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GreatSchools Rating

Hutto High School

Public | 9-12 | 1545 students

 
 

Last modified
Community Rating

3 stars

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

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8 reviews of this school


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Posted June 16, 2014

I love the school district. But the teacher no longer care about what happens there and couldn't care less. The principal and vice principals both do not enforce any of the rules. Especially dress code, girls walk down the hall wearing short shorts and boo one does anything unless they are bigger and then they make you change. The school was decent at one point but the kids are becoming disrespectful.


Posted October 8, 2010

I have had a child in Hutto ISD for 4 school years. The communication between the staff and parents is unmatched in my experience with my two older children who attended other districts. The amount and level of eductional courses available is amazing, there is a large variety of extra-curricular activities, and the facilities are top-notch in quality, equipment and up-keep. We have actually moved out-of-district and have chosen to keep our child attending at Hutto High School, at ours and his preference. The staff are always courteous, available to lend an ear or a hand, the amount of time they spend with the students outside of classroom hours never ceases to amaze me. I want to say to them, "its a job" but to them, they REALLY care!
—Submitted by a parent


Posted April 25, 2010

If your child fits the profile then, you will really like it at HHS. However, if the .V-Principal us their own opinion as to whom should be treated how. A child that dress to their own taste (still respectable and adheres to the school code needs to get in right or they may find that they are one of the lucky ones singled out to harassment. Unfortunately the Principal himself doesn't have a clue nor does he have time to look into this situation. If your child does attend, follow up frequently should the admin begin singling them out.. It seemed petty at first and I thought my child was just complaining because he had to change. Not the case at all. The school code is interpreted based on the 'principles discretion.
—Submitted by a parent


Posted May 17, 2009

I've been going to Hutto ISD for 7 years, and have seen a decline not in the school, but in the behavior of the people that attend Hutto High. 7 years ago, the students that attended Hutto were very polite, and respectful. Now, as new people move in, the students attending Hutto could care less about anyone but themselves, and frankly, have a lack of respect. Now, in reference to the dress code...I think that it really depends on which teacher catches you wearing the short shorts, and whether that teacher enforces the rules or not. You know what I mean...
—Submitted by a student


Posted March 12, 2009

I feel like in the past years of being at Hutto that the population growth has really put a damper on the school systems. The school is growing faster than the administrator is possible to deal with. I barely see the prinicipal nor the assistant prinicpals. It's very strict on clothing here, but it seems that the favoritism is very strong. As in if you were shorts that are against school code, and yo're the star of the Volleyball team, then so be it. But if you wear the same shorts, and you are a B average student and don't have an activities at school and no one really knows you, you get in trouble and it's ridiculous. The sports seem to be going down hill these last years, new coaches need to be in place. Overall it's ok, but I wouldn't recommend it.
—Submitted by a student


Posted March 6, 2007

If my children weren't in the last years of high school I would put them in another school. Everything about this school from the principal that is never seen, to the teachers that seem to hate kids makes me think that Hutto High School is not the place to send your kids. It is very evident in talking to the kids that they have a dislike for the majority of the teachers and principals. School should be a place kids want to go to learn. If the teachers were a little more nurturing and creative in their teaching kids would learn and want to learn.
—Submitted by a parent


Posted December 4, 2006

We have lived in Hutto for nearly 10 years, all of the schools were excellent at that time (we only had 2 campuses then). The decline I have seen in the last 4 years has been heartbreaking. The quality goes down as the grades go up. The high school is the most disappointing of all. The lack of academic offerings, options for struggling students, options for advanced students is without excuse. The bottom line is academics and Hutto High is way behind. Specifically---lack of principal leadership, high teacher turn over rates, and lack of choices. On a positive note, they do have excellent security and an amazing reading recovery program. If your child is an average, middle of the road type that is satisfied with just the basics then y'all will do fine here. If your child needs assistance or needs to be challenged, look elsewhere.
—Submitted by a parent


Posted January 23, 2006

The academic programs is very good. The schools are going very fast every year. If you are interested ing a big this is the area you would like to live. The schools have music, art,sport etc. The school is 3A but will soon be 4A.
—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 89% in 2011.

327 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
97%
Math

The state average for Math was 70% in 2011.

322 students were tested at this school in 2011.

2011

 
 
68%

2010

 
 
80%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 91% in 2011.

345 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
94%
Math

The state average for Math was 74% in 2011.

346 students were tested at this school in 2011.

2011

 
 
73%

2010

 
 
75%
Science

The state average for Science was 76% in 2011.

347 students were tested at this school in 2011.

2011

 
 
68%

2010

 
 
80%
Social Studies

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

347 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
95%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 95% in 2013.

305 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
96%

2011

 
 
95%

2010

 
 
94%
Math

The state average for Math was 89% in 2013.

308 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
90%

2011

 
 
92%

2010

 
 
85%
Science

The state average for Science was 95% in 2013.

308 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
92%

2011

 
 
93%

2010

 
 
90%
Social Studies

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

309 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
99%

2011

 
 
100%

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

All Students95%
Female97%
Male94%
Black or African American95%
Asiann/a
Hispanic94%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged93%
Special education70%
Limited English proficient (LEP)n/a

Math

All Students84%
Female82%
Male86%
Black or African American70%
Asiann/a
Hispanic81%
American Indian or Alaska Nativen/a
White90%
Economically disadvantaged81%
Special education70%
Limited English proficient (LEP)n/a

Science

All Students97%
Female97%
Male97%
Black or African American95%
Asiann/a
Hispanic98%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged94%
Special education83%
Limited English proficient (LEP)n/a

Social Studies

All Students98%
Female98%
Male98%
Black or African American95%
Asiann/a
Hispanic98%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged96%
Special education83%
Limited English proficient (LEP)n/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

  • In 2010-2011, this school was rated "Academically Acceptable".
  • In 2009-2010, this school was rated "Recognized".
  • In 2008-2009, this school was rated "Recognized".

About the tests


Texas uses Accountability Ratings to indicate the overall performance of each school and district. The ratings are based on TAKS test results, dropout rates for grades 7 and 8 and school completion rates for grades 9 through 12. Schools and districts rated under standard accountability procedures are designated as Exemplary, Recognized, Academically Acceptable or Academically Unacceptable. Schools and districts rated under alternative education accountability (AEA) procedures are designated as either AEA: Academically Acceptable or AEA: Academically Unacceptable.

Source: Texas Education Agency

Algebra I

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

371 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
81%
Algebra II

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

64 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
n/a
Biology I

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

406 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
84%
Chemistry

The state average for Chemistry was 84% in 2013.

363 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
n/a
English I Reading

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

456 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
76%
English I Writing

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

501 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
61%
English II Reading

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

397 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
n/a
English II Writing

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

396 students were tested at this school in 2013.

2013

 
 
51%

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.

386 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
98%
Physics

The state average for Physics was 81% in 2013.

2013

 
 
n/a

2012

 
 
73%
U.S. History

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

2013

 
 
n/a

2012

 
 
54%
World Geography

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

388 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
83%
World History

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

392 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
n/a
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

Algebra I

All Students66%
Female69%
Male63%
Black or African American58%
Asiann/a
Hispanic66%
Multiracial50%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White70%
Economically disadvantaged61%
Not economically disadvantaged71%
Special education23%
Not special education69%
Limited English proficient (LEP)48%
Proficient in English67%
Migrantn/a
Non-migrant66%
Gifted/talented100%
Non-Gifted66%
Bilingualn/a

Algebra II

All Students98%
Female96%
Male100%
Black or African American100%
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White97%
Economically disadvantaged100%
Not economically disadvantaged98%
Special educationn/a
Not special education98%
Limited English proficient (LEP)n/a
Proficient in English98%
Migrantn/a
Non-migrant98%
Gifted/talented100%
Non-Gifted98%
Bilingualn/a

Biology I

All Students85%
Female88%
Male82%
Black or African American73%
Asiann/a
Hispanic84%
Multiracial82%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged82%
Not economically disadvantaged88%
Special education50%
Not special education87%
Limited English proficient (LEP)65%
Proficient in English86%
Migrantn/a
Non-migrant85%
Gifted/talented100%
Non-Gifted84%
Bilingualn/a

Chemistry

All Students80%
Female83%
Male77%
Black or African American74%
Asiann/a
Hispanic74%
Multiracial90%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged76%
Not economically disadvantaged83%
Special education36%
Not special education82%
Limited English proficient (LEP)36%
Proficient in English82%
Migrantn/a
Non-migrant80%
Gifted/talented100%
Non-Gifted79%
Bilingualn/a

English I Reading

All Students66%
Female72%
Male61%
Black or African American57%
Asian40%
Hispanic64%
Multiracial60%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White74%
Economically disadvantaged60%
Not economically disadvantaged72%
Special education17%
Not special education69%
Limited English proficient (LEP)31%
Proficient in English68%
Migrantn/a
Non-migrant66%
Gifted/talented100%
Non-Gifted64%
Bilingualn/a

English I Writing

All Students44%
Female49%
Male40%
Black or African American41%
Asian20%
Hispanic37%
Multiracial64%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White52%
Economically disadvantaged33%
Not economically disadvantaged54%
Special education6%
Not special education47%
Limited English proficient (LEP)16%
Proficient in English46%
Migrantn/a
Non-migrant44%
Gifted/talented96%
Non-Gifted41%
Bilingualn/a

English II Reading

All Students78%
Female86%
Male71%
Black or African American70%
Asiann/a
Hispanic71%
Multiracial77%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged73%
Not economically disadvantaged81%
Special education29%
Not special education80%
Limited English proficient (LEP)25%
Proficient in English80%
Migrantn/a
Non-migrant78%
Gifted/talented100%
Non-Gifted77%
Bilingualn/a

English II Writing

All Students51%
Female57%
Male45%
Black or African American32%
Asiann/a
Hispanic43%
Multiracial64%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White61%
Economically disadvantaged39%
Not economically disadvantaged60%
Special education12%
Not special education53%
Limited English proficient (LEP)0%
Proficient in English52%
Migrantn/a
Non-migrant51%
Gifted/talented100%
Non-Gifted48%
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 Students87%
Female89%
Male85%
Black or African American81%
Asian100%
Hispanic87%
Multiracial89%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged86%
Not economically disadvantaged88%
Special education18%
Not special education89%
Limited English proficient (LEP)80%
Proficient in English88%
Migrantn/a
Non-migrant87%
Gifted/talented100%
Non-Gifted87%
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 Students78%
Female76%
Male80%
Black or African American67%
Asiann/a
Hispanic77%
Multiracial70%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White84%
Economically disadvantaged71%
Not economically disadvantaged84%
Special education32%
Not special education81%
Limited English proficient (LEP)59%
Proficient in English79%
Migrantn/a
Non-migrant78%
Gifted/talented100%
Non-Gifted77%
Bilingualn/a

World History

All Students71%
Female68%
Male74%
Black or African American58%
Asiann/a
Hispanic62%
Multiracial73%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White83%
Economically disadvantaged63%
Not economically disadvantaged78%
Special education33%
Not special education73%
Limited English proficient (LEP)19%
Proficient in English74%
Migrantn/a
Non-migrant71%
Gifted/talented100%
Non-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

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
White 41% 29%
Hispanic 39% 52%
Black 14% 13%
Two or more races 4% 2%
Asian or Pacific Islander 1% 4%
American Indian/Alaska Native 0% 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 12%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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101 Farm to Market 685
Hutto, TX 78634
Website: Click here
Phone: (512) 759-4700

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