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GreatSchools Rating

Bammel Elementary School

Public | PK-5 | 894 students

 

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Last modified
Community Rating

2 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 1 rating
2012:
No new ratings
2011:
Based on 3 ratings

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26 reviews of this school


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Posted Thursday, August 21, 2014

Bammel is a great school with fantastic leadership and very dedicated teachers. I feel that the parents should be more accountable and involved.. I believe with more parental interaction and involvement- this school will go from average to excellent..
—Submitted by a parent


Posted March 9, 2013

I went to this school 41 years ago and it was horrible back then. I have miserable memories of the teachers and the other students. Just for the fun of it, I looked the school up on GreatSchools and can't believe it hasn't improved.


Posted May 31, 2011

Bammel can be the BEST!!!! However, this school needs better administration. The teachers have very little support in the classroom as far as discipline issues are concerned, which hinders instruction tremendously. This year was a struggle 2010 - 2011. The teachers are overwhelmed and need union support on campus. There will most likely be another high teacher turnover this year as well. The tattling, backstabbing, and gossiping also needs to end between teachers it does not help the situation, but unfortunately it will not solve the problems at Bammel. And until the teacher demographic matches the student demographic there will be issues as well.
—Submitted by a teacher


Posted March 8, 2011

This school has almost 900 students....the future of the kids in that school depend on the principal communicating better with all her teachers, PTO, and staff....and making sure all the kids are safe....the teachers need to be able to teach and the discipline issues start at home. Good kids are being punished for the ones who don't make good choices. I am so sad by this school. The teachers are wonderful they just have NO room to breathe. But, communication between teachers and parents is lacking as well...I have sent letters in and rarely get reply's....but the teachers are so distracted with the loud, disrespectful and bullying children. The staff needs are warm loving principal as well as the kids need one. As a parent she is cold and hard to approach. From speaking with teachers it is the same for them...they have no communication but are told what they are to do and that is that. I hate to have to take my kids out. I have 2 one in 3rd grade one in 2nd...and the higher up in grades the worse it gets it seems....but violence is present in the 2nd grade right now and discipline is a major problem. Sorry folks right now this school is awful...used to be awesome! :(
—Submitted by a parent


Posted February 16, 2011

This school is depressing I have two students in this school, that I will be withdrawing them as soon as I move in the next couple of weeks! Some of the teachers do seem to care, but as a whole the school and its students are horrible. I grew up in this area and am sad to see how much the district as a whole has gone way down hill! Both of my kids complain on a daily basis that the kids in their classes are always acting bad, and beacuse of that my kids can't do their work and suffer from it! I hope this school can turn around, I know some of the admin. staff has changed maybe that will help, BUT I wont let my kids suffer while the schools staff figures out a way to improve it!
—Submitted by a parent


Posted June 30, 2010

Bammel can be a good school. There are some very dedicated teachers and other staff willing to go out of the way to make it an awesome campus. However, we need a solid, unified, knowledgeable administration with excellent leadership. We won't beat the TAKS until we learn how to deal appropriately with our discipline issues. We can do this. Other schools have done it. We just had a new principal join our ranks and hopefully that will begin a new chapter.
—Submitted by a teacher


Posted June 5, 2010

Bammel has the potential to be a great campus again. However, this school needs better administration. The teachers have very little support in the classroom as far as discipline issues are concerned, which hinders instruction tremendously. This year was a struggle. The teachers are overwhelmed and need union support on campus. There will most likely be another high teacher turnover this year as well. A new campus will be nice in August, but unfortunately it will not solve the problems at Bammel. And until the teacher demographic matches the student demographic there will be issues as well.
—Submitted by a teacher


Posted April 20, 2010

I think this school is awesome! The principal is trying to bring Bammel Elem. around through intense tutoring of students and hiring and retaining strong staff. The boys and girls at this school live mostly in apartments, The student turnover rate is nearly 50%! They love our kids. The administrative staff has undergone big changes this past year. I see real improvement! This school strongly supports our families through great programs and superb communication! Kudos to Bammel!
—Submitted by a parent


Posted April 19, 2010

No need to sit and gripe. Get up and help solve the problem. The leadership in many of the Spring Schools are under intense 'fire' by the Central Office. All they do is ridicule the campus administration and demand nothing but TAKS, TAKS, TAKS. The teachers and administration at this school have given up almost every Saturday to get the results. Yes, that causes some to be disgruntled. Get in there and volunteer instead of sitting at home and passing on negative comments.
—Submitted by a parent


Posted February 7, 2010

This school I have had nothing but trouble with and they do not work with at you ALL. Teachers and staff at the school are suppose to help stundents. At this school they just sweep you under the rug and dont want to deal with any child thats having a little trouble with things. I will never have another child in this school EVER
—Submitted by a parent


Posted January 18, 2010

This school is moving forward. The teachers and staff work hard under the pressures of a district that must bring its scores up. Don't place blame on anyone thing. The leadership is working under great pressure to get the teachers to put forth more effort with little support from parents. Of course some parents try to help at home, but too many think that it's the teachers job to see that their child learns. Teachers send home notes with instructions on how to help, make phone calls and still no response. Stop, blaming and get a positive attitude. When attitudes change, results happens!


Posted January 17, 2010

The school has great difficulty with its current administrator. Teachers are constantly under scrutiny and are greatly underappreciated by its administration.
—Submitted by a parent


Posted June 21, 2009

Although everything posted is true, it is sad that Bammel is getting this reputation. The principal knows very few students-probably only the ones that parents came up to complain about things (if all those). She did not take the time to get to know her staff members either. In order to run a school successfully, you need to know the people there-staff members, students and their families. Many things were announced last minute. The principal did not seem to think about the Bammel families If it worked for her then it should work for others. Bammel is losing many excellent teachers because of the principal. It appeared that teachers that had their act together threatened her and those were the ones she 'picked' on and will not be returning. Hopefully next year will be better for all those new students and teachers and those that are returning.
—Submitted by a teacher


Posted May 19, 2009

This school used to be great. I now have a daughter in middle school and she throughly enjoyed attending Bammel and she had wonderful teachers. Now however I can not say the same. I have a child in the second grade and he enjoys his teachers, but I refuse to be involved at the school where teachers nor parents are recognized for the work that we do. Since the new principal has arrived I have yet to meet her. There is very little parent involvement because of her. My child had an incident at the beginning of the school year with another child and I contacted the school via phone, letters, and in person and here it is May and I have yet to receive a response. It seems the only way you can get anything resolved from her is to contact the District Office. She needs to Go!!!!!
—Submitted by a parent


Posted May 13, 2009

This school used to be up to date on the latest curriculum,policies and procedure. As the principals and teachers come and go this school should be shut down. The accountability with the each student in' no child left behind 'is a joke. My daughter was promoted to 5th grade this last school year however when I found out who the principal was going to be I was told by her peers to pull my child out as fast as I could. She is now in another district and when her reading was tested,her level was at 3rd grade...I was in schock..She is now above grade level thanks to her new school,higher expectations and nuturing teachers. If your child attends this school or if your thinking of enrolling please stop and think twice. You have to be an advocate for your own child .
—Submitted by a parent


Posted May 8, 2009

Bammel kids and teachers are amazing! One of the parents has figured this school out. The others have fell for the 'show.' Unfortunatly, the school is a very unhappy place to work, for both teachers and students. The new leadership has taken the happiness from a wonderful, small school. Teacher appreciation week has come and gone and not one word of appreciation from the leader of the school to her teachers or staff. She shows us each day how much she does not appreciate us and is telling great teachers to transfer out. I am deeply afraid of what this school will turn into. These kiddos deserve more. The principal does not do whatever it takes for the students of Bammel. She does whatever it takes to make herself look good; and can't even accomplish that. Bammel kids and teachers are amazing!
—Submitted by a parent


Posted May 7, 2009

This school could stand for tons of improvement. I have a child in the second grade and the change from the years past to this year is quite depressing. Thankfully many of the teachers are fantastic. I feel terribly bad for them at times and the children often. The new principal of the school is cold, stand offish and very negative. My son didn't even know who she was until a month ago (and I write this in May). She is not only rude to the teachers but the parents as well. During music performances she has talked down about the parents that did not show up. The neighborhood has people who need to work nights and I was very upset that she spoke down about these people. She does not know their situation. The school no longer has the warm and fuzzy feeling it did in the past...COLD.
—Submitted by a parent


Posted April 17, 2009

Bammel Elementary just broke ground on it's replacement buiding. Everyone is excited about the beautiful, modern building to come. The 2008-2009 school year brought with it a new principal and a completely restructured and revitalized PTO. Both are working very hard every day to support the students and teachers. One of the main focuses of the school is to maintain the Recognized status the school gained in 2007-2008. This has some challenges due to some transiency in a few apt complexes within the school boundaries. The school has a very good tiered academic system in which exceptional students can work up to two grades ahead. My children are doing very well within this program. While some parents have expressed displeasure with some staff, I am confident that the new school and it's new amenities will revitalize everyone. At that point, I will be able to give the school a higher rating.
—Submitted by a parent


Posted April 15, 2009

2008-2009 school year - Bammel is in the beginnig of a great revival of parent interaction and participation. The PTO has been completely restructured and has a new president and a new school principal is in place as well. I look forward to the future with my 6 yr. old currently attending and my 4 yr. on her way.
—Submitted by a parent


Posted October 13, 2008

I was a teacher at Bammel Elementary for several years. Things have changed from the last school year due to a new principal and many new staff members. The focus is no longer on the children. Some of the staff members only care about making other teachers look bad, so in turn they will look 'good'. Some teachers often yell at students when they misbehave instead of a 'tough love'approach. This is not a school environment I care to work in, nor would I send my children to this school. It appears to be a sinking ship and I am glad I got off before it sunk.
—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 89% in 2011.

103 students were tested at this school in 2011.

2011

 
 
64%

2010

 
 
73%
Math

The state average for Math was 87% in 2011.

103 students were tested at this school in 2011.

2011

 
 
67%

2010

 
 
66%
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.

95 students were tested at this school in 2011.

2011

 
 
68%

2010

 
 
65%
Math

The state average for Math was 88% in 2011.

103 students were tested at this school in 2011.

2011

 
 
70%

2010

 
 
75%
Writing

The state average for Writing was 90% in 2011.

92 students were tested at this school in 2011.

2011

 
 
77%

2010

 
 
79%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 82% in 2011.

101 students were tested at this school in 2011.

2011

 
 
83%

2010

 
 
84%
Math

The state average for Math was 81% in 2011.

106 students were tested at this school in 2011.

2011

 
 
81%

2010

 
 
87%
Science

The state average for Science was 87% in 2011.

107 students were tested at this school in 2011.

2011

 
 
64%

2010

 
 
70%
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 Students64%
Female64%
Male64%
Black or African American59%
Asiann/a
Hispanic68%
American Indian or Alaska Nativen/a
White75%
Economically disadvantaged61%
Not economically disadvantaged76%
Special educationn/a
Not special education64%
Limited English proficient (LEP)n/a
Proficient in English64%
Migrantn/a
Non-migrant64%
Gifted/talented94%

Math

All Students67%
Female66%
Male69%
Black or African American61%
Asiann/a
Hispanic68%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged65%
Not economically disadvantaged76%
Special educationn/a
Not special education66%
Limited English proficient (LEP)n/a
Proficient in English67%
Migrantn/a
Non-migrant67%
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 Students68%
Female79%
Male57%
Black or African American69%
Asiann/a
Hispanic71%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged70%
Not economically disadvantaged62%
Special educationn/a
Not special education71%
Limited English proficient (LEP)20%
Proficient in English71%
Migrantn/a
Non-migrant68%
Gifted/talented100%

Math

All Students70%
Female75%
Male66%
Black or African American62%
Asiann/a
Hispanic83%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged68%
Not economically disadvantaged77%
Special educationn/a
Not special education72%
Limited English proficient (LEP)85%
Proficient in English68%
Migrantn/a
Non-migrant70%
Gifted/talented100%

Writing

All Students77%
Female89%
Male65%
Black or African American75%
Asiann/a
Hispanic90%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged77%
Not economically disadvantaged76%
Special education20%
Not special education80%
Limited English proficient (LEP)60%
Proficient in English78%
Migrantn/a
Non-migrant77%
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 Students83%
Female85%
Male81%
Black or African American83%
Asiann/a
Hispanic81%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged81%
Not economically disadvantaged94%
Special education86%
Not special education83%
Limited English proficient (LEP)60%
Proficient in English84%
Migrantn/a
Non-migrant83%
Gifted/talented100%

Math

All Students81%
Female83%
Male80%
Black or African American80%
Asiann/a
Hispanic88%
American Indian or Alaska Nativen/a
White67%
Economically disadvantaged80%
Not economically disadvantaged88%
Special education43%
Not special education84%
Limited English proficient (LEP)90%
Proficient in English79%
Migrantn/a
Non-migrant81%
Gifted/talented100%

Science

All Students64%
Female65%
Male64%
Black or African American61%
Asiann/a
Hispanic70%
American Indian or Alaska Nativen/a
White67%
Economically disadvantaged62%
Not economically disadvantaged81%
Special education33%
Not special education67%
Limited English proficient (LEP)55%
Proficient in English64%
Migrantn/a
Non-migrant64%
Gifted/talented96%
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

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

91 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
52%
Math

The state average for Math was 69% in 2013.

91 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
28%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 72% in 2013.

85 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
57%
Math

The state average for Math was 68% in 2013.

85 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
48%
Writing

The state average for Writing was 71% in 2013.

88 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
54%
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.

94 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
65%
Math

The state average for Math was 75% in 2013.

98 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
51%
Science

The state average for Science was 73% in 2013.

103 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
28%
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 Students48%
Female51%
Male46%
Black or African American43%
Asiann/a
Hispanic62%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White80%
Economically disadvantaged49%
Not economically disadvantaged45%
Special educationn/a
Not special education49%
Limited English proficient (LEP)33%
Proficient in English49%
Migrantn/a
Non-migrant48%
Gifted/talented83%
Non-Gifted46%
Bilingualn/a

Math

All Students34%
Female31%
Male37%
Black or African American28%
Asiann/a
Hispanic46%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White80%
Economically disadvantaged36%
Not economically disadvantaged18%
Special educationn/a
Not special education34%
Limited English proficient (LEP)44%
Proficient in English33%
Migrantn/a
Non-migrant34%
Gifted/talented83%
Non-Gifted31%
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 Students42%
Female31%
Male57%
Black or African American39%
Asiann/a
Hispanic50%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White38%
Economically disadvantaged41%
Not economically disadvantaged47%
Special educationn/a
Not special education43%
Limited English proficient (LEP)55%
Proficient in English43%
Migrantn/a
Non-migrant42%
Gifted/talented100%
Non-Gifted39%
Bilingual71%

Math

All Students38%
Female27%
Male51%
Black or African American33%
Asiann/a
Hispanic50%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White25%
Economically disadvantaged36%
Not economically disadvantaged47%
Special educationn/a
Not special education38%
Limited English proficient (LEP)55%
Proficient in English38%
Migrantn/a
Non-migrant38%
Gifted/talented100%
Non-Gifted34%
Bilingual86%

Writing

All Students44%
Female44%
Male45%
Black or African American42%
Asiann/a
Hispanic50%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White38%
Economically disadvantaged47%
Not economically disadvantaged31%
Special educationn/a
Not special education46%
Limited English proficient (LEP)64%
Proficient in English45%
Migrantn/a
Non-migrant44%
Gifted/talented100%
Non-Gifted41%
Bilingual86%
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 Students51%
Female47%
Male56%
Black or African American48%
Asiann/a
Hispanic58%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White43%
Economically disadvantaged47%
Not economically disadvantaged64%
Special educationn/a
Not special education52%
Limited English proficient (LEP)46%
Proficient in English52%
Migrantn/a
Non-migrant51%
Gifted/talented100%
Non-Gifted39%
Bilingual67%

Math

All Students50%
Female44%
Male57%
Black or African American43%
Asiann/a
Hispanic67%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White43%
Economically disadvantaged49%
Not economically disadvantaged55%
Special educationn/a
Not special education52%
Limited English proficient (LEP)53%
Proficient in English50%
Migrantn/a
Non-migrant50%
Gifted/talented95%
Non-Gifted39%
Bilingual62%

Science

All Students47%
Female41%
Male53%
Black or African American38%
Asiann/a
Hispanic57%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White67%
Economically disadvantaged44%
Not economically disadvantaged61%
Special education0%
Not special education49%
Limited English proficient (LEP)53%
Proficient in English47%
Migrantn/a
Non-migrant47%
Gifted/talented95%
Non-Gifted36%
Bilingual69%
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 "Academically Acceptable".
  • 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
Black 62% 13%
Hispanic 26% 52%
White 6% 29%
American Indian/Alaska Native 2% 0%
Asian or Pacific Islander 2% 4%
Two or more races 2% 2%
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 2%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • YOUSHAWNA HUNT
Fax number
  • (281) 891-6652

Resources

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

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17309 Red Oak Drive
Houston, TX 77090
Website: Click here
Phone: (281) 891-8153

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