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GreatSchools Rating

Ingram-Tom Moore Secondary Campus

Public | 7-12 | 477 students

 
 

Last modified
Community Rating

3 stars


Teacher quality

Principal leadership

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6 reviews of this school


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Posted September 9, 2010

I have five friends that i made last year that transferred from Ingram Tom Moore to Tivy High School. Of them was the salutatorian, and the third and fifth ranked people in the class. When they arrived at Tivy they struggled. Apparently the teachers at Ingram passed most of their students even when they didn't deserve the grade. Since they have moved to Tivy, they're class ranks were high because of the free A's they received at Ingram. Great job Ingram for giving people GPA's that they didn't deserve.


Posted January 30, 2009

I believe Ingram Tom Moore High School is a safe and fun environment in which students are challenged to exceed the high expectations that the faculty and staff have set for them. There is the opportunity to participate in many clubs, athletics, and academic activities as well as a rigorous schedule to ensure that your child is prepared for life after graduation. Whether they choose college, the workforce or armed forces...if you choose to send them to Ingram Tom Moore High School...the will be prepared.
—Submitted by a parent


Posted January 2, 2009

Because the school lacks funds the AP curriculum is rather lacking. Mrs. Bauer is a spectacular teacher, and sparked my interest in science. Her style of teaching is the most effective I have found. Mr. Jackson is a great math teacher because of his orderliness and explanations, though he can be a tad intimidating. Mrs. Banks is a wonderful teacher because she teaches both in and out of the classroom. Ms. Hilmer was my BCP teacher and over prepared me for college computer classes. These teachers influenced me the most. Some of the teachers were just there wasting time, I don't need to mention names, but it was obvious when taking there classes that they wanted to be there even less than I did. Also I have nothing good to say about any of the guidance counselors I encountered.
—Submitted by a student


Posted November 3, 2008

yeah, this school is pretty awesome, they built a new building and it is really nice. i have been attening ingram school since kindergarden and i am now a freshman. there are great teachers, Mrs. Behrens is personally my favorite and she is a really good teacher too; i have her for pre-ap english. I also have Mrs. Baur, shes a great teacher too, i have her for pre-ap biology. I used to have Coach Jackson for pre-ap geometry, but his class was too hard, i'm not too good at math. I heard the teachers really get you ready for college. :) --kristine p
—Submitted by a student


Posted May 28, 2008

I attended this school, they had a top notch debate coach at the time I attended. The teachers were compelling and intuitive, providing an excellent learning environment.
—Submitted by a student


Posted October 28, 2005

I am not a parent, but I am a graduate of ITM. I joined the ITM school system in 3rd grade. I will say that it has proven to be an amazing education. My husband and I (both at ITM since 3rd grade) have both graduated from college with honors. I felt well prepared for the collegiate world and am now an administrator at a hightly respected university. My husband is an Engineer at a local company. I would say have your children take as many AP classes as possible as these are the courses with the best teachers (some of which are still there) Mrs. Bauer is a must, as is Coach Jacksons (whos Calculus clases got my husband to test into CAl three in college). If your child is not the AP type, Mrs. Galloway. Good luck and go warriors!
—Submitted by a former student


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.

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 81% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Writing

The state average for Writing was 94% in 2011.

2011

 
 
n/a

2010

 
 
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.

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 85% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 73% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 79% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Social Studies

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

2011

 
 
n/a

2010

 
 
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.

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 89% in 2011.

70 students were tested at this school in 2011.

2011

 
 
86%

2010

 
 
95%
Math

The state average for Math was 70% in 2011.

70 students were tested at this school in 2011.

2011

 
 
50%

2010

 
 
56%
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.

82 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
90%
Math

The state average for Math was 74% in 2011.

81 students were tested at this school in 2011.

2011

 
 
59%

2010

 
 
77%
Science

The state average for Science was 76% in 2011.

80 students were tested at this school in 2011.

2011

 
 
73%

2010

 
 
73%
Social Studies

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

79 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
89%
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.

60 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
96%

2011

 
 
96%

2010

 
 
90%
Math

The state average for Math was 89% in 2013.

57 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
86%

2011

 
 
89%

2010

 
 
81%
Science

The state average for Science was 95% in 2013.

55 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
98%

2011

 
 
88%

2010

 
 
91%
Social Studies

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

57 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
100%

2011

 
 
99%

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 77% in 2013.

62 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
72%
Math

The state average for Math was 71% in 2013.

58 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
76%
Writing

The state average for Writing was 70% in 2013.

62 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
66%
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.

73 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
68%
Math

The state average for Math was 77% in 2013.

56 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
80%
Science

The state average for Science was 75% in 2013.

75 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
58%
Social Studies

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

73 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
51%
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.

108 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
59%
Algebra II

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

35 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
n/a
Biology I

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

87 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
80%
Chemistry

The state average for Chemistry was 84% in 2013.

62 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
94%
English I Reading

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

105 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
54%
English I Writing

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

116 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
40%
English II Reading

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

90 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
n/a
English II Writing

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

90 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

 
 
51%
English III Writing

The state average for English III Writing was 42% in 2013.

2013

 
 
n/a

2012

 
 
35%
Geometry

The state average for Geometry was 86% in 2013.

62 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
92%
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.

99 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
74%
World History

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

69 students were tested at this school in 2013.

2013

 
 
48%

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 Students65%
Female73%
Male55%
Black or African Americann/a
Asiann/a
Hispanic55%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White68%
Economically disadvantaged54%
Not economically disadvantaged83%
Special educationn/a
Not special education67%
Limited English proficient (LEP)0%
Proficient in English70%
Migrantn/a
Non-migrant65%
Gifted/talentedn/a
Non-Gifted65%
Bilingualn/a

Math

All Students81%
Female90%
Male71%
Black or African Americann/a
Asiann/a
Hispanic75%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White82%
Economically disadvantaged77%
Not economically disadvantaged87%
Special educationn/a
Not special education82%
Limited English proficient (LEP)n/a
Proficient in English82%
Migrantn/a
Non-migrant81%
Gifted/talentedn/a
Non-Gifted81%
Bilingualn/a

Writing

All Students55%
Female76%
Male31%
Black or African Americann/a
Asiann/a
Hispanic55%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White55%
Economically disadvantaged46%
Not economically disadvantaged70%
Special educationn/a
Not special education59%
Limited English proficient (LEP)0%
Proficient in English60%
Migrantn/a
Non-migrant55%
Gifted/talentedn/a
Non-Gifted55%
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 Students66%
Female74%
Male60%
Black or African Americann/a
Asiann/a
Hispanic67%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White66%
Economically disadvantaged60%
Not economically disadvantaged76%
Special education29%
Not special education70%
Limited English proficient (LEP)n/a
Proficient in English68%
Migrantn/a
Non-migrant66%
Gifted/talentedn/a
Non-Gifted64%
Bilingualn/a

Math

All Students59%
Female65%
Male56%
Black or African Americann/a
Asiann/a
Hispanic58%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White61%
Economically disadvantaged54%
Not economically disadvantaged71%
Special education29%
Not special education63%
Limited English proficient (LEP)n/a
Proficient in English62%
Migrantn/a
Non-migrant59%
Gifted/talentedn/a
Non-Gifted59%
Bilingualn/a

Science

All Students36%
Female33%
Male38%
Black or African Americann/a
Asiann/a
Hispanic29%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White40%
Economically disadvantaged29%
Not economically disadvantaged52%
Special education14%
Not special education38%
Limited English proficient (LEP)n/a
Proficient in English38%
Migrantn/a
Non-migrant36%
Gifted/talented100%
Non-Gifted30%
Bilingualn/a

Social Studies

All Students40%
Female39%
Male40%
Black or African Americann/a
Asiann/a
Hispanic41%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White40%
Economically disadvantaged37%
Not economically disadvantaged48%
Special education14%
Not special education42%
Limited English proficient (LEP)n/a
Proficient in English41%
Migrantn/a
Non-migrant40%
Gifted/talentedn/a
Non-Gifted38%
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 Students54%
Female58%
Male50%
Black or African Americann/a
Asiann/a
Hispanic42%
Multiracial50%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White64%
Economically disadvantaged46%
Not economically disadvantaged64%
Special education9%
Not special education59%
Limited English proficient (LEP)n/a
Proficient in English56%
Migrantn/a
Non-migrant54%
Gifted/talented100%
Non-Gifted50%
Bilingualn/a

Algebra II

All Students91%
Female90%
Male93%
Black or African Americann/a
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged89%
Not economically disadvantaged92%
Special educationn/a
Not special education91%
Limited English proficient (LEP)n/a
Proficient in English91%
Migrantn/a
Non-migrant91%
Gifted/talented90%
Non-Gifted92%
Bilingualn/a

Biology I

All Students68%
Female66%
Male70%
Black or African Americann/a
Asiann/a
Hispanic63%
Multiracial57%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White74%
Economically disadvantaged60%
Not economically disadvantaged77%
Special education33%
Not special education72%
Limited English proficient (LEP)n/a
Proficient in English70%
Migrantn/a
Non-migrant68%
Gifted/talentedn/a
Non-Gifted67%
Bilingualn/a

Chemistry

All Students50%
Female46%
Male53%
Black or African Americann/a
Asiann/a
Hispanic39%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White62%
Economically disadvantaged44%
Not economically disadvantaged58%
Special educationn/a
Not special education52%
Limited English proficient (LEP)n/a
Proficient in English52%
Migrantn/a
Non-migrant50%
Gifted/talented83%
Non-Gifted46%
Bilingualn/a

English I Reading

All Students47%
Female47%
Male47%
Black or African Americann/a
Asiann/a
Hispanic37%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White62%
Economically disadvantaged40%
Not economically disadvantaged58%
Special education0%
Not special education53%
Limited English proficient (LEP)0%
Proficient in English52%
Migrantn/a
Non-migrant46%
Gifted/talented86%
Non-Gifted43%
Bilingualn/a

English I Writing

All Students38%
Female42%
Male35%
Black or African Americann/a
Asiann/a
Hispanic29%
Multiracial20%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White50%
Economically disadvantaged33%
Not economically disadvantaged45%
Special education0%
Not special education41%
Limited English proficient (LEP)0%
Proficient in English41%
Migrantn/a
Non-migrant37%
Gifted/talented88%
Non-Gifted33%
Bilingualn/a

English II Reading

All Students67%
Female68%
Male65%
Black or African Americann/a
Asiann/a
Hispanic53%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White78%
Economically disadvantaged59%
Not economically disadvantaged80%
Special educationn/a
Not special education71%
Limited English proficient (LEP)20%
Proficient in English72%
Migrantn/a
Non-migrant69%
Gifted/talented100%
Non-Gifted65%
Bilingualn/a

English II Writing

All Students51%
Female57%
Male44%
Black or African Americann/a
Asiann/a
Hispanic32%
Multiracial80%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White65%
Economically disadvantaged48%
Not economically disadvantaged56%
Special educationn/a
Not special education54%
Limited English proficient (LEP)0%
Proficient in English55%
Migrantn/a
Non-migrant52%
Gifted/talented100%
Non-Gifted45%
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 Students68%
Female67%
Male69%
Black or African Americann/a
Asiann/a
Hispanic57%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White78%
Economically disadvantaged67%
Not economically disadvantaged70%
Special educationn/a
Not special education71%
Limited English proficient (LEP)n/a
Proficient in English67%
Migrantn/a
Non-migrant68%
Gifted/talentedn/a
Non-Gifted66%
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 Students55%
Female57%
Male53%
Black or African Americann/a
Asiann/a
Hispanic45%
Multiracial50%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White63%
Economically disadvantaged43%
Not economically disadvantaged69%
Special education10%
Not special education59%
Limited English proficient (LEP)n/a
Proficient in English58%
Migrantn/a
Non-migrant54%
Gifted/talented90%
Non-Gifted50%
Bilingualn/a

World History

All Students48%
Female47%
Male49%
Black or African Americann/a
Asiann/a
Hispanic24%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White74%
Economically disadvantaged36%
Not economically disadvantaged58%
Special educationn/a
Not special education48%
Limited English proficient (LEP)n/a
Proficient in English50%
Migrantn/a
Non-migrant48%
Gifted/talented100%
Non-Gifted44%
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 Students92%
Female97%
Male87%
Black or African Americann/a
Asiann/a
Hispanic86%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged87%
Special educationn/a
Limited English proficient (LEP)n/a

Math

All Students70%
Female69%
Male71%
Black or African Americann/a
Asiann/a
Hispanic67%
American Indian or Alaska Nativen/a
White80%
Economically disadvantaged66%
Special educationn/a
Limited English proficient (LEP)n/a

Science

All Students91%
Female89%
Male93%
Black or African Americann/a
Asiann/a
Hispanic83%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged82%
Special educationn/a
Limited English proficient (LEP)n/a

Social Studies

All Students98%
Female96%
Male100%
Black or African Americann/a
Asiann/a
Hispanic97%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged97%
Special educationn/a
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 Unacceptable".
  • 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
White 52% 29%
Hispanic 42% 52%
Two or more races 3% 2%
Asian or Pacific Islander 1% 4%
American Indian/Alaska Native N/A 0%
Black N/A 13%
Hawaiian Native/Pacific Islander N/A 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 7%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 7%N/AN/A
Source: CRDC, 2011-2012

This school has not yet provided program information.


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510 College Street
Ingram, TX 78025
Website: Click here
Phone: (830) 367-4111

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