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GreatSchools Rating

Bear Creek Intermediate School

Public | 5-6 | 805 students

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 1 rating
2012:
Based on 2 ratings
2011:
Based on 3 ratings

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18 reviews of this school


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Posted February 5, 2014

My child is dyslexic. He was diagnosed in the 2nd grade. We just started BCI this year (5th grade). I decided to have an early 504 meeting. They do try to streamline everything but if I didn't agree to take it off it was left on there. I think BCI does a good job with its dyslexic students. The teachers are also very helpful and will tell you what they see in the classroom that can help your child (things you can't see unless you are in the classroom). Keller has a dyslexia program in it's schools. Not all Keller schools are the same. We went to Florence Elementary and they were great. I do wish Keller would have their principals all on the same page. Some principals are still fighting against accommodations for dyslexics. I think that's sad. I am very glad our school is not one of those. I highly recommend BCI to anyone looking for an intermediate school in Keller ISD. I think Keller ISD should give the students more time with their dyslexic therapist. Too much time is spent testing new students leaving the ones in the program with no therapy in parts of Sept, Dec, Jan, and May. That's a lot of time for no help. It's a district issue, no fault of the schools.
—Submitted by a parent


Posted September 9, 2013

Went to school here way back in the day... and by that i mean 2005-06. Awesome 2 years, i was in aqua then silver pod. Made friends easy. Teachers actually cared. School was actually interesting to me at this time. Middle school is another story, avoid ISMS.


Posted May 27, 2012

Not overly impressed with this school. My children attended 6th grade here and I feel the standards were much lower than what we came from. Almost no homework (most of which was from the internet), little to no classwork sent home, no at-home study guides prior to testing, no required reading, several subjects taught were previously covered at the 5th grade level at their old school, very little communication between the school and parents, the list goes on. All in all, I have to wonder how they got their rating of a 9. I guess when you teach to pass the state tests, that is all that matters.
—Submitted by a parent


Posted January 5, 2012

My oldest son is in 5th grade, Yellow Pod. I am very disappointed with the teaching and level of learning. Also, communication is poor. I also don't think the leadership adequately addresses the issues. Several kids have been able to switch pods though.
—Submitted by a parent


Posted October 26, 2011

I am a 6th grader at BCI! i was in Aqua last year and am in Maroon this year. I love BCI! I am on student council and in drama and a straight a student. The only thing i would change is that the principal is a little too enthusiastic and that the new fifth grade playground stinks. I just got surgery and my teachers have been very helpful about getting me back on track.


Posted October 6, 2011

Great school. Great community. Concerned and involved parents. Nice children. Teachers who put in 50 to 60 hours a week trying to meet everyone's needs.
—Submitted by a teacher


Posted June 30, 2011

Our older son attended Bear Creek from 2009-2011. This is an excellent school where the teachers take a lot of effort to challenge students and drive programs such as the Gifted and Talented program and UIL (University Interscholastic League), TMSCA (Texas Math and Science Coaches Association) competitions. Our son learnt a lot and gained great exposure through these competitions. The student body is very friendly and even though we had moved from out of state, our son made some really good friends here. The music/band program is also very good and our son learnt to play Saxophone here much better than his paid guitar lessons outside school. This school is rightfully rated as a TEA Exemplary school.
—Submitted by a parent


Posted June 18, 2010

All of my child's teachers were highly committed, warm and caring educators and mentors. They prepare for state testing but it wasn't over emphasized. Every time I was at the school, I saw the principal in the hall or cafeteria and she always smiled and made a point of speaking to me. Negatives: several experiences with the counseling department were disappointing. There is a some name calling and racist jokes (an ongoing problem in many, many schools).
—Submitted by a parent


Posted April 13, 2010

I have two children who have attended BCI. One is a 6th grader now and one attends KMS. I feel sad knowing that I will have no children there next year. It is a wonderful school with wonderful teachers! Both of my kids have thrived at BCI. I have seen vast improvement in their learning skills as well as their self esteem.
—Submitted by a parent


Posted April 16, 2008

WOW!!! Very surprised at the positive review 3/6/08. From my understanding a lot of outstanding teachers left last year. Sending my child to this school was a culture shock. I have no idea why I didn't run after Parent Orientation.Especially coming from HIdden Lakes... Run down school, curtains broken off rods, water fountain broken along with sinks in the restroom (apparantly these have been in disrepair for years) Teachers actually laugh at kids being bullied on the play ground. My child's tough & not one that will allow himself to be thrown off of equipment or shoved. A child killing a squirrel didn't merrit a suspension. We did get the notice sent home when another child shot from an air gun at the children playing on the playground. My child basically carried a child that had been shot in the foot. He came home scared. Aqua pod Straight A student
—Submitted by a parent


Posted March 6, 2008

2nd year at BCI - Yellow POD in 5th Grade - Green POD in 6th Grade. I cannot say enough of these wonderful teachers. The time they spend or have aides help with a child immedialty when they see any struggling - Good Job! I wish our teachers were paid more money for all they do for our children. Our children are our tomorrow - our future. Keller ISD thank you
—Submitted by a parent


Posted August 17, 2007

this is my second year at bci and what student could wish for a better school??
—Submitted by a student


Posted August 4, 2007

I was a student at bci for two years and am now going to kms...I'm so sad to be leaving! ='( It is such a great school!
—Submitted by a student


Posted August 17, 2006

I just had a daughter leave bci to go to kms and a daughter coming to bci. Wonderful! Great school, fabulous teachers. My now 7th grader who just left loved her experience at bci. My daughter now attending gets the extra help she needs and her teacher stays an extra hour after school to help her. Can't say enough about this school. We have attended schools in 2 other states and keller schools are far superior to anything we have seen.
—Submitted by a parent


Posted November 28, 2005

My son attended Bear Creek Intermediate School in 5th grade, and he had a wonderful team of 5th grade teachers. Fifth grade required much more discipline than 4th, and the teachers required students to adhere to a pretty strict structure to help them in the transition. The discipline was tough, but the instruction was excellent. The teachers also were very open about meeting with parents and even taking calls at home when necessary. We were very pleased with the school in terms of academic quality. The school offers band (6th grade only), but doesn't have some other extracurricular activities that some middle schools offer. Parents are very involved in Bear Creek activities. The facilities also are very nice. It's an excellent transition from elementary to junior high.
—Submitted by a parent


Posted September 21, 2005

Great school. Good transition into middle school. Yes, it is a large school, but that is indicative of the growth in the KISD. A new intermediate school will open next year which will pull some students from BCI and the numbers will go down.
—Submitted by a staff


Posted July 15, 2005

Big school. Too many kids. Big classes. Not very organized.
—Submitted by a parent


Posted March 1, 2005

BCI is a very well run school, and it has dedicated, caring teachers. BCI has excellent records and consistently prepares students for more advanced work.
—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 82% in 2011.

396 students were tested at this school in 2011.

2011

 
 
99%

2010

 
 
100%
Math

The state average for Math was 81% in 2011.

394 students were tested at this school in 2011.

2011

 
 
99%

2010

 
 
98%
Science

The state average for Science was 87% in 2011.

396 students were tested at this school in 2011.

2011

 
 
96%

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 84% in 2011.

406 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
98%
Math

The state average for Math was 83% in 2011.

398 students were tested at this school in 2011.

2011

 
 
95%

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

All Students99%
Female100%
Male98%
Black or African American100%
Asian100%
Hispanic100%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged100%
Not economically disadvantaged99%
Special education83%
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English99%
Migrantn/a
Non-migrant99%
Gifted/talented100%

Math

All Students99%
Female99%
Male99%
Black or African American100%
Asian100%
Hispanic97%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged96%
Not economically disadvantaged99%
Special education94%
Not special education99%
Limited English proficient (LEP)n/a
Proficient in English99%
Migrantn/a
Non-migrant99%
Gifted/talented100%

Science

All Students96%
Female97%
Male96%
Black or African American88%
Asian94%
Hispanic92%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged88%
Not economically disadvantaged97%
Special education82%
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English97%
Migrantn/a
Non-migrant96%
Gifted/talented100%
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students97%
Female98%
Male96%
Black or African American100%
Asian100%
Hispanic100%
American Indian or Alaska Native100%
White97%
Economically disadvantaged96%
Not economically disadvantaged97%
Special education78%
Not special education98%
Limited English proficient (LEP)n/a
Proficient in English97%
Migrantn/a
Non-migrant97%
Gifted/talented100%

Math

All Students95%
Female95%
Male96%
Black or African American86%
Asian100%
Hispanic100%
American Indian or Alaska Native100%
White96%
Economically disadvantaged81%
Not economically disadvantaged97%
Special education74%
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English96%
Migrantn/a
Non-migrant95%
Gifted/talented99%
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 77% in 2013.

410 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
94%
Math

The state average for Math was 75% in 2013.

414 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
92%
Science

The state average for Science was 73% in 2013.

414 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
93%
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 71% in 2013.

407 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
94%
Math

The state average for Math was 74% in 2013.

405 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
94%
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.

2013

 
 
n/a

2012

 
 
n/a
Algebra II

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

2013

 
 
n/a

2012

 
 
n/a
Biology I

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

2013

 
 
n/a

2012

 
 
n/a
Chemistry

The state average for Chemistry was 84% in 2013.

2013

 
 
n/a

2012

 
 
n/a
English I Reading

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

2013

 
 
n/a

2012

 
 
n/a
English I Writing

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

2013

 
 
n/a

2012

 
 
n/a
English II Reading

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

2013

 
 
n/a

2012

 
 
n/a
English II Writing

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

2013

 
 
n/a

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.

2013

 
 
n/a

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.

2013

 
 
n/a

2012

 
 
n/a
World History

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

2013

 
 
n/a

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 Students95%
Female99%
Male92%
Black or African American92%
Asian100%
Hispanic91%
Multiracial93%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White96%
Economically disadvantaged84%
Not economically disadvantaged96%
Special education54%
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English95%
Migrantn/a
Non-migrant95%
Gifted/talented100%
Non-Gifted94%
Bilingualn/a

Math

All Students93%
Female94%
Male92%
Black or African American85%
Asian96%
Hispanic85%
Multiracial93%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White94%
Economically disadvantaged81%
Not economically disadvantaged94%
Special education65%
Not special education94%
Limited English proficient (LEP)n/a
Proficient in English93%
Migrantn/a
Non-migrant93%
Gifted/talented100%
Non-Gifted91%
Bilingualn/a

Science

All Students93%
Female94%
Male91%
Black or African American92%
Asian92%
Hispanic94%
Multiracial79%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged84%
Not economically disadvantaged93%
Special education68%
Not special education94%
Limited English proficient (LEP)n/a
Proficient in English92%
Migrantn/a
Non-migrant93%
Gifted/talented99%
Non-Gifted91%
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%
Female96%
Male92%
Black or African American92%
Asian100%
Hispanic90%
Multiracial83%
American Indian or Alaska Native100%
Native Hawaiian/Pacific Islandern/a
White94%
Economically disadvantaged85%
Not economically disadvantaged94%
Special education58%
Not special education95%
Limited English proficient (LEP)n/a
Proficient in English94%
Migrantn/a
Non-migrant94%
Gifted/talented100%
Non-Gifted92%
Bilingualn/a

Math

All Students94%
Female93%
Male96%
Black or African American100%
Asian96%
Hispanic88%
Multiracial100%
American Indian or Alaska Native100%
Native Hawaiian/Pacific Islandern/a
White95%
Economically disadvantaged80%
Not economically disadvantaged95%
Special education50%
Not special education95%
Limited English proficient (LEP)n/a
Proficient in English94%
Migrantn/a
Non-migrant94%
Gifted/talented100%
Non-Gifted93%
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 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
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
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

Biology I

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
Bilingualn/a

Chemistry

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
Bilingualn/a

English I 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
Bilingualn/a

English I 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
Bilingualn/a

English II 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
Bilingualn/a

English II 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
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 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
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 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
Bilingualn/a

World 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
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
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

  • In 2010-2011, this school was rated "Exemplary".
  • In 2009-2010, this school was rated "Exemplary".
  • In 2008-2009, this school was rated "Exemplary".

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 78% 29%
Hispanic 9% 52%
Asian or Pacific Islander 7% 4%
Black 3% 13%
Two or more races 3% 2%
American Indian/Alaska Native N/A 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) 1%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

This school has not yet provided program information.


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801 Bear Creek Parkway
Keller, TX 76248
Website: Click here
Phone: (817) 744-3650

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