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GreatSchools Rating

Kolter Elementary School

Public | PK-5 | 614 students

We are best known for foreign lang and cultures prgm.

 
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 3 ratings
2012:
Based on 4 ratings
2011:
Based on 3 ratings

Teacher quality

Principal leadership

Parent involvement

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55 reviews of this school


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Posted May 6, 2014

My child has been welcomed here since day one and has found both a great academic and social home at Kolter. We are so thrilled to have this school in our community! Dr. Shetzer, the teachers, the office staff, Ms. Garcia the school nurse, the librarian -- all are wonderful professionals who really seem to want the best for the kids. The community also benefits from a very high degree of parental involvement. Why anyone zoned to Kolter would choose a private school or another HISD is completely beyond me. This school is, as another reviewer put it, a gem.
—Submitted by a parent


Posted March 5, 2013

LOVE, LOVE, LOVE THIS SCHOOL! Most, if not all parents would like Kolter (HISD) to build another floor and call it Kolter MIDDLE School! My daughter loves the school, teachers, classmates and Dr. Shetzer. He's GREAT. All decisions are made to help the teachers and students. Parent involvement is A++++!
—Submitted by a parent


Posted January 9, 2013

LOVE our neighborhood school! We have a strong Principal and teaching staff, strong parental involvement with the PTO and a diverse population. Our Prinicpal is new this year and he has really listened to parents and teachers- very approachable and does what is best for all students. Academically, our school is excellent and my child is challenged daily. This is a great school with a great community feeling for all!
—Submitted by a parent


Posted January 9, 2013

Kolter is an example of everything right with public schools. The parental involvement is one of the best aspects. There is a thriving PTO which is able to provide great resources to the school, faculty and staff. The fact that so many parents volunteer their time and efforts in all aspects of the school is a positive influence on all the students. The kids care about the school because the parents care. The diverse culture at Kolter is a window into the world. Our children grow up, not seeing different races or colors. They see friends with different cultures, that expands their knowledge and eliminates prejudices. The education is top notch as the teachers place high expectations on all students, making them all reach their fullest potential. Dr Shetzer and the staff are committed to keeping this neighborhood school the best in HISD.
—Submitted by a parent


Posted December 23, 2012

This school is the best thing since sliced bread! My 3 children are thriving and the faculty is loving and kind. I am miffed at the parent comment below. I wonder if the comment is a result of a school mandated punishment due to her student's behavior? Dr. Shetzer is a wonderful addition to Kolter and the doors are open for parent/teacher collaboration. This school has an active PTO and a very productive working relationship with faculty and staff. I encourage parents to come see for themselves. Kolter is an educational gem in HISD.
—Submitted by a parent


Posted December 21, 2012

As a member of the faculty at Kolter I find it interesting that a parent is giving a perspective from faculty and staff. The fact of the matter is every time we have a principal change (and it is not often) there is always going to be someone who does not like the new principal. The faculty and staff have embraced the new principal and representatives from the staff were on the committee who endorsed his hiring for our school. Every principal who has worked at Kolter has brought new ideas and perspectives that have always made the school even better than it was. Dr. Shetzer fits in very well at our school and teachers, parents, and children like his personality and his vision for our school. Kolter has always had a strong PTO and volunteer participation and that has not changed. We support the new principal and together we will continue to keep Kolter the great school it has always been.
—Submitted by a teacher


Posted December 14, 2012

This school was a very good school, but beware that it has a new, inexperienced, principal who does simply not know how to run a school and it shows. I wish my views of this school would not change, but unfortunately this change has caused a lot of tension with teachers and staff and it shows. This principal is not somebody I would want to have twking ca of any school. We are running out if there as fast as we can. Even less parents want to volunteer now, and this is a school that always had big parent involvement. Also, beware that some teachers are very rude to the students and nothing is being done about that, even after it has been reported plenty of times.
—Submitted by a parent


Posted December 12, 2012

I disagree with the parent that made the post about the Pre K teacher. My child was in her room and flourished. She was prepared for Kinder and did outstanding. The kids love the teacher. She is very organized and is kid centered. If I had another Pre K child I would definately want this teacher again.
—Submitted by a parent


Posted November 16, 2011

Great school! Outstanding parent involvement, very good leadership, excellent group of teachers, exceptional teacher/school - parent communication. Both of my kids love it here! They are challenged and engaged. If I must nitpick, I wish the magnet program focused more on foreign language as opposed to culture.
—Submitted by a parent


Posted October 21, 2011

I was a little worried sending my son to public school in Houston because I went to private school growing up. We moved to Meyerland specifically so that we could send our son to Kolter after hearing rave reviews. We made an excellent decision. The school has high parent involvement which is very welcomed. The principal is fantastic and hands on. The teachers very good, although a couple of them are not great at using computers and are difficult to contact. As an educator, I am very satisfied with the curriculum and how the school is run. It's simply one of the best--if not THE best--elementary schools in Houston.
—Submitted by a parent


Posted August 11, 2011

I have two kids in the school. I thought they are in good hands. However, I have recently started to doubt the effectiveness of the education at Kolter. My older child has been in the Spanish program for 5 years, but after more than 400 hours of studying (3 times a week for 5 years), he still can't carry on simple conversations ! The younger one has been learning Spanish for two years (180 hours) now, but he can hardly make a full sentence!
—Submitted by a parent


Posted November 6, 2010

The more I learn, the more impressive this school is. Kolter has the incredible combination of strong principal leadership, talented and committed teachers, and a core group of parents who are engaged and willing to do extraordinary heavy lifting for the benefit of the entire community. The school environment is focused on what is best for kids. Here is an example. Our 4th grade math teacher felt the class was able to handle increased rigor. She decided to implement the 5th grade math assessment to check her assumption and almost everyone blew out the numbers. As a result, the teacher has accelerated the math curriculum by one year. The 4th graders are now doing 5th grade plus work in her class. I am so grateful that teachers are empowered and supported by the principal to do what is best for kids. It is a privilege for my children to attend Kolter.
—Submitted by a parent


Posted November 1, 2010

Kolter is a school of people who are always trying to do things better. They are already doing a great job, but don't rest on their laurels. From their fifth annual sweet potato harvest festival to their bulletin boards that incorporate the French, Chinese, Spanish and Japanese languages, Kolter is at the leading edge. From the Native Texas Plants and Pond habitat, to the Monarch Waystation, to the raised vegetable and herb beds, to the Native Texas ABC gardens to the Art Cow beds--kids use their hearts, hands and especially brains, everyday.
—Submitted by a parent


Posted November 1, 2010

We love Kolter and are very please with the academics. We also adore Peggi Stewart and her staff. We have no problem approaching Peggi when we need to and have occasionally just dropped by to chat with her. She is also incredibly responsive by email and even checks her email on the weekends. She has provided great leadership to her staff. I have had several discussion with several of the teachers and it is obvious how much they respect her leadership. We also have had an amazing bunch of teachers that seem to know the right teaching style for our children. One child is very shy and her teachers have really helped our child grow!
—Submitted by a parent


Posted October 30, 2010

I have been so disappointed in the comments others have made on this site and cannot sit idly by any longer. As not only a parent but an HISD insider I can GUARANTEE that there is not a principal out there who cares more for students AND teachers than Peggi Stewart. Kolter has absolutely lucked out to find someone who is so kind-hearted, intelligent, dedicated, and NOT solely motivated by the bottom line ($) or blindly following the new administration off the cliff. Anyone who claims to find her unapproachable or cold is jealous and/or intimidated - plain and simple.
—Submitted by a parent


Posted October 30, 2010

I agree Kolter is an amazing school with wonderful teachers and administrative staff. Peggi Stewart is a great leader of Kolter Elementary and there has NEVER been one moment that I have felt as though I can not approach her. Kolter IS VERY lucky to have her has their principal!
—Submitted by a parent


Posted October 30, 2010

There are so many things that are right about Kolter. I wish HISD would have more schools like Kolter! The waiting list for the magnet program gets longer each year. What I respect about our principal is that she's not afraid to make difficult decisions in the best interest of Kolter students. Don't call her names in the anonymity of a website, make an appointment and go see the woman! Your tune might change.
—Submitted by a parent


Posted October 11, 2010

I went there in the 60s. It's even better today. :-)
—Submitted by a teacher


Posted February 9, 2010

Great school. Good programs, great teachers, best behaved students, amazing parents' involvement. The administration is a little inefficient and non-approachable.
—Submitted by a parent


Posted February 1, 2010

I have worked at Kolter for 26 years and have seen 6 principals come and go. Mrs. Stewart is by for the most professional, enthusiastic and caring principal that I have ever worked with at Kolter. She has great integrity when it comes to the students, parents and teachers. She has implemented changes that definitely are to the benefit of our students and making Kolter a great school for our community


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.

83 students were tested at this school in 2011.

2011

 
 
98%

2010

 
 
100%
Math

The state average for Math was 87% in 2011.

85 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
98%
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.

86 students were tested at this school in 2011.

2011

 
 
99%

2010

 
 
98%
Math

The state average for Math was 88% in 2011.

87 students were tested at this school in 2011.

2011

 
 
100%

2010

 
 
98%
Writing

The state average for Writing was 90% in 2011.

86 students were tested at this school in 2011.

2011

 
 
99%

2010

 
 
98%
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.

90 students were tested at this school in 2011.

2011

 
 
100%

2010

 
 
99%
Math

The state average for Math was 81% in 2011.

89 students were tested at this school in 2011.

2011

 
 
99%

2010

 
 
97%
Science

The state average for Science was 87% in 2011.

90 students were tested at this school in 2011.

2011

 
 
98%

2010

 
 
95%
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 Students98%
Female98%
Male97%
Black or African American100%
Asian100%
Hispanic91%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged90%
Not economically disadvantaged100%
Special educationn/a
Not special education97%
Limited English proficient (LEP)80%
Proficient in English100%
Migrantn/a
Not migrant98%
Gifted/talented100%

Math

All Students95%
Female96%
Male95%
Black or African American89%
Asian100%
Hispanic91%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged86%
Not economically disadvantaged98%
Special education100%
Not special education95%
Limited English proficient (LEP)80%
Proficient in English97%
Migrantn/a
Not migrant95%
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 Students99%
Female100%
Male97%
Black or African American100%
Asian100%
Hispanic100%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged100%
Not economically disadvantaged99%
Special educationn/a
Not special education99%
Limited English proficient (LEP)n/a
Proficient in English99%
Migrantn/a
Not migrant99%
Gifted/talented100%

Math

All Students100%
Female100%
Male100%
Black or African American100%
Asian100%
Hispanic100%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged100%
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Not migrant100%
Gifted/talented100%

Writing

All Students99%
Female100%
Male97%
Black or African American100%
Asian100%
Hispanic100%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged90%
Not economically disadvantaged100%
Special educationn/a
Not special education99%
Limited English proficient (LEP)n/a
Proficient in English99%
Migrantn/a
Not migrant99%
Gifted/talented100%
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students100%
Female100%
Male100%
Black or African American100%
Asian100%
Hispanic100%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged100%
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Not migrant100%
Gifted/talented100%

Math

All Students99%
Female100%
Male98%
Black or African American100%
Asian100%
Hispanic96%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged100%
Not economically disadvantaged98%
Special educationn/a
Not special education99%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Not migrant99%
Gifted/talented100%

Science

All Students98%
Female96%
Male100%
Black or African American94%
Asian83%
Hispanic100%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged100%
Not economically disadvantaged97%
Special educationn/a
Not special education98%
Limited English proficient (LEP)n/a
Proficient in English99%
Migrantn/a
Not migrant98%
Gifted/talented100%
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

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

94 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
96%
Math

The state average for Math was 69% in 2013.

94 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
83%
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.

86 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
94%
Math

The state average for Math was 68% in 2013.

87 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
91%
Writing

The state average for Writing was 71% in 2013.

87 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
94%
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.

86 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
97%
Math

The state average for Math was 75% in 2013.

86 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
97%
Science

The state average for Science was 73% in 2013.

87 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
92%
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 Students95%
Female95%
Male94%
Black or African American92%
Asian100%
Hispanic85%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged80%
Not economically disadvantaged99%
Special education75%
Not special education97%
Limited English proficient (LEP)79%
Proficient in English95%
Migrantn/a
Not migrant95%
Gifted/talented100%
Not Gifted89%
Bilingualn/a

Math

All Students87%
Female88%
Male86%
Black or African American71%
Asian100%
Hispanic77%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White94%
Economically disadvantaged67%
Not economically disadvantaged93%
Special education33%
Not special education93%
Limited English proficient (LEP)54%
Proficient in English89%
Migrantn/a
Not migrant87%
Gifted/talented100%
Not Gifted74%
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 Students93%
Female94%
Male92%
Black or African American80%
Asian100%
Hispanic95%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White97%
Economically disadvantaged78%
Not economically disadvantaged98%
Special educationn/a
Not special education93%
Limited English proficient (LEP)80%
Proficient in English93%
Migrantn/a
Not migrant93%
Gifted/talented100%
Not Gifted86%
Bilingualn/a

Math

All Students90%
Female94%
Male85%
Black or African American80%
Asian100%
Hispanic85%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White95%
Economically disadvantaged74%
Not economically disadvantaged97%
Special educationn/a
Not special education94%
Limited English proficient (LEP)80%
Proficient in English91%
Migrantn/a
Not migrant91%
Gifted/talented100%
Not Gifted81%
Bilingualn/a

Writing

All Students90%
Female91%
Male88%
Black or African American81%
Asian100%
Hispanic85%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White97%
Economically disadvantaged71%
Not economically disadvantaged98%
Special educationn/a
Not special education93%
Limited English proficient (LEP)80%
Proficient in English91%
Migrantn/a
Not migrant91%
Gifted/talented100%
Not Gifted81%
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 Students94%
Female92%
Male97%
Black or African American100%
Asian100%
Hispanic88%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged88%
Not economically disadvantaged97%
Special education88%
Not special education95%
Limited English proficient (LEP)40%
Proficient in English94%
Migrantn/a
Not migrant94%
Gifted/talented100%
Not Gifted91%
Bilingualn/a

Math

All Students90%
Female86%
Male95%
Black or African American87%
Asian100%
Hispanic81%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged76%
Not economically disadvantaged95%
Special education63%
Not special education92%
Limited English proficient (LEP)40%
Proficient in English90%
Migrantn/a
Not migrant90%
Gifted/talented100%
Not Gifted83%
Bilingualn/a

Science

All Students86%
Female84%
Male89%
Black or African American81%
Asian100%
Hispanic77%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged65%
Not economically disadvantaged95%
Special education44%
Not special education91%
Limited English proficient (LEP)40%
Proficient in English86%
Migrantn/a
Not migrant86%
Gifted/talented100%
Not Gifted78%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

  • In 2010-2011, this school was rated "Exemplary".
  • In 2009-2010, this school was rated "Exemplary".
  • In 2008-2009, this school was rated "Exemplary".

About the tests


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

Source: Texas Education Agency

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
White 41% 29%
Hispanic 26% 52%
Black 14% 13%
Asian or Pacific Islander 13% 4%
Two or more races 5% 2%
American Indian/Alaska Native N/A 0%
Hawaiian Native/Pacific Islander N/A 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 10%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 6%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students Nurse(s)
Foreign languages spoken by school staff Chinese (Cantonese)
French
Japanese
Chinese (Mandarin)
Spanish
Read more about programs at this school
Source: Provided by school officials and community members.

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Awards

Academic awards received in the past 3 years
  • TBEC Honor Roll School (2009)
  • TBEC Honor Roll School (2008)
  • TEA Exemplary School/Gold Performanc (2009)

Special education / special needs

Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students

Science, Technology, Engineering, & Math (STEM)

Clubs
  • Gardening

Arts & music

Visual arts
  • Ceramics
  • Painting
Performing and written arts
  • Dance
  • Drama
Clubs
  • Yearbook

Language learning

Specific academic themes or areas of focus
  • Foreign languages
Foreign languages taught
  • Chinese (Cantonese)
  • French
  • Japanese
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Foreign languages spoken by staff
  • Chinese (Cantonese)
  • Chinese (Mandarin)
  • French
  • Japanese
  • Spanish

Health & athletics

Staff resources available to students
  • Nurse(s)
School facilities
  • Access to sports fields
  • Gym
Clubs
  • Gardening

Gifted & talented

Instructional and/or curriculum models used
  • Gifted / high performing
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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School basics

Before school or after school care / program onsite
  • After school
  • Before school
School Leader's name
  • STEVEN SHETZER
Best ways for parents to contact the school
  • Email
Is there an application process?
  • Yes
Fax number
  • (713) 726-3663

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Core knowledge
  • Gifted / high performing
Specific academic themes or areas of focus

Don't understand these terms?
  • Foreign languages
Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Foreign languages taught
  • Chinese (Cantonese)
  • French
  • Japanese
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students

Resources

Staff resources available to students
  • Nurse(s)
Foreign languages spoken by staff
  • Chinese (Cantonese)
  • Chinese (Mandarin)
  • French
  • Japanese
  • Spanish
Extra learning resources offered
  • Counseling
  • Remediation
  • Title I Schoolwide program (SWP)
Transportation options
  • Buses/vans for students only
  • Transportation provided for special education students only
School facilities
  • Access to sports fields
  • Audiovisual aids
  • Cafeteria
  • Computer
  • Garden
  • Gym
  • Library
  • Playground
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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and more! Get started »

Sports

Boys sports
  • Basketball
  • Gymnastics
Girls sports
  • Gymnastics

Arts & music

Visual arts
  • Ceramics
  • Painting
Performing arts
  • Dance
  • Drama

Student clubs

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

School culture

Dress Code
  • Uniforms
Parent involvement
  • Chaperone school trips
More from this school
  • Kolter is an extraordinary neighborhood school because of the strong partnership between highly qualified teachers, involved parents, and diverse student population. Kolter is the only public elementary school in Texas that offers foreign language instruction to PreK-5 students!
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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What are your chances?

Students typically come from these schools
La Mistral
Jewish PreK programs
Private Pre K programs

Planning ahead

Students typically attend these schools after graduating
Pin Oak Middle School
Johnston Middle School
Pershing Middle School
Notice an inaccuracy? Let us know!

9710 Runnymeade Drive
Houston, TX 77096
Website: Click here
Phone: (713) 726-3630

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