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Teacher quality
Principal leadership
Parent involvement
The function of education is to teach one to think intensively and to think critically. Intelligence plus character - that is the goal of true education. Martin Luther King, Jr. When I reflect on the above quote, Whidby Elementary School comes to mind. Whidby Elementary Magnet School for Leadership in Health Sciences serves as an excellent catalyst for many future, student to adult, success stories. One must understand that an institute of learning, whether on the elementary or post graduate level, must work as a whole. Whidby operates as a whole; starting with leadership. The principal is very caring and is engulfed with making sure that all students are safe, receiving an excellent education in a nurturing and thriving setting AND IS ALWAYS seeking out the latest innovations in education. The administration, teachers, ancillary staff and PTO have the same focus. The office support shares an equal love for the students as well as the parents. I cannot leave out the the cafeteria and custodial staff...THEY ARE AMAZING! My son is a second grader at Whidby and LOVES IT...HE IS EAGER TO GET TO SCHOOL EVERYDAY and has PERFECT ATTENDANCE. I recommend Whidby to EVERY PARENT!
—Submitted by a parent
I am so happy that my daughter attends Whidby Elementary school for leadership in health science. The teachers, the front office staff, and most importantly the leadership team are an amazing group of individuals. The school has changed tremendously from last year. The school has a great health science emphasis, the PTO is always scheduling fun events, and the teachers are so dedicated. Whidby offers an after school program and tutorials, the Houston Children's Museum visits the school once a month, and academic events for parents are held once a month. The leadership team has monthly meetings with parents so that they can keep us updated on upcoming events, testing, and curriculum. Ms. Griffin and her team make everyone feel welcomed. Children's safety is Ms. Griffin's priority. I am pleased that my daughter attends Whidby!
—Submitted by a parent
This is the first time i have ever wanted to be a volunteer at a school and to be told by the principle that volunteers are not needed at this school. If the Office team would put on educated caps and not Power struggle caps they would see that volunteers would help with the security of the halls, cafeteria, class rooms. Volunteers are needed because that DUMMY is Parent Support, but to not want parent involvement is crazy. The District supports this behavior and they say its the Principles call. If the parents talk to their kids they would hear that classes are over crowded, why move classes into other classes for a book fair and why put the 4th and 5th special ed. kids in classes with the pre-k and k students they are to old to be around these little ones. the cafeteria is out of controll food fights, just fights period. Parents start talking to your kids, start calling the district on this behavior at Whidby kids are disruptive and it hampers the learning of kids that really are their to learn. Whidby was at one time a great school due to the Office Team but when they the Office staff stands in the cafeteria yelling SHUT UP! Whidby needs LEADERSHIP not only PAYCHECK SEEKERS.
—Submitted by a parent
Has common courtesy from leadership been this low allowing disruptive children to corupt the classroom, standing behing the staff is not at this school the children are disruptive in and out of the classes but are not removed from the school. notices do not go out to parents informing them of the serious offenses. 2 of my children have been mistreated by bullies,neithert i or my husband was notified of the offenses and the principle just basically embrassed the offender and shunned us offf as if it was nothing, she does not know how to communicate with parents not even speak...their educational learning has dropped at whidby.....Teachers need to treated as educators for our children, not as children themselves...you dont reprimend a teacher in front of students that just encourages them to be worse than they already are...not having the leadership team supporting the staff or standing behind them is pitiful....We will not return to this school.....leadership needs to go back to courtesy training because it is lacking...they collected our money for a non existing P.T.O
—Submitted by a parent
BY FAR the worst school on the planet!! The most ghetto administration I have ever witnessed all inside a school building. The principle is very snide and passive she is new to the school and she is a terrible leader the school should be shut down do not send you child here the standard of learning is extremely low. The secretary has the worst grammar ever and she is the principals right hand woman. The school can only be as great as its leaders and they are all failures! NO PTO either all the cash was stolen last year SAD!
—Submitted by a parent
Whidby's atmosphere has improved so much under the new principal, Ms. Taylor. She is a great supporter of the Montessori program and is the 'breath of fresh air' that the school has needed for a long time.
—Submitted by a parent
My son studied in montessori section of whidby elementary school. There was phenomonal incerease in his intellectual and practical life abilitites. Thanks for the teachers, especially to my son's teacher Mrs Schultz. Thank you madam. She has tons of patience in dealing with students.
—Submitted by a parent
The Montessori program at Whidby is excellent because of the individual time spent with each child. The teachers are the best and each teacher in the Montessori program has an assistant which allows individual identity in order to acknowledge their strenghts and weaknesses. I appreciate the program because it covers all subjects and it allows the children to learn and grow at their own pace. The principal has a hugh responsibility between the Traditional & Montessori Programs for which both require parental involvement. Keep in mind that any time one program lacks parental involvement it will affect both programs. I urge all parents in both programs to participate and always stay involved in your childrens education. Because it does not matter which school your child attends their progress and success is determined by their parent and family involvement and encouragement.
—Submitted by a parent
The Montessori program is a classic Montessori curriculum. Whidby's Montessori program is as good as the expensive private Montessori school I used to have my child in. Whidby's Montessori teachers are great!
—Submitted by a parent
The Montessori Magnet Program at Whidby is excellent. The teachers do a fantastic job with limited funds and resources. They are the only reason I still have my children there. The ancillaries are a disgrace. The library is disfunctional, at best. The school is unsafe on many levels. The principal is unresponsive to parent concerns about problems at the school. I wish the Montessori Program would move to another school building
—Submitted by a parent
Security is a concern at this school. I just walked in and asked for my son. He was called to the office without my ID being checked. I was curious about this. I spoke to Ms. York, Principal and she assured me that this doesn't normally happen. The next day, I had my brother who has never been to the school before to go inside and ask for my child. He went in and asked for my son. The lady said to sign him out, she called him to the office. My brother stood out in the hallway and wasn't questionned by anyone. I saw a homeless man wondering around in the school. That freaked me out. I am trying to find another school for my son.
—Submitted by a parent
Great teachers the best around, I feel that my kids are same when I leave them there.
—Submitted by a parent
Academically the teachers do not give the students a foundation to be sucessful in society. The teachers are trying to meet quotas instead of poviding good learning habits. The children are being taught how to pass a test not solve the problem. This schools extracurricular activities is a joke. Parent involvement is low due to the lack of leadership and organization of the school.
—Submitted by a parent
Whidby Elementary was a pleasant surprise. Although buildings are old, the Administrative staff, teachers and After School Program are very caring with high standards set for both behavior and education. My children really enjoyed the extracurricular activities. Whidby Elementary needs more caring parents to help their small PTO but the staff have not let that stop them from achieving a reasonable balance between learning academics in class and social skills through extracurricular activities. Keep up the good work Ms. York (the Principal).
—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.
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 state average for Math was 87% in 2011.
64 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 89% in 2011.
62 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for Math was 88% in 2011.
69 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 85% in 2011.
68 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Writing was 90% in 2011.
68 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for Math was 81% in 2011.
56 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 82% in 2011.
57 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 87% in 2011.
58 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
| All Students | 73% |
| Female | 63% |
| Male | 80% |
| Black or African American | 78% |
| Asian | n/a |
| Hispanic | 50% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 74% |
| Not economically disadvantaged | 67% |
| Special education | n/a |
| Not special education | 72% |
| Limited English proficient (LEP) | 50% |
| Proficient in English | 76% |
| Migrant | n/a |
| Non-migrant | 74% |
| Gifted/talented | n/a |
| All Students | 76% |
| Female | 75% |
| Male | 76% |
| Black or African American | 81% |
| Asian | n/a |
| Hispanic | 50% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 77% |
| Not economically disadvantaged | 60% |
| Special education | n/a |
| Not special education | 77% |
| Limited English proficient (LEP) | 33% |
| Proficient in English | 81% |
| Migrant | n/a |
| Non-migrant | 77% |
| Gifted/talented | n/a |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. 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
| All Students | 88% |
| Female | 83% |
| Male | 92% |
| Black or African American | 88% |
| Asian | n/a |
| Hispanic | 91% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 88% |
| Not economically disadvantaged | 100% |
| Special education | 67% |
| Not special education | 90% |
| Limited English proficient (LEP) | 100% |
| Proficient in English | 87% |
| Migrant | n/a |
| Non-migrant | 88% |
| Gifted/talented | n/a |
| All Students | 78% |
| Female | 77% |
| Male | 79% |
| Black or African American | 79% |
| Asian | n/a |
| Hispanic | 73% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 76% |
| Not economically disadvantaged | 100% |
| Special education | 40% |
| Not special education | 81% |
| Limited English proficient (LEP) | 71% |
| Proficient in English | 78% |
| Migrant | n/a |
| Non-migrant | 78% |
| Gifted/talented | n/a |
| All Students | 94% |
| Female | 90% |
| Male | 97% |
| Black or African American | 95% |
| Asian | n/a |
| Hispanic | 100% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 94% |
| Not economically disadvantaged | 100% |
| Special education | 60% |
| Not special education | 97% |
| Limited English proficient (LEP) | 88% |
| Proficient in English | 95% |
| Migrant | n/a |
| Non-migrant | 94% |
| Gifted/talented | n/a |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. 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
| All Students | 89% |
| Female | 92% |
| Male | 87% |
| Black or African American | 89% |
| Asian | n/a |
| Hispanic | 91% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 91% |
| Not economically disadvantaged | n/a |
| Special education | 100% |
| Not special education | 88% |
| Limited English proficient (LEP) | 100% |
| Proficient in English | 88% |
| Migrant | n/a |
| Non-migrant | 89% |
| Gifted/talented | n/a |
| All Students | 86% |
| Female | 92% |
| Male | 81% |
| Black or African American | 85% |
| Asian | n/a |
| Hispanic | 91% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 88% |
| Not economically disadvantaged | n/a |
| Special education | 67% |
| Not special education | 88% |
| Limited English proficient (LEP) | 88% |
| Proficient in English | 86% |
| Migrant | n/a |
| Non-migrant | 86% |
| Gifted/talented | n/a |
| All Students | 91% |
| Female | 92% |
| Male | 91% |
| Black or African American | 91% |
| Asian | n/a |
| Hispanic | 100% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 93% |
| Not economically disadvantaged | n/a |
| Special education | 100% |
| Not special education | 91% |
| Limited English proficient (LEP) | 100% |
| Proficient in English | 90% |
| Migrant | n/a |
| Non-migrant | 91% |
| Gifted/talented | n/a |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. 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
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
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
African American
Hispanic
All students
Economically disadvantaged
Not economically disadvantaged
Special education
Not special education
English language learners
Proficient in English
Non-migrant
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Black | 77% | 14% | ||
| Hispanic | 15% | 48% | ||
| Asian/Pacific Islander | 4% | 4% | ||
| White | 3% | 34% | ||
| American Indian/Alaska Native | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Special education | 5% | N/A | 10% |
| Gifted/talented students | 3% | N/A | 8% |
| Limited English proficient (LEP) | 11% | N/A | 17% |
| Economically disadvantaged | 87% | N/A | 55% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 19 | N/A | 15 |
| This school | District average | State average | |
|---|---|---|---|
| Beginning teachers | 3% | N/A | 8% |
| 1 to 5 years | 29% | N/A | 30% |
| 6 to 10 years | 32% | N/A | 20% |
| 11 to 20 years | 19% | N/A | 23% |
| 21 or more years | 16% | N/A | 19% |
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7625 Springhill St
Houston,
TX 77021
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Phone: (713) 746-8170
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