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GreatSchools Rating

Law Enfcmt-Crim Just High School

Public | 9-12 | 548 students

 

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Last modified
Community Rating

4 stars

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

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11 reviews of this school


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Posted January 24, 2011

The school is in freefall. The Principal is a disaster and spends her time running off good teachers to hire inexperienced ones that cost less. The state TEIS report shows the change in the teacher experience. This has led to horrible teacher morale.
—Submitted by a teacher


Posted May 15, 2010

The reviews posted here are from another time and place. LECJ's decline and fall began in 2005. Alumni would be saddened to find out what has happened since the regime change. Faculty morale is at an all time low, teacher turnover is becoming commonplace and absenteeism is high due to the poor leadership. The students deserve better and the teachers would like to be able to give them the education they need, but their hands are tied by the administration's indifference to student discipline. What a horrible thing to have done to such a good school.


Posted July 31, 2006

I believe this school is a great opportunity for our future; our children. My daughter attends this school & I am very glad because they do not play around, they are very strict & that will weed out the kids who are not focused. It is very easy to get off focus of your education by peer pressure, so I definately want her to stay focused & away from negative influences. I personally hope & pray she is allowed to continue here & take advantage of this great opportunity for her future!!
—Submitted by a parent


Posted July 5, 2005

HSLECJ, is a great school, tough, but considering the field of interest, is just what a student needs.
—Submitted by a former student


Posted April 1, 2005

Well I am a student attending HSLECJ. And for the most part I can say that the atomosphere there is very calming. The students are nice, and are very involved in their studies. The teachers are willing to help you no matter what, and like to listens to your opinions. And you learn so much that can be useful in the future.
—Submitted by a student


Posted December 13, 2004

I graduated from LECJ in May of 2003. It was definitely a memorable experience. I loved the fact that I could recognize just about every face in the entire school--even if not by name. The teachers definitely made themselves available to help with anything, such as morning/after school tutoring or general quick questions. If you are considering attending this school, be prepared for the one thing most kids would complain about--the lack of sports teams. Sure, it would have been nice to have sports at LECJ, and I'm sure it would have enhanced the school spirit, but we survived without it. There is definitely a stronger emphasis placed on academic achievement at this school. And, of course, it has a great Law Enforcement and Law Legal program that is great if you are considering entering either field; and even if you are not, don't be turned off.
—Submitted by a former student


Posted October 14, 2004

I attended Law Enforcement my freshman and sophomore year. I honestly regret leaving the school. It offered me so many opportunities I currently do not have. I now go to a public school and it is not as hands on as Law Enforcement. Though it offers many activities and classes not offered at Law Enforcement, I still miss my old school. The teachers there are wonderful and truly dedicated to thier jobs. It is a wonderful school that offers many challenges but great rewards at the end of the high school struggle.
—Submitted by a former student


Posted August 17, 2004

The kids that attend this school love it. Of course, some of my son's teachers were great, others were not. I found the school to be very dispassionate in terms of dealing with the students as individuals. I was constantly quoted the number of students attending the school as if that made a difference in what I should expect in term of the quality of response, education, concern, dedication, etc. His couselor was exceptional dismal. The principal was very unresponsive to my requests for help; and, I actually found him to be more of a hinderance than anything. Others have expressed surprise at this. When seeking assistance of any type, be prepared for a major run around. If you have a learning disabled child, try to find a better school.
—Submitted by a parent


Posted June 30, 2004

This school is great. The teachers are nice and help you in anything you're having trouble with. I am currently a student there now. Even though it's demanding, you have a great atmosphere to work in though. The class sizes are small. The grade levels are small, too. 100 or so for the senior class. Everyone is nice and respects everyone. It's a great school also because you can get good scholarships and have an opportunity to interact with other students that have interests in the law enforcement, law/legal fields. You get hands-on interaction in both fields.
—Submitted by a student


Posted January 31, 2004

I am Junior Student enrolled at LECJ. The teachers are very involved with the with us. The above average test scores explain themselves!
—Submitted by a student


Posted June 21, 2003

I currently have two children enrolled at LECJ. The majority of the teachers are caring and dedicated to helping the students achieve their goals. We had a bad experience this year with one teacher.


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.

162 students were tested at this school in 2011.

2011

 
 
98%

2010

 
 
98%
Math

The state average for Math was 70% in 2011.

161 students were tested at this school in 2011.

2011

 
 
81%

2010

 
 
75%
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 91% in 2011.

141 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
99%
Math

The state average for Math was 74% in 2011.

141 students were tested at this school in 2011.

2011

 
 
79%

2010

 
 
78%
Science

The state average for Science was 76% in 2011.

142 students were tested at this school in 2011.

2011

 
 
82%

2010

 
 
90%
Social Studies

The state average for Social Studies was 93% in 2011.

142 students were tested at this school in 2011.

2011

 
 
99%

2010

 
 
99%
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 95% in 2013.

123 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
99%

2011

 
 
99%

2010

 
 
99%
Math

The state average for Math was 89% in 2013.

124 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
98%

2011

 
 
97%

2010

 
 
98%
Science

The state average for Science was 95% in 2013.

122 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
98%

2011

 
 
99%

2010

 
 
100%
Social Studies

The state average for Social Studies was 98% in 2013.

123 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
99%

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

All Students100%
Female100%
Male100%
Black or African American100%
Asiann/a
Hispanic100%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged100%
Special educationn/a
Limited English proficient (LEP)n/a

Math

All Students98%
Female97%
Male98%
Black or African American97%
Asiann/a
Hispanic98%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged98%
Special educationn/a
Limited English proficient (LEP)n/a

Science

All Students100%
Female100%
Male100%
Black or African American100%
Asiann/a
Hispanic100%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged100%
Special educationn/a
Limited English proficient (LEP)n/a

Social Studies

All Students100%
Female100%
Male100%
Black or African American100%
Asiann/a
Hispanic100%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged100%
Special educationn/a
Limited English proficient (LEP)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.

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 "Recognized".
  • 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

Algebra I

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

129 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
94%
Algebra II

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

35 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
n/a
Biology I

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

168 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
98%
Chemistry

The state average for Chemistry was 84% in 2013.

124 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
55%
English I Reading

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

168 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
82%
English I Writing

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

171 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
76%
English II Reading

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

124 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
n/a
English II Writing

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

124 students were tested at this school in 2013.

2013

 
 
54%

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.

130 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
98%
Physics

The state average for Physics was 81% in 2013.

2013

 
 
n/a

2012

 
 
81%
U.S. History

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

2013

 
 
n/a

2012

 
 
90%
World Geography

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

168 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
95%
World History

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

125 students were tested at this school in 2013.

2013

 
 
84%

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

All Students94%
Female95%
Male92%
Black or African American91%
Asiann/a
Hispanic95%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged93%
Not economically disadvantaged97%
Special education86%
Not special education94%
Limited English proficient (LEP)n/a
Proficient in English94%
Migrantn/a
Non-migrant94%
Gifted/talented100%
Non-Gifted93%
Bilingualn/a

Algebra II

All Students97%
Female95%
Male100%
Black or African American100%
Asiann/a
Hispanic96%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged97%
Not economically disadvantaged100%
Special educationn/a
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English97%
Migrantn/a
Non-migrant97%
Gifted/talented100%
Non-Gifted95%
Bilingualn/a

Biology I

All Students98%
Female99%
Male97%
Black or African American100%
Asiann/a
Hispanic98%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged98%
Not economically disadvantaged100%
Special education88%
Not special education99%
Limited English proficient (LEP)n/a
Proficient in English98%
Migrantn/a
Non-migrant98%
Gifted/talented100%
Non-Gifted98%
Bilingualn/a

Chemistry

All Students90%
Female91%
Male89%
Black or African American81%
Asiann/a
Hispanic92%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged94%
Not economically disadvantaged67%
Special educationn/a
Not special education90%
Limited English proficient (LEP)n/a
Proficient in English90%
Migrantn/a
Non-migrant91%
Gifted/talented100%
Non-Gifted88%
Bilingualn/a

English I Reading

All Students87%
Female84%
Male92%
Black or African American79%
Asiann/a
Hispanic89%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged87%
Not economically disadvantaged88%
Special education33%
Not special education90%
Limited English proficient (LEP)n/a
Proficient in English87%
Migrantn/a
Non-migrant87%
Gifted/talented97%
Non-Gifted85%
Bilingualn/a

English I Writing

All Students73%
Female77%
Male67%
Black or African American55%
Asiann/a
Hispanic77%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged73%
Not economically disadvantaged75%
Special education22%
Not special education76%
Limited English proficient (LEP)n/a
Proficient in English74%
Migrantn/a
Non-migrant73%
Gifted/talented93%
Non-Gifted69%
Bilingualn/a

English II Reading

All Students90%
Female90%
Male91%
Black or African American88%
Asiann/a
Hispanic91%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged91%
Not economically disadvantaged86%
Special educationn/a
Not special education91%
Limited English proficient (LEP)n/a
Proficient in English90%
Migrantn/a
Non-migrant90%
Gifted/talented95%
Non-Gifted89%
Bilingualn/a

English II Writing

All Students54%
Female58%
Male49%
Black or African American44%
Asiann/a
Hispanic58%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged55%
Not economically disadvantaged43%
Special educationn/a
Not special education56%
Limited English proficient (LEP)n/a
Proficient in English54%
Migrantn/a
Non-migrant54%
Gifted/talented62%
Non-Gifted52%
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 Students98%
Female96%
Male100%
Black or African American100%
Asiann/a
Hispanic97%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged97%
Not economically disadvantaged100%
Special education80%
Not special education98%
Limited English proficient (LEP)n/a
Proficient in English98%
Migrantn/a
Non-migrant98%
Gifted/talented100%
Non-Gifted97%
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 Students95%
Female94%
Male97%
Black or African American89%
Asiann/a
Hispanic96%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged95%
Not economically disadvantaged92%
Special education67%
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English95%
Migrantn/a
Non-migrant95%
Gifted/talented100%
Non-Gifted93%
Bilingualn/a

World History

All Students84%
Female76%
Male93%
Black or African American81%
Asiann/a
Hispanic84%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged84%
Not economically disadvantaged83%
Special educationn/a
Not special education85%
Limited English proficient (LEP)n/a
Proficient in English84%
Migrantn/a
Non-migrant84%
Gifted/talented86%
Non-Gifted84%
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

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 69% 50%
Black 26% 13%
White 3% 31%
Asian 1% 3%
Two or more races 1% 2%
American Indian/Alaska Native 0% 0%
Hawaiian Native/Pacific Islander 0% 0%
Source: NCES, 2010-2011

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

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School basics

School Leader's name
  • Ms Carol Mosteit
Fax number
  • (713) 802-4600

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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4701 Dickson St
Houston, TX 77007
Website: Click here
Phone: (713) 867-5100

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