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GreatSchools Rating

Wunderlich Intermediate School

Public | 6-8 | 1547 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
No new ratings
2012:
Based on 1 rating
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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23 reviews of this school


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Posted May 6, 2014

The bigest issue of this school is students misbehavior and bullying. Most of the students disrespect teachers in terms of disobedience and rudeness. However, the school administration is unable to manage students bihavior issues to promote safe and effective teaching and learning. Some students remain in iss during the all school year while teachers spend more class time dealing with students misbehavior rather than to teach students.
—Submitted by a teacher


Posted April 9, 2014

I am an 8th grade Wunderlich student, and this school has MAJOR problems. They will give you a detention for having your shirt untucked- once. Some of my teachers don't even really care about what we're learning or the fact that I had a panic attack in class and she said to "get over it, it's not a big deal." The assistant principals encourage you to tell them about your issues, but then they'll do absolutely nothing about it, and put you in the wrong. Misogyny, depression, and bullying are the biggest issues in our school. Academics? We're a laughingstock! Not to mention also that the school places the athletics over everything else, since they never want for money like the Fine Arts groups. If you can afford or manage to send your child somewhere else, DO SO, unless you want your child to have silent lunch every week, no time to be a kid, and the overall sense of failure that this school implants into the minds of the students. This school will make you feel worthless. So please, please, don't send your kids here.


Posted March 13, 2012

I can guarantee the parents who complain about their child being reprimanded for "insignificant things", that if your child is in and out of ISS on a regular basis - we at the school need more support in correcting their actions. The students at this school are wonderful (most of them), the staff works hard (most of them) and the parents are very supportive (most of them). I only wish that we could provide more time, more money and more resources to the betterment of these children.
—Submitted by a teacher


Posted February 2, 2011

I think the teachers are awesome but the administrators are way to strict. My son gets ISS almost every other week from stuff like talking too much or picking up a marker off the floor. He got ISS for using an unauthorized restroom?! Isnt he missing valuable lessons by sitting in ISS all day? I can understand if he is doing something to harm him or someone else but how strict is too strict? We cant wait for school to be over and move on to high school!
—Submitted by a parent


Posted February 1, 2011

As a parent we need to reflect on ourselves. As parents we need to understand that school is a place for education and learning. Teachers and administrators rely heavily on parents to do our parts and teach the basics to our children which is RESPECT for the individual. Our children are a reflection of us the parents. We only get what we put in as parents therefore it does not matter what school your child goes to or learns from. It is what we as parents learn to expect what we accept from our children. Yes, the school is strict but fair. But in the real world we have laws, rules, policies and procedures that we must follow as adults. So why do we expect any different from our children. What message are we sending our children? Wunderlich needs more parent involvement then you can truly see the value in what any school has to offer. Our children are there to learn and if your child can not do so then maybe it time for you to find a school that is suitable for your child and what you will accept from what you expect from your child.
—Submitted by a parent


Posted March 2, 2010

I think this school is a great school it's good at sports especially in TRACK! 8th grade girls are beastenn. We won district last year yeahhh!!! The school is good, they help us a lot.. Teachers are nice well some of themm..
—Submitted by a student


Posted March 13, 2009

this school is great except the srtictness on dress code
—Submitted by a student


Posted December 12, 2008

some teachers dont listen aps principles mean
—Submitted by a student


Posted August 30, 2008

First of all, everyone is entitled to their own opinion. But if you really want to know what Wunderlich or any school is like .. you need to spend some time there. Yes, the administration is tough... as a parent... I love it. How are my kids doing? Both (7th and 8th grade this year) have had great experiences at this school. The academics are just as tough as any school in the district, they can do sports or lots of extracurricular clubs etc. Ironically, we are pretty much a minority at this school as it has a small Anglo population ... and many of our friends or neighbors get extremely nervous about the school but once their kids attend the school ... have a real change of heart. I like that they don't put up with 'helicopter' parents and have a zero-tolerence for BS.
—Submitted by a parent


Posted June 3, 2008

The school hands out suspensions for just about anything. The faculty is very strict which I believe makes it touch to feel as if you're really at school. I'm glad I don't have to spend any more years at the school as the the school is more worried about scores than the students.
—Submitted by a student


Posted May 24, 2008

I can't even offer a rating for this school, that's how bad I think it is. I've read all of the postings here and I've had the same issues with my boys that other parents have experienced. The only solution these teachers and principals seem to have is to give suspension, whether in school or out side of school, and while it may make the school officials look good on paper (for taking care of the problem child), that punishment remains on the child's record throughout all of their school days until graduation. That's going over board. Suspension used to be given for truancy, smoking and/or drinking and drugs, but now it's given left and right for stupid things such as talking in class. NO I'M NOT KIDDING! It's time to remove your kids from this school and home school them so they receive the education you expect them to receive.
—Submitted by a parent


Posted January 9, 2008

I used to be a student at this is school. Wunderlich had a good everything but my favorite part was P.E. with my coaches Coach Jonshon, Coach Gabriel, and Coach Pelk
—Submitted by a student


Posted January 7, 2008

The students get silent lunch, meaning they can't talk, laugh, or whistle all lunch period. Math TAKS scores are also low.
—Submitted by a teacher


Posted May 4, 2007

Speaking from a parent point of view, I feel like the head administrator at this school is more concern with being in control than what is in the best interest of the students at this school. I did not feel welcome at the school. The morale of the faculty and students is low. Something need to change.
—Submitted by a parent


Posted April 11, 2007

I am speaking as a Wunderlich student, and I would like to say that I do not like this school. The cafeteria is always crowded during lunch, the standardized dress is a little too strict, and I think the school cares more about being a recognized school than the students. So, next year I will be looking forward to going to a new school.
—Submitted by a student


Posted December 19, 2006

This School is very strict, maybe too strict.
—Submitted by a student


Posted May 11, 2006

I say that Wunderlich is tryng to get the students to get good grades because they had the TAKS tutorial sessions for extra preperation for the TAKS test, and they have Homework Help. The extracurricular activities is good their too. They have athletic teams, and others too. They also try to get the parents involve also. They have letters sent out for events, PTA, and everything.
—Submitted by a student


Posted February 12, 2006

Hmmm I think the school is ok. Very productive. And the ethnicity is balanced
—Submitted by a student


Posted December 14, 2005

I speak as a former student. No Wunderlich is not the richest school in our district but it does have very competative extracurricular organizations including one of the best music departments in the district. There are a few teachers that are, share we say, not exactly loved by the student body but, overall, has supportive staff, both academically and with concern to discipline. The student body has a diverse mix of ethnic backgrounds exposing the students to many cultures hands on through friendship. Overall I believe attending this intermediate school help shape who I am today. A former student
—Submitted by a former student


Posted August 20, 2005

Well, my youngest son will be entering this year as a sixth grader and I am trying to be positive. My two older sons attended Wunderlich and the gym locker room could be and was at times a negative and sometimes dangerous place. The coaches know who will be the real 'trouble' kids. I say 'give more power to the coaches.' They have a much better way of taking care of these situations. They know more about these kids than the Administration even wants to know. The coaches truly care. I know first hand. The principles only escalate the bad situations because they do not want to take the time out to deal with these situations in a constructive manner. It's too much effort. They only suspend them and send them to alternative school. That doesn't help a child nor does it look good on the 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 84% in 2011.

475 students were tested at this school in 2011.

2011

 
 
86%

2010

 
 
87%
Math

The state average for Math was 83% in 2011.

473 students were tested at this school in 2011.

2011

 
 
91%

2010

 
 
91%
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.

436 students were tested at this school in 2011.

2011

 
 
85%

2010

 
 
88%
Math

The state average for Math was 81% in 2011.

432 students were tested at this school in 2011.

2011

 
 
85%

2010

 
 
89%
Writing

The state average for Writing was 94% in 2011.

427 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
96%
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.

463 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
96%
Math

The state average for Math was 73% in 2011.

459 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
91%
Science

The state average for Science was 79% in 2011.

457 students were tested at this school in 2011.

2011

 
 
86%

2010

 
 
83%
Social Studies

The state average for Social Studies was 95% in 2011.

460 students were tested at this school in 2011.

2011

 
 
98%

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

All Students86%
Female86%
Male86%
Black or African American91%
Asian96%
Hispanic81%
American Indian or Alaska Nativen/a
White84%
Economically disadvantaged85%
Not economically disadvantaged89%
Special education53%
Not special education87%
Limited English proficient (LEP)64%
Proficient in English90%
Migrantn/a
Non-migrant86%
Gifted/talented100%

Math

All Students91%
Female88%
Male94%
Black or African American87%
Asian100%
Hispanic91%
American Indian or Alaska Nativen/a
White89%
Economically disadvantaged89%
Not economically disadvantaged96%
Special education64%
Not special education92%
Limited English proficient (LEP)90%
Proficient in English90%
Migrantn/a
Non-migrant91%
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 Students85%
Female85%
Male84%
Black or African American83%
Asian94%
Hispanic82%
American Indian or Alaska Native100%
White96%
Economically disadvantaged85%
Not economically disadvantaged85%
Special education56%
Not special education86%
Limited English proficient (LEP)61%
Proficient in English90%
Migrantn/a
Non-migrant85%
Gifted/talented100%

Math

All Students85%
Female83%
Male87%
Black or African American79%
Asian100%
Hispanic84%
American Indian or Alaska Native80%
White96%
Economically disadvantaged87%
Not economically disadvantaged82%
Special education71%
Not special education86%
Limited English proficient (LEP)68%
Proficient in English88%
Migrantn/a
Non-migrant85%
Gifted/talented100%

Writing

All Students94%
Female96%
Male92%
Black or African American95%
Asian98%
Hispanic92%
American Indian or Alaska Native80%
White100%
Economically disadvantaged94%
Not economically disadvantaged93%
Special education83%
Not special education94%
Limited English proficient (LEP)86%
Proficient in English96%
Migrantn/a
Non-migrant94%
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 Students97%
Female99%
Male95%
Black or African American95%
Asian97%
Hispanic97%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged96%
Not economically disadvantaged99%
Special education79%
Not special education98%
Limited English proficient (LEP)96%
Proficient in English97%
Migrantn/a
Non-migrant97%
Gifted/talented100%

Math

All Students94%
Female97%
Male92%
Black or African American88%
Asian99%
Hispanic95%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged93%
Not economically disadvantaged97%
Special education70%
Not special education95%
Limited English proficient (LEP)88%
Proficient in English95%
Migrantn/a
Non-migrant94%
Gifted/talented100%

Science

All Students86%
Female86%
Male86%
Black or African American79%
Asian97%
Hispanic81%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged83%
Not economically disadvantaged89%
Special education70%
Not special education86%
Limited English proficient (LEP)56%
Proficient in English88%
Migrantn/a
Non-migrant86%
Gifted/talented100%

Social Studies

All Students98%
Female100%
Male96%
Black or African American98%
Asian97%
Hispanic97%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged97%
Not economically disadvantaged98%
Special education87%
Not special education98%
Limited English proficient (LEP)88%
Proficient in English98%
Migrantn/a
Non-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 71% in 2013.

466 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
76%
Math

The state average for Math was 74% in 2013.

461 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
88%
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.

514 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
79%
Math

The state average for Math was 71% in 2013.

509 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
82%
Writing

The state average for Writing was 70% in 2013.

508 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
71%
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 84% in 2013.

491 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
83%
Math

The state average for Math was 77% in 2013.

356 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
78%
Science

The state average for Science was 75% in 2013.

484 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
76%
Social Studies

The state average for Social Studies was 63% in 2013.

483 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
57%
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.

125 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%
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 Students71%
Female72%
Male69%
Black or African American68%
Asian81%
Hispanic67%
Multiracial89%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged69%
Not economically disadvantaged79%
Special education28%
Not special education73%
Limited English proficient (LEP)36%
Proficient in English79%
Migrantn/a
Non-migrant71%
Gifted/talented100%
Non-Gifted70%
Bilingualn/a

Math

All Students83%
Female84%
Male82%
Black or African American76%
Asian90%
Hispanic84%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged82%
Not economically disadvantaged88%
Special education47%
Not special education86%
Limited English proficient (LEP)76%
Proficient in English84%
Migrantn/a
Non-migrant83%
Gifted/talented100%
Non-Gifted82%
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 Students81%
Female85%
Male78%
Black or African American72%
Asian90%
Hispanic82%
Multiracial90%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged78%
Not economically disadvantaged89%
Special education11%
Not special education84%
Limited English proficient (LEP)57%
Proficient in English85%
Migrantn/a
Non-migrant81%
Gifted/talented100%
Non-Gifted81%
Bilingualn/a

Math

All Students82%
Female85%
Male80%
Black or African American73%
Asian97%
Hispanic82%
Multiracial80%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged79%
Not economically disadvantaged91%
Special education48%
Not special education84%
Limited English proficient (LEP)79%
Proficient in English83%
Migrantn/a
Non-migrant82%
Gifted/talented100%
Non-Gifted82%
Bilingualn/a

Writing

All Students70%
Female73%
Male67%
Black or African American63%
Asian88%
Hispanic67%
Multiracial80%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White82%
Economically disadvantaged66%
Not economically disadvantaged79%
Special education19%
Not special education72%
Limited English proficient (LEP)41%
Proficient in English75%
Migrantn/a
Non-migrant70%
Gifted/talented94%
Non-Gifted69%
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 Students87%
Female90%
Male84%
Black or African American89%
Asian91%
Hispanic84%
Multiracial86%
American Indian or Alaska Native100%
Native Hawaiian/Pacific Islandern/a
White95%
Economically disadvantaged86%
Not economically disadvantaged90%
Special education30%
Not special education88%
Limited English proficient (LEP)65%
Proficient in English91%
Migrantn/a
Non-migrant87%
Gifted/talented100%
Non-Gifted87%
Bilingualn/a

Math

All Students83%
Female82%
Male84%
Black or African American79%
Asian100%
Hispanic82%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White84%
Economically disadvantaged82%
Not economically disadvantaged88%
Special education60%
Not special education84%
Limited English proficient (LEP)80%
Proficient in English84%
Migrantn/a
Non-migrant83%
Gifted/talentedn/a
Non-Gifted83%
Bilingualn/a

Science

All Students79%
Female74%
Male84%
Black or African American75%
Asian92%
Hispanic76%
Multiracial86%
American Indian or Alaska Native100%
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged76%
Not economically disadvantaged87%
Special education27%
Not special education80%
Limited English proficient (LEP)57%
Proficient in English83%
Migrantn/a
Non-migrant79%
Gifted/talented100%
Non-Gifted79%
Bilingualn/a

Social Studies

All Students60%
Female55%
Male65%
Black or African American61%
Asian89%
Hispanic49%
Multiracial86%
American Indian or Alaska Native80%
Native Hawaiian/Pacific Islandern/a
White72%
Economically disadvantaged55%
Not economically disadvantaged75%
Special education0%
Not special education61%
Limited English proficient (LEP)28%
Proficient in English65%
Migrantn/a
Non-migrant60%
Gifted/talented100%
Non-Gifted59%
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 Students100%
Female100%
Male100%
Black or African American100%
Asian100%
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged100%
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant100%
Gifted/talented100%
Non-Gifted100%
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 "Recognized".
  • In 2009-2010, this school was rated "Recognized".
  • In 2008-2009, this school was rated "Academically Acceptable".

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 56% 52%
Black 23% 13%
Asian or Pacific Islander 13% 4%
White 6% 29%
Two or more races 2% 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) 17%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)
School social worker/counselors(s)
Read more about programs at this school
Source: Provided by school officials and community members.

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Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab
  • Science lab

Arts & music

School facilities
  • Art room
  • Music room
Music
  • Band
  • Choir / Chorus
  • Jazz band
  • Orchestra
Performing and written arts
  • Drama
Media arts
  • Technical design and production

Language learning

Foreign languages taught
  • French
  • Spanish

Health & athletics

Staff resources available to students
  • Nurse(s)
School facilities
  • Access to sports fields
  • Gym
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
School Leader's name
  • CHRISTOPHER RUGGERIO
Fax number
  • (832) 249-4050

Programs

Foreign languages taught
  • French
  • Spanish

Resources

Staff resources available to students
  • Nurse(s)
  • School social worker/counselors(s)
Extra learning resources offered
  • Title I Schoolwide program (SWP)
Transportation options
  • Buses/vans for students only
School facilities
  • Access to sports fields
  • Art room
  • Cafeteria
  • Computer lab
  • Gym
  • Internet access
  • Library
  • Music room
  • Science lab
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Basketball
  • Football
Girls sports
  • Basketball
  • Cheerleading
  • Swimming
  • Tennis
  • Volleyball

Arts & music

Music
  • Band
  • Choir / Chorus
  • Jazz band
  • Orchestra
Performing arts
  • Drama
Media arts
  • Technical design and production
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Upcoming Events

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School culture

Parent involvement
  • Attend parent nights
  • Join PTO/PTA
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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11800 Misty Valley Drive
Houston, TX 77066
Website: Click here
Phone: (832) 249-5200

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