Posted July 2, 2012

Garden Oaks Elementary has not only provided a quality education for my children but a strong, loving community for our entire family. My kids feel completely at home at their school and a sense of pride and ownership. They have been in the Montessori Program since they were each 3 years old. They are now going into 3rd and 4th grade. The multi year classrooms provide opportunity for peer education and leadership skills. If we had to pick all over again, we would be right where we are. Doesn't get any better than that!
—Submitted by a parent


Posted June 25, 2012

Thought this would be a great fit for our children, but was disappointed. Older kids where rude, not all but most. The principle was in denial about the bad teachers. There seemed to be a click of parents that were involved but not very open to the new or incoming parents. I don't know my be good for some just not for us.
—Submitted by a parent


Posted April 30, 2012

Unfortunately, we were very disappointed with this school. We had very high hopes, but soon realized it did not work for us. Our child became bored and not interested in attending school. She also picked up some very bad habits from the older montessori children, including their cuss words. We never got feedback from the teacher, and our child started falling behind. This school is not good at all for the really young kids, as the teachers cannot dedicate the time to helping them. The classes are just too big. The school seems to have a strong parental base, which is good. However, it also has its share of bad kids, who can bring the good kids down.
—Submitted by a parent


Posted January 27, 2012

wow, cant say enough about the dedication of this staff. my child began the first grade nervous, not liking school and unable to read. within two months, she loved school, loved her teacher ms. davis and was READING and WRITING. She still enjoys school, and I could not ask for more from a 1,000 dollar per month private montessori school - and unlike many private schools, GOE has the resources to identify and help students who may have learning disabilities.
—Submitted by a parent


Posted October 17, 2011

Very disappointed the Montessori program will now be mandated, rather than optional. We will now have to look outside our own neighborhood for traditional education programs. And, for the Montessori supporters, this is not a commentary on the quality of the program. I'm sure it is great for some children - but certainly not all. Whether or not to send a child to such a program should be up to the parents, not the school district.
—Submitted by a parent


Posted April 26, 2010

Because GOES is a great place for children to grow and learn not only the academics to be successful in life, but also learning about how to give to the community and values such as respect, world peace, responsibility, caring, honor, perseverance etc. The teachers at Garden Oaks really care for the future of their students and give more than lessons to help this children develop a character and become a world citizens.
—Submitted by a parent


Posted April 25, 2010

I love Garden Oaks Elementary School for many reasons: 1. It is a free Montessori education 2. It is has an incredible outdoor garden campus 3. The school is tucked away in a beautiful safe neighborhood 4. The staff and principal are wonderful 5. Parent involvement is outstanding 6. (And most important) Children are happy and they are learning What is not to love!
—Submitted by a parent


Posted April 25, 2010

The parents, the kids, the teachers, the principle, the support staff, Montessori, the school grounds. I'll stop now, it sounds like an Oscar's thanks! We love the schoo!!
—Submitted by a parent


Posted April 25, 2010

The parents and teachers are great. The gounds are beautiful and lots of outdoor space for kids to learn.
—Submitted by a parent


Posted April 24, 2010

Public Montessori, a great community of people, wonderful teachers and administators!
—Submitted by a parent


Posted April 12, 2010

excellent community involvement in school. Great opportunities for Montessori education.
—Submitted by a parent


Posted March 28, 2010

I am a proud parent of 2 children who get to benefit from the Montessori education method offered at Garden Oaks. Not too many school districts in the nation offer public Montessori and I must commend the decision makers at HISD in supporting alternative education methods.
—Submitted by a parent


Posted March 12, 2010

My children love the montessori program that this school has to offer. I love the teachers. And the principal and staff are just wonderful. I think it is a fantastic school. Just big enough to participate in various activities and just small enough to have a real neighborhood environment.
—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.

48 students were tested at this school in 2011.

2011

 
 
81%

2010

 
 
91%
Math

The state average for Math was 87% in 2011.

48 students were tested at this school in 2011.

2011

 
 
77%

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 85% in 2011.

62 students were tested at this school in 2011.

2011

 
 
81%

2010

 
 
84%
Math

The state average for Math was 88% in 2011.

63 students were tested at this school in 2011.

2011

 
 
76%

2010

 
 
83%
Writing

The state average for Writing was 90% in 2011.

58 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
80%
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.

64 students were tested at this school in 2011.

2011

 
 
86%

2010

 
 
88%
Math

The state average for Math was 81% in 2011.

63 students were tested at this school in 2011.

2011

 
 
84%

2010

 
 
95%
Science

The state average for Science was 87% in 2011.

64 students were tested at this school in 2011.

2011

 
 
78%

2010

 
 
80%
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.

9 students were tested at this school in 2011.

2011

 
 
100%

2010

 
 
100%
Math

The state average for Math was 83% in 2011.

9 students were tested at this school in 2011.

2011

 
 
100%

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

The state average for English Language Arts was 86% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 81% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Writing

The state average for Writing was 94% 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

All Students81%
Female82%
Male80%
Black or African American67%
Asiann/a
Hispanic82%
American Indian or Alaska Nativen/a
White89%
Economically disadvantaged77%
Not economically disadvantaged89%
Special educationn/a
Not special education83%
Limited English proficient (LEP)70%
Proficient in English84%
Migrantn/a
Non-migrant81%
Gifted/talented100%

Math

All Students77%
Female79%
Male75%
Black or African American50%
Asiann/a
Hispanic76%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged67%
Not economically disadvantaged94%
Special educationn/a
Not special education80%
Limited English proficient (LEP)50%
Proficient in English84%
Migrantn/a
Non-migrant77%
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 Students81%
Female84%
Male77%
Black or African American100%
Asiann/a
Hispanic70%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged76%
Not economically disadvantaged90%
Special educationn/a
Not special education81%
Limited English proficient (LEP)64%
Proficient in English90%
Migrantn/a
Non-migrant81%
Gifted/talented90%

Math

All Students76%
Female84%
Male68%
Black or African American89%
Asiann/a
Hispanic68%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged74%
Not economically disadvantaged81%
Special educationn/a
Not special education80%
Limited English proficient (LEP)73%
Proficient in English78%
Migrantn/a
Non-migrant76%
Gifted/talented91%

Writing

All Students90%
Female93%
Male86%
Black or African American100%
Asiann/a
Hispanic83%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged87%
Not economically disadvantaged95%
Special educationn/a
Not special education90%
Limited English proficient (LEP)77%
Proficient in English97%
Migrantn/a
Non-migrant90%
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 Students86%
Female83%
Male89%
Black or African American100%
Asiann/a
Hispanic79%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged79%
Not economically disadvantaged96%
Special education100%
Not special education84%
Limited English proficient (LEP)53%
Proficient in English95%
Migrantn/a
Non-migrant85%
Gifted/talented100%

Math

All Students84%
Female79%
Male88%
Black or African American75%
Asiann/a
Hispanic79%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged87%
Not economically disadvantaged83%
Special educationn/a
Not special education84%
Limited English proficient (LEP)73%
Proficient in English88%
Migrantn/a
Non-migrant85%
Gifted/talented100%

Science

All Students78%
Female72%
Male83%
Black or African American88%
Asiann/a
Hispanic69%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged71%
Not economically disadvantaged92%
Special education80%
Not special education79%
Limited English proficient (LEP)53%
Proficient in English88%
Migrantn/a
Non-migrant79%
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 Students100%
Female100%
Malen/a
Black or African Americann/a
Asiann/a
Hispanic100%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged100%
Not economically disadvantagedn/a
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant100%
Gifted/talentedn/a

Math

All Students100%
Female100%
Malen/a
Black or African Americann/a
Asiann/a
Hispanic100%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged100%
Not economically disadvantagedn/a
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant100%
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 Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a

Math

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

Writing

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
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 79% in 2013.

61 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
70%
Math

The state average for Math was 69% in 2013.

61 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
58%
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.

73 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
66%
Math

The state average for Math was 68% in 2013.

73 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
52%
Writing

The state average for Writing was 71% in 2013.

73 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
68%
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.

61 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
79%
Math

The state average for Math was 75% in 2013.

63 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
75%
Science

The state average for Science was 73% in 2013.

63 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
65%
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.

22 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
71%
Math

The state average for Math was 74% in 2013.

22 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
67%
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.

2013

 
 
n/a

2012

 
 
n/a
Math

The state average for Math was 71% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Writing

The state average for Writing 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

Algebra I

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

2013

 
 
n/a

2012

 
 
n/a
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 Students70%
Female70%
Male71%
Black or African Americann/a
Asiann/a
Hispanic67%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White83%
Economically disadvantaged62%
Not economically disadvantaged83%
Special educationn/a
Not special education72%
Limited English proficient (LEP)47%
Proficient in English70%
Migrantn/a
Non-migrant70%
Gifted/talented100%
Non-Gifted63%
Bilingual43%

Math

All Students61%
Female64%
Male57%
Black or African Americann/a
Asiann/a
Hispanic56%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White72%
Economically disadvantaged49%
Not economically disadvantaged79%
Special educationn/a
Not special education62%
Limited English proficient (LEP)47%
Proficient in English61%
Migrantn/a
Non-migrant60%
Gifted/talented92%
Non-Gifted53%
Bilingual57%
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 Students66%
Female72%
Male59%
Black or African American67%
Asiann/a
Hispanic60%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White82%
Economically disadvantaged57%
Not economically disadvantaged79%
Special educationn/a
Not special education65%
Limited English proficient (LEP)23%
Proficient in English66%
Migrantn/a
Non-migrant66%
Gifted/talented88%
Non-Gifted55%
Bilingual22%

Math

All Students58%
Female61%
Male54%
Black or African American67%
Asiann/a
Hispanic53%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White65%
Economically disadvantaged50%
Not economically disadvantaged69%
Special educationn/a
Not special education57%
Limited English proficient (LEP)15%
Proficient in English58%
Migrantn/a
Non-migrant58%
Gifted/talented83%
Non-Gifted45%
Bilingual33%

Writing

All Students58%
Female64%
Male51%
Black or African American67%
Asiann/a
Hispanic47%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White82%
Economically disadvantaged50%
Not economically disadvantaged69%
Special educationn/a
Not special education57%
Limited English proficient (LEP)15%
Proficient in English58%
Migrantn/a
Non-migrant58%
Gifted/talented79%
Non-Gifted47%
Bilingual33%
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 Students69%
Female67%
Male72%
Black or African Americann/a
Asiann/a
Hispanic67%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged55%
Not economically disadvantaged100%
Special education17%
Not special education75%
Limited English proficient (LEP)27%
Proficient in English69%
Migrantn/a
Non-migrant69%
Gifted/talented100%
Non-Gifted62%
Bilingual31%

Math

All Students49%
Female47%
Male52%
Black or African Americann/a
Asiann/a
Hispanic46%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White78%
Economically disadvantaged30%
Not economically disadvantaged90%
Special education14%
Not special education54%
Limited English proficient (LEP)13%
Proficient in English49%
Migrantn/a
Non-migrant49%
Gifted/talented92%
Non-Gifted39%
Bilingual15%

Science

All Students57%
Female53%
Male63%
Black or African Americann/a
Asiann/a
Hispanic54%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White78%
Economically disadvantaged42%
Not economically disadvantaged90%
Special education43%
Not special education59%
Limited English proficient (LEP)27%
Proficient in English57%
Migrantn/a
Non-migrant57%
Gifted/talented100%
Non-Gifted47%
Bilingual31%
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%
Female85%
Male89%
Black or African American100%
Asiann/a
Hispanic75%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged87%
Not economically disadvantaged86%
Special educationn/a
Not special education85%
Limited English proficient (LEP)n/a
Proficient in English86%
Migrantn/a
Non-migrant86%
Gifted/talentedn/a
Non-Gifted86%
Bilingualn/a

Math

All Students91%
Female92%
Male89%
Black or African American100%
Asiann/a
Hispanic83%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged93%
Not economically disadvantaged86%
Special educationn/a
Not special education90%
Limited English proficient (LEP)n/a
Proficient in English90%
Migrantn/a
Non-migrant91%
Gifted/talentedn/a
Non-Gifted91%
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 Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

Math

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

Writing

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

English III Writing

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

Geometry

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

Physics

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

U.S. History

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

World Geography

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

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 58% 52%
White 29% 29%
Black 6% 13%
Two or more races 6% 2%
Asian or Pacific Islander 1% 4%
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) 25%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 5%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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Special education / special needs

Specific academic themes or areas of focus
  • Special education
Level of special education programming offered
  • Intensive - the school offers a full program for many needs and/or offers at least one very comprehensive program for very challenging needs such as autism or complete visual impairment
Specialized programs for specific types of special education students
  • Multiple disabilities
  • Significant developmental delay
  • Specific learning disabilities
  • Speech and language impairments
Extra learning resources offered
  • Differentiated learning programs

Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab
  • Garden/Greenhouse
  • Outdoor learning lab
  • Science lab
Clubs
  • Gardening
  • Recycling club
  • Robotics club
  • Science club
  • Technology club

Arts & music

School facilities
  • Music room
  • Performance stage
Media arts
  • Video / Film production
Clubs
  • Drama club
  • Drill team
  • Sewing/knitting club
  • Yearbook

Language learning

Bi-lingual or language immersion programs offered
  • Spanish
Level of ESL/ELL programming offered
  • Intensive - the school offers a full program for many languages and/or offers at least one very comprehensive program school-wide for at least 25% of our population
Languages supported by ESL/ELL programs
  • Spanish
Clubs
  • Foreign language club: Spanish

Health & athletics

School facilities
  • Access to sports fields
  • Garden/Greenhouse
  • Gym
  • Kitchen
  • Multi-purpose room ("cafegymatorium")
Clubs
  • Gardening

Gifted & talented

Instructional and/or curriculum models used
  • Gifted / high performing
Extra learning resources offered
  • Acceleration
Clubs
  • National Honor Society
School leaders can update this information here.

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School basics

School start time
  • 7:45 am
School end time
  • 3:00 am
Before school or after school care / program onsite
  • Before school: starts at 7:15 a.m.
  • After school: ends at 6:00 p.m.
School Leader's name
  • LINDSEY POLLOCK
Best ways for parents to contact the school
  • Email
  • Phone
Age at which early childhood or Pre-K program begins
  • 3 years old
Gender
  • Coed
Is there an application process?
  • Yes
Fax number
  • (713) 696-2932

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Gifted / high performing
  • Independent Study
  • Individually guided instruction
  • Montessori
  • Project-based
  • Standards-based
Specific academic themes or areas of focus

Don't understand these terms?
  • Service learning
  • Special education
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • Spanish
Level of special education programming offered
  • Intensive - the school offers a full program for many needs and/or offers at least one very comprehensive program for very challenging needs such as autism or complete visual impairment
Specialized programs for specific types of special education students
  • Multiple disabilities
  • Significant developmental delay
  • Specific learning disabilities
  • Speech and language impairments
Foreign languages taught
  • None
Level of ESL/ELL programming offered
  • Intensive - the school offers a full program for many languages and/or offers at least one very comprehensive program school-wide for at least 25% of our population
Languages supported by ESL/ELL programs
  • Spanish

Resources

Extra learning resources offered
  • Acceleration
  • Counseling
  • Differentiated learning programs
  • Mentoring
  • Remediation
  • Tutoring
Transportation options
  • Magnet
School facilities
  • Access to sports fields
  • Audiovisual aids
  • Auditorium
  • Cafeteria
  • Computer lab
  • Garden/Greenhouse
  • Gym
  • Internet access
  • Kitchen
  • Learning lab
  • Library
  • Multi-purpose room ("cafegymatorium")
  • Music room
  • Outdoor learning lab
  • Parent center
  • Performance stage
  • Playground
  • Science lab
Partnerships with local resources and organizations
School leaders can update this 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
  • Basketball
  • Soccer
  • Volleyball
Girls sports
  • Basketball
  • Soccer
  • Volleyball

Arts & music

Media arts
  • Video / Film production

Student clubs

Clubs (distinct from courses)
  • Book/reading club
  • Chess club
  • Drama club
  • Drill team
  • Foreign language club: Spanish
  • Game club
  • Gardening
  • Homework help/study buddy club
  • National Honor Society
  • Recycling club
  • Robotics club
  • Science club
  • Sewing/knitting club
  • Student council/government
  • Technology club
  • Yearbook
School leaders can update this information here.

Upcoming Events

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School culture

Dress Code
  • Uniforms
Bullying policy
  • This school has a bullying and/or cyber bullying policy in place.
Parent involvement
  • Attend parent nights
  • Chaperone school trips
  • Coach sports teams or extracurricular activities
  • Gardening/Beautification
  • Join PTO/PTA
  • Monitor the playground
  • Organize cultural events
  • Organize fundraising events (school auction, bake sales, etc.)
  • Present special topics during curricular units
  • Serve on school improvement team or governance council
  • Tutor
  • Volunteer in the classroom
  • Volunteer time after school
More from this school
  • Core Beliefs: Authentic problem-solving Critical-thinking, reasoning and decision-making Rigoeous core curriculum including environmental sciences Applying digital technologies Developing social and academic responsibility, So that we empower our children with 21st Century tools to communicate and advocate for our Earth and themselves.
School leaders can update this information here.

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What are your chances?

Students accepted for the 2012-2013 school year
120
Applications received for the 2011-2012 school year
500

Planning ahead

Students typically attend these schools after graduating
Black Vanguard
Lanier Vanguard
Hamilton Vanguard
Notice an inaccuracy? Let us know!

901 Sue Barnett Drive
Houston, TX 77018
Website: Click here
Phone: (713) 696-2930

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