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Teacher quality
Principal leadership
Parent involvement
2nd week I am so appalled that my grandson was roughed up by simply waving at another student say bye and see you later. The SISD police roughed him up interrogated him and almost made him miss his bus and asked what set was he in? He didn't even know what they meant. I heard awful stories and now this. It's a shame to accuse a child of being in a gang. My grandson doesn't want to go back.
My son attended Westfield this year, 9th grade. I believe that the proof is in the pudding. We stayed on my son about applying himself and keeping his circle of friends small, if any. We helped him with his homework and made sure he had everything he needed. We also checked his grades online weekly. My son passed the STARR with flying colors, exceeding average. There was one teacher who was stressed, but we just moved him and he went from failing that class to passing with the new teacher...even the final exam... passed.
—Submitted by a parent
I currently have three children attending Westfield High School. I want to believe in Westfield and the public school system in general. Westfield has had a very hard few years. Katrina resulted in several years of descending academic achievement and over burdened staff. Overburdened staff result in less enthusiastic and less successful classrooms. I see slow progress in the school, but still progress none the less. I believe there is a core of good educators "running uphill" to make a difference. I want the school and community to understand that pulling together we can turn the achievement curve of our future. We must put education first, education first, education first. Education is knowledge, Knowledge is power. Power is success, Success is a positive future for parenthood and careers. This starts a new cycle....Put education first....If you want the best for your kids and your community., good communities have better values to bring people with better values....a better cycle...Everyone of us make a difference, positive or negative....everyday. Which difference do you make? I think the staff of Westfield has more positive days than negative. You can help
—Submitted by a parent
I am a parent of a Westfield freshman and the issue I have is not with the administration but the parents. Parents are not as involved in their kids education like they used to be. I have been up to the school and hear a parent get upset with the front office because the school was asking the mom to come up there and bring an extra set up clothes for her daughter to change into, dressing inappropriately or in club gear is not for school, they are there for an education not a fashion show. Parents need not to blame the teachers nor administration because it starts at home. I don't feel that its all the responsibility of the teachers, that also starts at home. The teachers are there to educate not babysit. Maybe if the parents would pay more attention to whats going on with their children then there wouldn't be that big of an issue. Secondly, the district should start fining those parents whose kids are not in attendance like they should be and maybe that will be an eye opener as well. I am in contact with all of my kids teachers, I make it my business to be involved. Education doesn't end at school because it starts at home.
—Submitted by a parent
I am a staff member in Spring and a parent as well. I have my concerns about Westfield but I am confident that I would have the same concerns regardless of what school my children attend. I am a firm believer that people help those who help themselves. If a student wants to be successful at Westfield they have every opportunity to do so and I believe there are teachers who are still in the business of educating students who want to learn. It's a fact that the older the kids get the less involved the parents are. Teachers and administrators can not take on the task of educating and raising students alone. Parents must be actively involved in the process. Students should know the expectations of school even before they arrive because parents should have placed those expectations on the student. We all need to work together as a community to ensure the success of each student. Westfield is not a perfect school but it has a lot to offer if a student wants to be successful.
—Submitted by a parent
Even though I don't always feel safe, some of the administration is terrible, and some teachers are nut cases...I love it. The AP classes are fantastic, and every endeavor you wish to pursue will be supported by someone. You make your own education at Westfield, and if you chose to work hard the teachers will support you whole-heartedly. This student population is spirt-filled, and the Band Program is awesome. The school teaches you good life lessons, and doesn't confine you in a disillusioned bubble.
—Submitted by a student
Somebody call this school here 'jungle' it's true. I'm tired seeing the boys with this ugly pants every single day, they can't barely hold their pants. The girls coming to this school just with a little bag, cell.phone, ipods, I'm just wondering what are they doing there without books, or notebooks. Look like they are going shopping. But make-up and short skirts look like so cheap and they think they look perfect. Bad education, low grades, sending e-mails to the teachers about the grades or something no response, Principal I never met, one day had a question send him e-mail until today any answer. My daughter is in that school since Feb.21, 2010 I'm so sorry about her, she is not happy in this building. Not even she is enjoying the Art class, because they don't do not much. PE is other story, he is doing anything.
—Submitted by a parent
From the a students perspective, much of what has been said of westfield on this site is true. Westfield can be either good or bad, but so can many things. Westfield is a school that offers a great variety of extracurriculars and AP/Honors courses. These courses help students who take them quickly outrank their non-AP/Honor counteparts- even if its only one class. So if you want your child to go to a relatively ok school and get a good ranking for college without them doing much work (students work hard, but I've seen others work even harder) then westfield is what youre looking for. Also, the school does have a racial majority, but the minorities standout and create the appearence of diversity which is nice.
—Submitted by a student
I believe that Westfield can be either good or bad depending on which type of people are observed. To me, our AP, and Honor students are amazing with much talent that has been discoved quicker than most kids. They are both intelligent as well as socially accepted, unlike how sterotypes make us seem. Our extracuricular activity programs are also amazing. They all strive to be their best, may it be the sports teams, the drama club, choir and even the band. I can recall the band being Grand National Champions in 2003. On the other hand, the bad side of Westfield over takes the good kids that attend Westfield. Which evidently will lead to our bad review... ):
—Submitted by a student
This is one of the best school I personaly attended
—Submitted by a student
I have a son who is attending Westfield this year,.With him coming from another State where the School system was a disgrace,.I've found Westfield to be a charming and helpful School,.Like one parent mentioned in a previous post,.The Teacher's are there to Teach,.They are not caretakers or babysitters,.As students prepare for the next step in life,.We as parents must prepare our children with self discipline and respect for their fellow teachers and classmates at home,.We can't as parents expect our teachers to become miracle workers for us,.Overall me being a single male parent am impressed with the counselor's and staff there,.Mrs.Baker for one has been very helpful to my son and I,.She has offered and planned good strong advice for his future,.Now on the other hand I do feel that the personal within the Registars office could use some sort of humanity training,.But that's only a small portion of the puzzle,.
—Submitted by a parent
Parents need to get involved, I have noticed a decline in involvement. Westfield is the real world. My children that graduated got an excellent education and have prospered I now have a senior, she is also doing very well and yes I am very involved in the school.
—Submitted by a parent
I attended westfield for 4 years and just recently graduated and my sister graduated in 2004, my little brother is also a freshman right now. I really disliked the school because not once did i ever feel safe at that school and also because the teachers (except a handful) could really care less if you passed/failed, they only really worried about trying to keep the class 'under control'. And it doesnt stop there, the staff at the administration building is worthless especially when any type of saftey issue arise. My suggestion is do not send anyone to this school its worth the money to move or send your child to a private school
—Submitted by a student
I have a son who is a senior at WHS, based on his 3 years at this school our 7th grade daughter will not attend WHS. We have put our home up for sale to move out of thei district so she does not have to attend this jungle. Since they have replace the old princlple at the school some things have changed but overall it needs a lot of work. I think teachers are constrainted by many factors from being able to teach and the most important thing is there is no parent involvement in thei school. The only time you see a parent is at a football game or basketball game. They turn out in droves to participate in these events but when it comes to the education of their kids they are AOL. No way does this school get better until the parents get involved.
—Submitted by a parent
WHS is on the right path. Parents need to be more involved. There are great, caring teachers at this school. I tell my kids that their job is to learn and do their best at school. There wouldn't be as many gang and discipline problems if parents would know what their own kids are doing and have responsibility for them.
—Submitted by a parent
This school proves to students like me, that no matter what age you are, no one gives a care. Teachers, police officers, and other 'respected' officials don't give a care. Honestly, this school cares more about taking a child's CD/MP3 Player rather than the safety of their own students. On level does not receive that many benefits, you get grades if you show up, as to Honors, you receive criticism/ridicule if you are unaware of certain subjects. Most of the staff aren't helpful either, I can honestly say they'd rather be with their family at home, or doing something better. A large portion of students are in gangs, promote drug usage, who in their right mind would like to come to this school? It isn't safe, mainly biased.
—Submitted by a student
I have a foster daughter that attends Westfield. I have to say that I am disappointed in the quality of education she recieves. I think it has a lot to do with discipline.
—Submitted by a parent
As a parent of a 05 grad and a current junior who came from a small private christian school, this has been a great real world experience. Both of them have exceeded my expectations. It has been wonderful. The teachers are well prepared and caring. Band program is great.
—Submitted by a parent
I am a student at WHSNGC. The academics could be better, especially if most teachers actually cared. I think out of all my classes, only two or three of them were good. The only good things about WHS is the Band, and the Football team. The closer it gets to the end of the school year, the more violent they get.
—Submitted by a student
I am a teacher at Westfield, but there is no category for that on this website. I wanted to share my opinion: a school is only as good as its leader. The principal is the head of the school...she or he sets the tone, mood, attitude, and overall faculty 'spirit' each school year. How I teach doesn't change according to the principal, but how we all work together to achieve an overall positive learning environment does change according to the principal. I think that is what makes the difference in the hallways, cafeteria, and other common areas where fights take place. We have to work together and the kids have to feel we are all for one and one for all...not everyone for themselves. If they are not careful, soon even the teachers who love to teach (like me) will soon leave. I love WHS.
—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.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The state average for Math was 70% in 2011.
912 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 89% in 2011.
928 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for English Language Arts was 91% in 2011.
796 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Math was 74% in 2011.
769 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 76% in 2011.
771 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Social Studies was 93% in 2011.
773 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for English Language Arts was 95% in 2011.
627 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Math was 90% in 2011.
614 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 91% in 2011.
619 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Social Studies was 99% in 2011.
615 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
| All Students | 52% |
| Female | 56% |
| Male | 48% |
| Black or African American | 44% |
| Asian | 87% |
| Hispanic | 54% |
| American Indian or Alaska Native | n/a |
| White | 60% |
| Economically disadvantaged | 47% |
| Not economically disadvantaged | 64% |
| Special education | 7% |
| Not special education | 54% |
| Limited English proficient (LEP) | 38% |
| Proficient in English | 53% |
| Migrant | n/a |
| Non-migrant | 52% |
| Gifted/talented | 89% |
| All Students | 79% |
| Female | 85% |
| Male | 73% |
| Black or African American | 77% |
| Asian | 90% |
| Hispanic | 78% |
| American Indian or Alaska Native | n/a |
| White | 81% |
| Economically disadvantaged | 75% |
| Not economically disadvantaged | 87% |
| Special education | 40% |
| Not special education | 82% |
| Limited English proficient (LEP) | 51% |
| Proficient in English | 81% |
| Migrant | n/a |
| Non-migrant | 79% |
| Gifted/talented | 97% |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.
Source: Texas Education Agency
| All Students | 84% |
| Female | 89% |
| Male | 80% |
| Black or African American | 82% |
| Asian | 91% |
| Hispanic | 84% |
| American Indian or Alaska Native | n/a |
| White | 90% |
| Economically disadvantaged | 83% |
| Not economically disadvantaged | 86% |
| Special education | 33% |
| Not special education | 86% |
| Limited English proficient (LEP) | 32% |
| Proficient in English | 87% |
| Migrant | n/a |
| Non-migrant | 84% |
| Gifted/talented | 98% |
| All Students | 63% |
| Female | 61% |
| Male | 64% |
| Black or African American | 56% |
| Asian | 89% |
| Hispanic | 62% |
| American Indian or Alaska Native | n/a |
| White | 85% |
| Economically disadvantaged | 61% |
| Not economically disadvantaged | 66% |
| Special education | 16% |
| Not special education | 65% |
| Limited English proficient (LEP) | 47% |
| Proficient in English | 64% |
| Migrant | n/a |
| Non-migrant | 63% |
| Gifted/talented | 92% |
| All Students | 63% |
| Female | 60% |
| Male | 67% |
| Black or African American | 60% |
| Asian | 85% |
| Hispanic | 58% |
| American Indian or Alaska Native | n/a |
| White | 93% |
| Economically disadvantaged | 60% |
| Not economically disadvantaged | 69% |
| Special education | 11% |
| Not special education | 66% |
| Limited English proficient (LEP) | 28% |
| Proficient in English | 66% |
| Migrant | n/a |
| Non-migrant | 63% |
| Gifted/talented | 96% |
| All Students | 89% |
| Female | 90% |
| Male | 88% |
| Black or African American | 88% |
| Asian | 98% |
| Hispanic | 88% |
| American Indian or Alaska Native | n/a |
| White | 96% |
| Economically disadvantaged | 87% |
| Not economically disadvantaged | 93% |
| Special education | 46% |
| Not special education | 92% |
| Limited English proficient (LEP) | 62% |
| Proficient in English | 91% |
| Migrant | n/a |
| Non-migrant | 89% |
| Gifted/talented | 98% |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.
Source: Texas Education Agency
| All Students | 91% |
| Female | 93% |
| Male | 89% |
| Black or African American | 92% |
| Asian | 100% |
| Hispanic | 87% |
| American Indian or Alaska Native | n/a |
| White | 93% |
| Economically disadvantaged | 89% |
| Not economically disadvantaged | 95% |
| Special education | 43% |
| Not special education | 93% |
| Limited English proficient (LEP) | 40% |
| Proficient in English | 93% |
| Migrant | n/a |
| Non-migrant | 91% |
| Gifted/talented | 100% |
| All Students | 80% |
| Female | 81% |
| Male | 79% |
| Black or African American | 78% |
| Asian | 100% |
| Hispanic | 76% |
| American Indian or Alaska Native | n/a |
| White | 91% |
| Economically disadvantaged | 78% |
| Not economically disadvantaged | 85% |
| Special education | 16% |
| Not special education | 83% |
| Limited English proficient (LEP) | 39% |
| Proficient in English | 82% |
| Migrant | n/a |
| Non-migrant | 80% |
| Gifted/talented | 98% |
| All Students | 83% |
| Female | 82% |
| Male | 84% |
| Black or African American | 79% |
| Asian | 98% |
| Hispanic | 80% |
| American Indian or Alaska Native | n/a |
| White | 98% |
| Economically disadvantaged | 82% |
| Not economically disadvantaged | 84% |
| Special education | 31% |
| Not special education | 85% |
| Limited English proficient (LEP) | 41% |
| Proficient in English | 85% |
| Migrant | n/a |
| Non-migrant | 83% |
| Gifted/talented | 100% |
| All Students | 97% |
| Female | 98% |
| Male | 97% |
| Black or African American | 97% |
| Asian | 100% |
| Hispanic | 98% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 98% |
| Not economically disadvantaged | 97% |
| Special education | 73% |
| Not special education | 98% |
| Limited English proficient (LEP) | 88% |
| Proficient in English | 98% |
| Migrant | n/a |
| Non-migrant | 98% |
| Gifted/talented | 100% |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.
Source: Texas Education Agency
Texas uses Accountability Ratings to indicate the overall performance of each school and district. The ratings are based on TAKS test results, dropout rates for grades 7 and 8 and school completion rates for grades 9 through 12. Schools and districts rated under standard accountability procedures are designated as Exemplary, Recognized, Academically Acceptable or Academically Unacceptable. Schools and districts rated under alternative education accountability (AEA) procedures are designated as either AEA: Academically Acceptable or AEA: Academically Unacceptable.
Source: Texas Education Agency
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Hispanic
White
All students
Economically disadvantaged
Not economically disadvantaged
Special education
Not special education
English language learners
Proficient in English
Non-migrant
Gifted/talented
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Black | 46% | 13% | ||
| Hispanic | 39% | 50% | ||
| Asian | 7% | 3% | ||
| White | 7% | 31% | ||
| American Indian/Alaska Native | 0% | 0% | ||
| Hawaiian Native/Pacific Islander | 0% | 0% | ||
| Two or more races | 0% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Special education | 10% | N/A | 10% |
| Gifted/talented students | 14% | N/A | 8% |
| Economically disadvantaged | 62% | N/A | 55% |
| Limited English proficient (LEP) | 5% | N/A | 17% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 20 | N/A | 15 |
| This school | District average | State average | |
|---|---|---|---|
| Beginning teachers | 12% | N/A | 8% |
| 1 to 5 years | 39% | N/A | 30% |
| 6 to 10 years | 20% | N/A | 20% |
| 11 to 20 years | 16% | N/A | 23% |
| 21 or more years | 12% | N/A | 19% |


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16713 Ella Blvd
Houston,
TX 77090
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Phone: (281) 891-7132
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