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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 21 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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53 reviews of this school


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Posted August 24, 2014

We started searching for schools before our daughter was born and Garden Oaks Montessori has proven to be the best choice . All you parents out there doing your research reading reviews and checking stats , I wish you well . Just don't believe the hype that you see on the rankings pages of best schools in this city . My family prefers a school that remembers our child is worth more than her last TASK . If this school could be rated on focusing on your child to encourage community , self confidence leadership and becoming ready for their next level of education , then they would be number 1 . Yes , we have made the right decision to jump start her school career here at GOMM .
—Submitted by a parent


Posted July 16, 2014

Totally misleading. Rude office staff. Some of the parents have an highly inflated perception of themselves and the GO community. Teaching (in my daughter's class) was minimal. Classroom management was horrible. My daughter came home every day talking about how noisy the classroom was and how other kids were distracting her, or getting into trouble, or causing the class to lose activities. Her Stanford test scores went down after attending GO. Extremely disappointing. Listen to the negative reviews. It's really NOT just one or two parents with problem children. My daughter is an extremely discipline, high achiever. My husband and I are both educators. We knew almost immediately (but not quickly enough) that it was a mistake to enroll her here. Parents are really involved which is a great thing, but parent involvement can also have ugly intentions. Pick another magnet school. There are WAY better ones out there.
—Submitted by a parent


Posted April 29, 2014

My school is amazing! It was a Magnet Schools of America school of Distinction. Always something happening to support families and children. Happy children who love learning - more than just test scores!
—Submitted by a teacher


Posted April 28, 2014

My two granddaughter have attended this school since PreK. They are now in grades 6 and 3. We have been very impressed with the curriculum and the incredible support they teceive from their teachers. It has a caring and family atmosphere. Go Garden Oaks.


Posted February 5, 2014

Garden Oaks Montessori Magnet provides extensive supports for my child's learning issues. The Montessori setting naturally allows for choice and indicidualized processing. THree years with the same teachers helps my child feel trust, caring, and support, and we are not having to "retrain" new teachers each year. The staff are nurturing and relationships are strong.
—Submitted by a parent


Posted January 18, 2014

Garden Oaks is a great place for social fun. There's lots of parental involvement, and the school calendar is loaded - very impressive. We are NOT happy with the level of teaching, however. The Montessori Program doesn't appear to work at the school level, and we don't believe that it is a true Montessorit program, especially since children have to take STAAR tests. It all looks great on paper and during walk throughs. As it turns out, we are HIGHLY DISAPPOINTED, but "different strokes for different folks." This is a great forum for parents to express their own personal views, experiences and perspectives of this school. Each will vary, but should be respected, so parents looking for a campus can make their choices based on ratings/comments. Each will need to see and learn for themselves just as we did. We just can't tell you how disappointed we are.
—Submitted by a parent


Posted January 14, 2014

Garden Oaks has been fantastic!! The teachers recognize the students as individuals and help them foster their strengths. I love that the environment teaches personal accountability and allows them to build skills for successful lifelong learning. My children grasp on to concepts quickly because they can explore the topic in a number of ways. They aren't confined to learning based on what they can accomplish at a desk. Because they work in classrooms that span 3 yr age groups, they learn how to appreciate and communicate with people that span different abilities. Students encourage their classmates to be their best. This school is literally building all the skills needed for future leaders.
—Submitted by a parent


Posted January 13, 2014

There have been some comments on here about the school's test scores. All of my children attend Garden Oaks and I am not the least bit concerned about the school's test scores. A Montessori program focuses on the whole child and on so many more factors than can be measured by a standardized test. Additionally -- Montessori is designed so that children can learn at their own pace. The traditional system is not designed for this (which goes against everything we know about human learning), and I will argue that the problem with any school's test scores is not a reflection of the quality of the teaching. It is only a reflection of the reality that all children learn at different individual paces. A traditional model ignores this reality. I don't need a test score to be able to observe learning in my own child. Garden Oaks is a wonderful school and we are so impressed with the growth and progress across a wide variety of skills and knowledge that we have witnessed in our own children as a result of the guidance and support of the caring educators at Garden Oaks.
—Submitted by a parent


Posted January 13, 2014

Great school. Lots of parent involvement and friendly environment. This is not a traditional kind of education. Do your research on montessori education before enrolling your child. It might not fit with your children's personality or learning capabilities.
—Submitted by a parent


Posted January 12, 2014

As an educator I have very high standards for my children. Garden Oaks Montessori has met those standards. After reading many comments here I do see that some parents may not agree with the Montessori method for their child. That is what is great about education- there are choices! We have been at GOMM for 7 years and are proud of the school. I have a child with special needs as well as one who is very gifted. This school meets the array of needs they both have and work with me to support them. I am thrilled that there is a middle school program there now. This helps eliminate a massive change at a vulnerable time in a child's life. The principal is an advocate for all of the diverse children at the campus.
—Submitted by a parent


Posted January 11, 2014

Our family moved to Houston from South Africa in 2011. Our daughter had been traumatised by violence in that country. Within 6 months at Garden Oaks our daughter had changed completely. She was smiling, talking easily, and interacting fearlessly! The teachers are compassionate and hardworking and the principal is simply outstanding. She is being challenged academically and doing very well, thanks to ongoing support and extra help twice a week from her teacher. Our daughter went through a patch of being bullied about 6 months after we got there, but the teacher dealt with it swiftly and immediately and it ended very quickly - at every stage we were supported and taken very seriously. We consider ourselves enormously privileged to have our daughter at Garden Oaks. The Montessori System is very well run and the lady who manages it in the school is an outstanding teacher. Classes are small and the middle school is growing each year. The parent organisation is excellent and the principle supports and works closely with the PTO. In our opinion the principal's warm and caring personality and the teachers hardwork and care is the secret to this incredible schools success!
—Submitted by a parent


Posted January 11, 2014

When we were considering moving to the Houston area, we wanted to be sure we were in Houston ISD so we could put our children in the magnet school program. We are so happy that our children were accepted at Garden Oaks! The school is 45 min. (one way) from our house, but we don't mind one bit - that's how much we love this school! Great teachers, great staff, great principal, beautiful campus, and TONS of parent support! We look forward to many years in the Montessori classrooms at Garden Oaks.
—Submitted by a parent


Posted January 11, 2014

Our kids go to GOES and we are pretty involved both at school and in their every day education. If you are looking for community, this is the place for you. If you are looking for education, then look elsewhere! Our kids are so far behind we have had to hire private tutors. I know of many kids whose teachers offer additional instruction after school, weekends and during the summer months at the parents' expense. There is no transparency and what is said and done at this school are completely different things! The principal is receptive but I thin completely in denial of the teaching quality. We are so disappointed...we, too, had great expectations!! There is a lot of talk of leadership and education but it surely is everything but! I find that the teachers are preparing from standarized test to standarized test and no focus on basic reading, science, and math. We are currently awaiting magnet application decisions to transfer elsewhere.
—Submitted by a parent


Posted January 11, 2014

I have two sons at GOE (PK-4 and 2nd). I'm rating this school as excellent because: 1. Teachers: between the two of them we have had 4 different teachers. All 4 of them have been great. They have not been perfect, and they each have/had their own way to conduct the class, but they were all instrumental in teaching my boys the process of learning, fomenting an inquisitive mind, and guiding them to become more aware and caring members of their community. 2. Principal Leadership: My boys have both created problems as well as suffered from other kid's misbehavior, and on all occasions we felt that the teachers, the staff, and the Principal were diligently working in solving the issues fairly; and we have been happy with the final resolutions for each problem. 3. Parent Involvement: is outstanding; I have never seen anything like it. // GOE is the right fit for our family, and we feel very fortunate to be in it. I believe, though, that to be successful in any school (Traditional or Montessori), everyone in the family has to understand the method and be on-board... Seek first to understand then to be understood as they say around here... Best of luck with your choice!
—Submitted by a parent


Posted January 10, 2014

The extraordinarily responsive and deeply invested principal, faculty and staff are the highlight of Garden Oaks Montessori. We transferred in from an "exemplary school" which was a dismal and even dangerous environment for my children. If you want a traditional militaristic "get in line and be quiet" sort of atmosphere for your child to blossom, then go elsewhere. Garden Oaks Montessori gives all students the *opportunity* to thrive. I would warn anyone whose children do not have Montessori experience to be cognisant of their child's need for transition. A child who is used to having the whip cracked in order to get their work done is going to have to learn how to manage their own time and take responsibility for their own work and their own progress. If you don't have faith in your child's ability to learn this valuable skill, then Garden Oaks is going to disappoint you. Attendance at the first PTO meeting of the 2013-14 school year was almost half teachers and staff. These people are dedicated to what they do, and to the children they serve. This is a beautiful, caring community and we are so blessed to be a part of it.
—Submitted by a parent


Posted January 7, 2014

I'm sadden to see all the negative reviews for what I consider to be a fantastic school. This is my child's fourth year and she has learned so much and looks forward to going to school every day. Because of the Montessori programming, she is never bored and is able to excel at her own pace and has been able to do work far above her grade level. The two teachers my child has had during her academic career have been wonderful and easily accessible. I cannot say enough about our principle who has really done a remarkable job at ensuring that every child is safe and is receiving a fantastic education despite budget cuts. As a friend of mine once said, Montessori is for every child, but not for every parent. Sometimes what appears to be just play or non educational, truly is exploration and a learning experience/lesson. I recommend this school to everyone who has children. And my child proudly tells people she is a Garden Oaks Eagle!
—Submitted by a parent


Posted January 7, 2014

We have all 3 of our kids at this school. We are not zoned to it, so we feel extremely lucky to have gotten in via the lottery system. We have been so impressed with each of our children's teachers. Not only are they amazing teachers but they are also warm and caring. Not a day goes by without our kids impressing us with what they learned at school. In addition, the parents are also amazing. It's such a great community. I'm disappointed and saddened to see one parent repeatedly posting negative comments. Montessori is not for everyone, but if it fits how your child learns, there is no better school than Garden Oaks Montessori.
—Submitted by a parent


Posted January 7, 2014

This is an amazing school that has given my children leadership and skills that you can't find in another environment. I find it frustrating that so many negative things to offer without much offer of solutions. No school is perfect, but the best way to get close to perfect is parent involvement. This means volunteering in the classrooms, on the PTO or even at one of the many weekend/evening school sponsored events. If you just sit back and let it happen around you, you have no voice. Using social media and anonymous postings does offer a valid voice where concerns can be addressed.
—Submitted by a parent


Posted January 7, 2014

Garden Oaks Montessori is an amazing school with loving educators who work long after school ends each day, each week, each vacation to make sure that the children in their classes learn and grown as they need to learn and grow. I have 2 children at GO. One is in Children's House and one in Lower Elementary. My just turned four year old is starting to read and my first grader cried on the last day of school because she didn't want to leave her teacher. Both of my children's teachers spend time at school in the evenings and on weekends making sure their classrooms are creative, educational, fun and aesthetically pleasing. They are investing their time continuously in my children and I will continue to invest my time in Garden Oaks Montessori. I find the leadership at Garden Oaks professional and caring.
—Submitted by a parent


Posted January 7, 2014

I have two children who attend Garden Oaks and we are beyond happy with the school! My kids are now in kindergarten and they started when they were in Pre-K 3. They both love their classes, teachers and I'm continually impressed with their academic achievements! The teachers get to know your children and help them learn new information through their strengths. There's also a great sense of classroom community, both on the student level and the parent level. And the parental involvement is unbelievable! This is a school where parents make a difference and want to be involved in their children's education. I can not say enough good things about Garden Oaks Montessori and look forward to my children continuing their education at this school.
—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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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.

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 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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