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GreatSchools Rating

Thompson Intermediate School

Public | 7-8 | 957 students

 

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Community Rating

4 stars


Teacher quality

Principal leadership

Parent involvement

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5 reviews of this school


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Posted May 23, 2008

If your child will not be enrolled in Pre-AP classes then they won't survive. Students who have all the potential in the world are stuck in general population and teachers treat them with very little respect. The athletic department is horrible. The experianced coaches are ready to retire and others are teachers that were chosen by the staff that does not have to know how to coach any type of sporting game. Way too much emphasis is put on dress code. Also some of the teachers don't believe in the No Child Left Behind act. When a student is absent some teacher refuses to allow the student to make up there work. But they are able in there own way to justify why the student is failing. All the while parent is never contacted and it ends up to late to correct problems. There is constant racial tention on this campus
—Submitted by a parent


Posted April 8, 2008

Overall I am pleased with the education my students have received from this school. I still have more to go through soon. Most of the teachers are great. Dress code and discipline are still a problem even with the new principal. The pants and shirts are oversized and could be a problem. There are more detentions handed out, but I feel that has little impact on the students. Parent involvement programs have increased and have a decent turnout. Extra curricular activities are plentiful and seem to be good programs. There are many social activities to participate in and gives the students a safe place to go. The principal seems nice enough but you have to have an appointment to see her.
—Submitted by a parent


Posted August 10, 2007

My daughter was in that school the teachers are great especially Mirs Pettit
—Submitted by a parent


Posted July 18, 2007

I have been disappointed with my child's experience so far. There is inconsistency with dress code and what is acceptable behavior from teachers and students. Discipline does not seem to get any attention. I am hoping with the new principal, Dr. Stallings that things will turn around. This is our zoned school and we have two other children that will attend Thompson soon. Thompson does try to provide activities for parent involvement, but activities are disorganized and just leave me frustrated by the entire experience. I will add that Mrs. Poche, Mrs. Haas and Mrs. Lindsley are EXCEPTIONAL teachers and I hope my other children will be so fortunate as to have them.
—Submitted by a parent


Posted May 9, 2006

The discipline is a constant problem. There is no consistency. Some of the teachers are very good, but the the Principal Dr. Jones, does not support them much. It used to be a great school many years ago. Those days are long gone. The A.P.s work very hard with what they are given, but it seems to be a losing battle. That school needs your prayers more than anything else.
—Submitted by a 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 86% in 2011.

436 students were tested at this school in 2011.

2011

 
 
87%

2010

 
 
87%
Math

The state average for Math was 81% in 2011.

434 students were tested at this school in 2011.

2011

 
 
77%

2010

 
 
80%
Writing

The state average for Writing was 94% in 2011.

430 students were tested at this school in 2011.

2011

 
 
97%

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.

413 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
96%
Math

The state average for Math was 73% in 2011.

410 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
90%
Science

The state average for Science was 79% in 2011.

410 students were tested at this school in 2011.

2011

 
 
78%

2010

 
 
80%
Social Studies

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

411 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
97%
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 Students87%
Female88%
Male87%
Black or African American84%
Asian100%
Hispanic84%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged83%
Not economically disadvantaged93%
Special education35%
Not special education90%
Limited English proficient (LEP)36%
Proficient in English91%
Migrantn/a
Not migrant87%
Gifted/talented100%

Math

All Students77%
Female79%
Male76%
Black or African American67%
Asian95%
Hispanic76%
American Indian or Alaska Nativen/a
White79%
Economically disadvantaged70%
Not economically disadvantaged87%
Special education22%
Not special education80%
Limited English proficient (LEP)38%
Proficient in English80%
Migrantn/a
Not migrant77%
Gifted/talented100%

Writing

All Students97%
Female98%
Male95%
Black or African American94%
Asian100%
Hispanic96%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged97%
Not economically disadvantaged96%
Special education65%
Not special education98%
Limited English proficient (LEP)87%
Proficient in English97%
Migrantn/a
Not migrant97%
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 Students94%
Female94%
Male93%
Black or African American94%
Asian100%
Hispanic92%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged92%
Not economically disadvantaged97%
Special education72%
Not special education95%
Limited English proficient (LEP)58%
Proficient in English96%
Migrantn/a
Not migrant94%
Gifted/talented100%

Math

All Students89%
Female90%
Male87%
Black or African American86%
Asian100%
Hispanic87%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged88%
Not economically disadvantaged91%
Special education69%
Not special education90%
Limited English proficient (LEP)83%
Proficient in English89%
Migrantn/a
Not migrant89%
Gifted/talented100%

Science

All Students78%
Female74%
Male83%
Black or African American69%
Asian100%
Hispanic75%
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged74%
Not economically disadvantaged85%
Special education41%
Not special education81%
Limited English proficient (LEP)44%
Proficient in English80%
Migrantn/a
Not migrant78%
Gifted/talented100%

Social Studies

All Students96%
Female95%
Male96%
Black or African American100%
Asian100%
Hispanic93%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged95%
Not economically disadvantaged97%
Special education83%
Not special education97%
Limited English proficient (LEP)89%
Proficient in English96%
Migrantn/a
Not migrant96%
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 77% in 2013.

445 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
81%
Math

The state average for Math was 71% in 2013.

297 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
58%
Writing

The state average for Writing was 70% in 2013.

439 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
73%
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.

497 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
82%
Math

The state average for Math was 77% in 2013.

478 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
83%
Science

The state average for Science was 75% in 2013.

491 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
74%
Social Studies

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

493 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
58%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

Algebra I

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

153 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
98%
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 Students77%
Female78%
Male75%
Black or African American70%
Asian81%
Hispanic77%
Multiracial86%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White83%
Economically disadvantaged73%
Not economically disadvantaged85%
Special education26%
Not special education79%
Limited English proficient (LEP)29%
Proficient in English78%
Migrantn/a
Not migrant77%
Gifted/talented100%
Not Gifted75%
Bilingualn/a

Math

All Students62%
Female61%
Male64%
Black or African American55%
Asian71%
Hispanic62%
Multiracial71%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White76%
Economically disadvantaged58%
Not economically disadvantaged74%
Special education39%
Not special education64%
Limited English proficient (LEP)43%
Proficient in English62%
Migrantn/a
Not migrant63%
Gifted/talentedn/a
Not Gifted62%
Bilingualn/a

Writing

All Students73%
Female77%
Male69%
Black or African American65%
Asian84%
Hispanic73%
Multiracial71%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White78%
Economically disadvantaged69%
Not economically disadvantaged80%
Special education18%
Not special education76%
Limited English proficient (LEP)36%
Proficient in English74%
Migrantn/a
Not migrant73%
Gifted/talented100%
Not Gifted70%
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 Students86%
Female88%
Male83%
Black or African American85%
Asian93%
Hispanic85%
Multiracial89%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged82%
Not economically disadvantaged92%
Special education50%
Not special education87%
Limited English proficient (LEP)36%
Proficient in English87%
Migrantn/a
Not migrant85%
Gifted/talented100%
Not Gifted84%
Bilingualn/a

Math

All Students79%
Female80%
Male79%
Black or African American72%
Asian97%
Hispanic80%
Multiracial88%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White76%
Economically disadvantaged75%
Not economically disadvantaged87%
Special education29%
Not special education81%
Limited English proficient (LEP)89%
Proficient in English79%
Migrantn/a
Not migrant79%
Gifted/talented97%
Not Gifted78%
Bilingualn/a

Science

All Students80%
Female80%
Male81%
Black or African American71%
Asian92%
Hispanic79%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged76%
Not economically disadvantaged89%
Special education42%
Not special education81%
Limited English proficient (LEP)38%
Proficient in English81%
Migrantn/a
Not migrant80%
Gifted/talented100%
Not Gifted79%
Bilingualn/a

Social Studies

All Students60%
Female57%
Male62%
Black or African American50%
Asian77%
Hispanic57%
Multiracial88%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White73%
Economically disadvantaged56%
Not economically disadvantaged68%
Special education14%
Not special education61%
Limited English proficient (LEP)0%
Proficient in English61%
Migrantn/a
Not migrant60%
Gifted/talented95%
Not Gifted57%
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 Students99%
Female100%
Male97%
Black or African American100%
Asian100%
Hispanic98%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged100%
Not economically disadvantaged97%
Special educationn/a
Not special education99%
Limited English proficient (LEP)n/a
Proficient in English99%
Migrantn/a
Not migrant99%
Gifted/talented100%
Not Gifted98%
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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

  • In 2010-2011, this school was rated "Academically Acceptable".
  • In 2009-2010, this school was rated "Recognized".
  • In 2008-2009, this school was rated "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 63% 52%
Black 18% 13%
White 9% 29%
Asian or Pacific Islander 8% 4%
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) 4%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 9%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students Instructional aide(s)/coach(es)
Librarian/media specialist(s)
Music teacher(s)
PE instructor(s)
Read more about programs at this school
Source: Provided by school officials and community members.

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Arts & music

Staff resources available to students
  • Music teacher(s)

Health & athletics

Staff resources available to students
  • Instructional aide(s)/coach(es)
  • PE instructor(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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and more! Get started »

School basics

School Leader's name
  • TONI LOPEZ
Fax number
  • (713) 740-4083

Resources

Staff resources available to students
  • Instructional aide(s)/coach(es)
  • Librarian/media specialist(s)
  • Music teacher(s)
  • PE instructor(s)
Extra learning resources offered
  • Title I Schoolwide program (SWP)
Transportation options
  • Buses/vans for students only
School facilities
  • Access to sports fields
  • Cafeteria
  • Gym
  • Library
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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11309 Sagedowne Lane
Houston, TX 77089
Phone: (713) 929-3850

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