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GreatSchools Rating

Italy High School

Public | 7-12 | 237 students

 
 

Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 1 rating
2012:
Based on 3 ratings
2011:
Based on 3 ratings

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11 reviews of this school


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Posted February 6, 2014

Italy JH & HS is doing a great job. The teachers put forth a lot of effort to help the students. My oldest graduated in 2010. My youngest is a freshman in 2013. In 2010 the school was a zoo. The students could do just about anything and not get in trouble so long as they were nice to the lady that was the principal. The teachers only cared about the kids that did well. My 9th grader loves the school. There are many new teachers that show they care. They offer tutoring almost every day and the library stays open extra hours for the kids. The new principal is very strict but is good with the kids. He has been there for three years and many things are better. The tests scores are getting much better and the discipline is awesome. I am glad my kids go to sxchool in Italy.
—Submitted by a parent


Posted March 4, 2013

Italy High School has made a great turn around. The new teachers are mostly wonderful. There has been a strong push toward academic excellence. Recently the paper reported 71% of the students competedin aacademic competition. Many of them earned medals. The Band is awesome. The discipline has completely changed. The teachers are doing a great job. I am glad I didn't take my kids out of the school! I even talked my sister into moving back to town.
—Submitted by a parent


Posted December 18, 2012

I could probably point out more cons then pros these kids have had a different principle every year and the new one isn't much better than the others. Students aren't recognize unless they are in sports the principle called a meeting with my kids grade telling them that he would like them to get more involved in school activities such as AG, sports, and band. Being a recognized campus only because of sports mainly football is all the principle wants only have probably 180 kids at the most at the school only a couple he can remember by name. He even took at student out of school too eat after saying it was a closed campus. All the good teachers have left as well as the traditions the Schoo Song isn't even from the heart. Every year the senior class would get on the floor at the peperally and do the song but one of the couches wants to take it away because his football boys who aren't seniors aren't being noticed during the song. The school has just gone down hill it's pretty sad that unlike every school Italy doesn't have A day and B day instead ha 8 class that are 45 min. long if looking for schools here look else where.
—Submitted by a parent


Posted April 3, 2012

I have discovered that good teachers teach well in spite of the administration and good administrators administrate well in spite of good or bad school boards; and students who want to do well and learn advance in spite of all of the above and in many cases, even in spite of the parents they have. So, Italy has seen better days, but has been flawed with a series of mediocre school boards making mediocre decisions, especially on personnel decisions. Even though I regret the non-return of the former AD who was a very admirable and fair man for all the students, I think some of the new hires for the next year will be beneficial. Also, the Elementary Principal is doing a wonderful job and is appreciated by staff, children and parents and Italy is blessed with some long-time excellent teachers, i.e. Shepherd, Morgan, Moreland, Davis, Holden (one of the best HS math teachers I have ever seen) and some others. The biggest downfall I see right now is the community failing to recruit and elect intelligent, fair, open-minded board members that are able to see the big and long-term picture for a robust school district of this size.


Posted March 31, 2012

Not many schools in Texas decide to get rid of a District Champion winning football Coach, especially one who does things right and who has the kids respect. During the term of Coach Bales Administration of the Athletic Department there have been multiple playoff appearances in almost every sport. There have been regional appearances and State Qualification by Italy Athletes. All while done in an honorable sportsmanship like manner that taught the kids that citizenship and hard work were essential characteristics for young people. As a citizen and a tax payer in the Italy ISD I am shocked at the amount of turnover in Administrative ranks in Italy ISD. In the last four years Italy ISD has gone through: - Three Superintendents - Three High School Principals - Three Elementary Principal - Three HS Counselors And all of this change has occured at considerable cost to the taxpayers of Italy ISD, ALL while school employees have been lectured ad nauseum by the Board about the need to save money


Posted December 21, 2011

This school has a lot of potential. New administration and some veteran teachers that truly care about their students. Teachers need more support and encouragement from the community. A few Parents that spend too much time griping at the school instead of making their kids accountable for their actions contributes to a LOT. The teachers are spread thin and then given the blame for whatever goes wrong. The community needs to wake up and take care of the people that part time raise their children or they are going to run out or wear down all the teachers that are actually worth keeping.


Posted October 20, 2011

Despite a handful of great teachers, there was little incentive to excel academically. Should have done my research prior to moving here. Now we are trying to leave.
—Submitted by a parent


Posted August 17, 2011

Italy High School can be summed up in three words: Failure to achieve. I could point out some exceptional teachers and staff but unfortunately they can only reach so many students and can only do so much. Being a student who wasn't interested in athletics, I was, for the most part, ignored. Yes i participated in other extra-curricular activities but that meant next to nothing compared to the sporty students, that's the attitude of the the place: if you don't play, you're on your own. On the side of academics, yeah they'll give you a training to pass the standardized tests, but those are really different than the things I've run into in college, had I not learned from outside sources, I would have been totally unprepared even for junior college. The management, when I attended was nothing short of a circus act. The principle was childish, scheduling was outdated and ineffective (the same 8 classes every day as opposed to an A/B system), and disciplinary system was also wholly ineffective. Students had little to no respect for rules and staff. Take my advice parents, if you're coming to the area, try one of the many fine districts around this one because IISD simply does not cut it.


Posted August 2, 2005

Good small school. I like the class sizes. Kids get lots of opportunities to be involved in lots of things if they want. Anew superintedent and a school finance bill will be good things. There are some very good teachers here.
—Submitted by a parent


Posted February 9, 2005

IHS about 4-5 years ago had it together but after the principals changed and the supt. dumped his wife for the nurse most everybody lost respect. The teachers tried to teach us but there's not enough time in class. They still cram 8 periods in one day. Some teachers gave up but the strong ones still try. No one cares about the smarter guys & the jocks get all the glory. The main deal that could improve is move that lady principal to another school and get someone they can respect. She's just plain mean and even rude to teachers. The head principal is OK but the others gotta go. My parents want my sister to transfer next year to Ennis. IHS needs help.Students and teachers hate the bad attitudes at IHS. School board kids get all the breaks. At least the coaches are cool and so is band. That's it.
—Submitted by a former student


Posted December 15, 2004

If you are expecting the Italy High School of days gone by, forget it. It's lost its magic and the quality has gone down. My child tells me she hasn't learned anything. Very few of the teachers are excited about teaching their subjects. The discipline is the problem as far as I can see. The kids do not respect the administration and the administration is so busy dodging bullets that no one is paying attention to a learning atmosphere. We just teach our kids at home what we feel they need in addition to the IHS so-called curriculum. Sad but true.
—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 86% in 2011.

51 students were tested at this school in 2011.

2011

 
 
80%

2010

 
 
82%
Math

The state average for Math was 81% in 2011.

51 students were tested at this school in 2011.

2011

 
 
82%

2010

 
 
85%
Writing

The state average for Writing was 94% in 2011.

50 students were tested at this school in 2011.

2011

 
 
98%

2010

 
 
97%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

36 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
89%
Math

The state average for Math was 73% in 2011.

36 students were tested at this school in 2011.

2011

 
 
86%

2010

 
 
65%
Science

The state average for Science was 79% in 2011.

37 students were tested at this school in 2011.

2011

 
 
70%

2010

 
 
36%
Social Studies

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

37 students were tested at this school in 2011.

2011

 
 
100%

2010

 
 
82%
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.

40 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
93%
Math

The state average for Math was 70% in 2011.

41 students were tested at this school in 2011.

2011

 
 
71%

2010

 
 
59%
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.

52 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
92%
Math

The state average for Math was 74% in 2011.

53 students were tested at this school in 2011.

2011

 
 
70%

2010

 
 
73%
Science

The state average for Science was 76% in 2011.

54 students were tested at this school in 2011.

2011

 
 
46%

2010

 
 
64%
Social Studies

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

53 students were tested at this school in 2011.

2011

 
 
81%

2010

 
 
92%
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.

35 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
95%

2011

 
 
98%

2010

 
 
95%
Math

The state average for Math was 89% in 2013.

35 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
88%

2011

 
 
91%

2010

 
 
87%
Science

The state average for Science was 95% in 2013.

35 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
91%

2011

 
 
94%

2010

 
 
85%
Social Studies

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

35 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
98%

2011

 
 
97%

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 77% in 2013.

43 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
84%
Math

The state average for Math was 71% in 2013.

43 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
71%
Writing

The state average for Writing was 70% in 2013.

44 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
64%
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.

39 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
80%
Math

The state average for Math was 77% in 2013.

20 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
57%
Science

The state average for Science was 75% in 2013.

38 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
40%
Social Studies

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

38 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
30%
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.

45 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
85%
Algebra II

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

2013

 
 
n/a

2012

 
 
100%
Biology I

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

43 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
78%
Chemistry

The state average for Chemistry was 84% in 2013.

22 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
5%
English I Reading

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

43 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
73%
English I Writing

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

46 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
51%
English II Reading

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

32 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
n/a
English II Writing

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

34 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
n/a
English III Reading

The state average for English III Reading was 63% in 2013.

2013

 
 
n/a

2012

 
 
20%
English III Writing

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

2013

 
 
n/a

2012

 
 
23%
Geometry

The state average for Geometry was 86% in 2013.

47 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
n/a
Physics

The state average for Physics was 81% in 2013.

2013

 
 
n/a

2012

 
 
n/a
U.S. History

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

2013

 
 
n/a

2012

 
 
n/a
World Geography

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

44 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
70%
World History

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

33 students were tested at this school in 2013.

2013

 
 
58%

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 Students81%
Female91%
Male68%
Black or African American50%
Asiann/a
Hispanic69%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White95%
Economically disadvantaged74%
Not economically disadvantaged89%
Special educationn/a
Not special education82%
Limited English proficient (LEP)n/a
Proficient in English80%
Migrantn/a
Not migrant81%
Gifted/talentedn/a
Not Gifted80%
Bilingualn/a

Math

All Students81%
Female86%
Male80%
Black or African American50%
Asiann/a
Hispanic83%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged78%
Not economically disadvantaged89%
Special educationn/a
Not special education85%
Limited English proficient (LEP)n/a
Proficient in English83%
Migrantn/a
Not migrant83%
Gifted/talentedn/a
Not Gifted83%
Bilingualn/a

Writing

All Students61%
Female83%
Male35%
Black or African American14%
Asiann/a
Hispanic54%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White78%
Economically disadvantaged54%
Not economically disadvantaged70%
Special educationn/a
Not special education61%
Limited English proficient (LEP)n/a
Proficient in English63%
Migrantn/a
Not migrant61%
Gifted/talentedn/a
Not Gifted60%
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 Students90%
Female100%
Male85%
Black or African Americann/a
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged87%
Not economically disadvantaged94%
Special educationn/a
Not special education89%
Limited English proficient (LEP)n/a
Proficient in English90%
Migrantn/a
Not migrant90%
Gifted/talentedn/a
Not Gifted89%
Bilingualn/a

Math

All Students80%
Female86%
Male77%
Black or African Americann/a
Asiann/a
Hispanic83%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White82%
Economically disadvantaged79%
Not economically disadvantaged83%
Special educationn/a
Not special education78%
Limited English proficient (LEP)n/a
Proficient in English80%
Migrantn/a
Not migrant80%
Gifted/talentedn/a
Not Gifted80%
Bilingualn/a

Science

All Students74%
Female54%
Male84%
Black or African Americann/a
Asiann/a
Hispanic82%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White81%
Economically disadvantaged68%
Not economically disadvantaged81%
Special educationn/a
Not special education74%
Limited English proficient (LEP)n/a
Proficient in English74%
Migrantn/a
Not migrant74%
Gifted/talentedn/a
Not Gifted72%
Bilingualn/a

Social Studies

All Students50%
Female38%
Male56%
Black or African Americann/a
Asiann/a
Hispanic45%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White57%
Economically disadvantaged41%
Not economically disadvantaged63%
Special educationn/a
Not special education49%
Limited English proficient (LEP)n/a
Proficient in English50%
Migrantn/a
Not migrant50%
Gifted/talentedn/a
Not Gifted47%
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 Students93%
Female95%
Male92%
Black or African American86%
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged92%
Not economically disadvantaged95%
Special educationn/a
Not special education93%
Limited English proficient (LEP)n/a
Proficient in English93%
Migrantn/a
Not migrant93%
Gifted/talentedn/a
Not Gifted93%
Bilingualn/a

Algebra II

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a
Bilingualn/a

Biology I

All Students74%
Female68%
Male83%
Black or African American50%
Asiann/a
Hispanic71%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White80%
Economically disadvantaged68%
Not economically disadvantaged83%
Special educationn/a
Not special education76%
Limited English proficient (LEP)n/a
Proficient in English76%
Migrantn/a
Not migrant74%
Gifted/talented100%
Not Gifted71%
Bilingualn/a

Chemistry

All Students91%
Female92%
Male89%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White94%
Economically disadvantaged80%
Not economically disadvantaged94%
Special educationn/a
Not special education91%
Limited English proficient (LEP)n/a
Proficient in English91%
Migrantn/a
Not migrant91%
Gifted/talentedn/a
Not Gifted89%
Bilingualn/a

English I Reading

All Students51%
Female57%
Male45%
Black or African American33%
Asiann/a
Hispanic29%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White60%
Economically disadvantaged44%
Not economically disadvantaged61%
Special educationn/a
Not special education52%
Limited English proficient (LEP)n/a
Proficient in English52%
Migrantn/a
Not migrant51%
Gifted/talented100%
Not Gifted45%
Bilingualn/a

English I Writing

All Students35%
Female38%
Male32%
Black or African American0%
Asiann/a
Hispanic38%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White41%
Economically disadvantaged30%
Not economically disadvantaged42%
Special educationn/a
Not special education36%
Limited English proficient (LEP)n/a
Proficient in English36%
Migrantn/a
Not migrant35%
Gifted/talented100%
Not Gifted27%
Bilingualn/a

English II Reading

All Students66%
Female76%
Male53%
Black or African Americann/a
Asiann/a
Hispanic60%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White65%
Economically disadvantaged50%
Not economically disadvantaged71%
Special educationn/a
Not special education70%
Limited English proficient (LEP)n/a
Proficient in English66%
Migrantn/a
Not migrant66%
Gifted/talentedn/a
Not Gifted62%
Bilingualn/a

English II Writing

All Students50%
Female68%
Male27%
Black or African Americann/a
Asiann/a
Hispanic33%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White54%
Economically disadvantaged44%
Not economically disadvantaged52%
Special educationn/a
Not special education53%
Limited English proficient (LEP)n/a
Proficient in English50%
Migrantn/a
Not migrant50%
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a

English III Writing

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a

Geometry

All Students89%
Female96%
Male81%
Black or African Americann/a
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged94%
Not economically disadvantaged87%
Special educationn/a
Not special education91%
Limited English proficient (LEP)n/a
Proficient in English89%
Migrantn/a
Not migrant89%
Gifted/talented100%
Not Gifted88%
Bilingualn/a

Physics

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a

U.S. History

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a

World Geography

All Students59%
Female48%
Male74%
Black or African American43%
Asiann/a
Hispanic29%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White70%
Economically disadvantaged44%
Not economically disadvantaged79%
Special educationn/a
Not special education60%
Limited English proficient (LEP)n/a
Proficient in English60%
Migrantn/a
Not migrant59%
Gifted/talented100%
Not Gifted54%
Bilingualn/a

World History

All Students58%
Female58%
Male57%
Black or African Americann/a
Asiann/a
Hispanic17%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White67%
Economically disadvantaged40%
Not economically disadvantaged65%
Special educationn/a
Not special education61%
Limited English proficient (LEP)n/a
Proficient in English58%
Migrantn/a
Not migrant58%
Gifted/talentedn/a
Not Gifted53%
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 Students94%
Female94%
Male95%
Black or African Americann/a
Asiann/a
Hispanic86%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged92%
Special educationn/a
Limited English proficient (LEP)n/a

Math

All Students77%
Female75%
Male79%
Black or African Americann/a
Asiann/a
Hispanicn/a
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged68%
Special educationn/a
Limited English proficient (LEP)n/a

Science

All Students86%
Female88%
Male84%
Black or African Americann/a
Asiann/a
Hispanicn/a
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged80%
Special educationn/a
Limited English proficient (LEP)n/a

Social Studies

All Students94%
Female100%
Male89%
Black or African Americann/a
Asiann/a
Hispanicn/a
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged92%
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 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
White 57% 29%
Hispanic 28% 52%
Black 12% 13%
American Indian/Alaska Native N/A 0%
Asian or Pacific Islander N/A 4%
Hawaiian Native/Pacific Islander N/A 0%
Two or more races N/A 2%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 5%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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300 College Street
Italy, TX 76651
Website: Click here
Phone: (972) 483-7411

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