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GreatSchools Rating

Palo Alto Middle School

Public | 6-8 | 930 students

Setting a Higher Standard

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 7 ratings
2013:
Based on 3 ratings
2012:
Based on 4 ratings
2011:
Based on 6 ratings

Teacher quality

Principal leadership

Parent involvement

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32 reviews of this school


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Posted September 10, 2014

This is the WORST school I have ever been to. The principal is very unprofessional, just like his front office secretaries, guidance counselors, and head school nurse. All of the staff needs to be fired. The teachers don't care about their students, only their little paychecks, and the administration doesn't care about the students well-being. Bullying is at an all time high at Palo Alto and no one does anything about it. I would never have another child of mine attend this school.
—Submitted by a parent


Posted September 5, 2014

This school is amazing. The administration and teachers truly care about helping all their students do their best to reach their full potential.
—Submitted by a teacher


Posted August 13, 2014

This school gets a bad rap because of the location. Now that Mrs. Erskine has retired, I expect discipline will be handled in a more positive manner. If you have concerns, go to the administration. I find them to be very open and willing to help. The staff is hard working and really seem to care for the students.
—Submitted by a parent


Posted May 14, 2014

Hate this school with a passion! THE worst school my daughter has ever attended. Bullying is absolutely out of control and administration acts like they are dumb, deaf and blind. I would suggest moving around the corner so your child could go to Live Oak or petition to go to live oak. Palo Alto will ruin your child! They are great at killing their drive, confidence and work ethic. They never assign homework so most of their grades weigh heavily on tests that you never know they have. Most of the teachers don't know how to communicate and act offended when you require them to and they still don't do it. You constantly have to go above administrations head to resolve issues. This school is garbage! A disgrace!
—Submitted by a parent


Posted May 13, 2014

There are a lot of fights at this school. My advise would be to tell your child to lay low and just try to get through. If you can afford to move, move.
—Submitted by a parent


Posted February 28, 2014

I have grown to appreciate most of the staff at this school. As a parent of 3 my oldest 2 have graduated from this school and gone on to high school taking what they've learned from PA to do great things. As with all schools you will find some that are more passionate and committed to helping kids succeed. Mr. Ivey Mr. Wadacki Ms Allen Ms. Sutton Coach Maxi Coach Bell just to name a few that have made an impact on my girls. I appreciate all that u do!
—Submitted by a parent


Posted February 19, 2014

This school is TERRIBLE!!! The assistant principle, Ms. Erskine does not work with the kids, she seems to be a bully herself. This school would rather focus on punishment for small issues (shirt not being tucked in) and make kids sit in the in school suspension all day rather than give them an extra shirt and let them go to class. My daughter has been bullied the entire 4 months we have lived here - therefore we are forced to move to another school district completely. I would NOT recommend letting your child attend this school unless you want to be called on a regular basis about issues the school should handle and have your child call you crying because she is being threatened to be jumped while the teachers sit back and do nothing. The teachers don't abide by 504 guidelines for ADHD children yet will call about failing grades. My daughter's math teacher was caught telling her studetns that she gets paid whether or not they pass, this is a paycheck for her. This school and it's staff is a disgrace to teachers and schools and should be SHUT DOWN!! I wish I could give it negative stars!
—Submitted by a parent


Posted November 23, 2013

I currently go to Palo Alto Middle School. It is a great school! I Get help with all of the things I don't understand, and they always have tutoring open. The sports teams are amazing as well. THE ADMINISTARTION HERE IS JUST FINE COUGH COUGH People writing comments bout it. There is almost no bullying at this school, and if there is it's taken care of very quickly. -Angela Baker Palo Alto Middle School


Posted August 5, 2013

This school is okay besides some of the teachers and administraters. When I am getting bullied or someone is trying to fight me, I go to the a.p's office and Ms.Erskine never does anything to help, she makes It worse. She'll say something like just ignore or If they hit you come to the A.P's office like they're not going to keep hitting me. I once literally got bullied and forced into a fight and I'm the one who gets suspended, while the others get a day of ISS. The way this school handles problems Is not okay. I definitely would not take my child here any time soon. The teachers don't help either, they just send you to the A.P's office. Mr. Wadacki says If your getting jumped crawl to the A.P's office. Another thing Is that Instead of having Police around in the A.P's office, they chose to have one on the last day of school.


Posted May 16, 2013

I really would like to give this school a 2.5, I know that sounds silly. My son was homeschooled until his 6th grade year. He was given the standardized test in 2011, 2 weeks prior to school starting. Never having been standardized tested before. He scored on the 10th and 8th grade level. He rarely comes home with homework or study material. I have asked if I could know when test are coming up so I can make sure he gets regular studying in a few nights before. The communication is NOT very good at this school. I do not feel that he has been challenged. In Feb 2012 one of his teachers told me what a disruptive student he had been for months, yet I had to come to her and ask her why he was given after school detention (days prior) while at a ceremony. Which was our first means of contact. The same thing happened with his history teacher this year. My son is not an angel all the time, but overall he is normally well behaved and mature for his age. I am that parent who will correct and address when I am INFORMED! My boys have played travel sports which maintained a high level of discipline. My son's 7th grade sports season lacked disciple during football and basketball.
—Submitted by a parent


Posted August 9, 2012

okay so before i went to PAMS i thought middle school would be terrible but on the first day people were so friendly and i made tons of friends and all the teachers were great. As the school year continued i had only two problems someone stole my binder but it was returned and the other was just two girls who bulled me but i went to ms.erskine for help (although she made the problem worse) i ended up learning to ignore the bullies and by the end of the year i came out stronger,smarter.and happier-i CANNOT wait for the first day of my seventh year!!


Posted July 17, 2012

I really do not have anything to say because we are new to this area.


Posted May 29, 2012

Being a military family, and bouncing from school to school... I have to say that the administration, teachers and most importantly - the principal are AMAZING! I have never seen a group of professionals truly care and take a hands on approach to teaching like those at PAMS do. My daughter attended the last 2 of her middle school years there - and Im very excited to start a new chapter at PAMS with an incoming 6th grader next year. I would HIGHLY recommended PAMS. Mr. Widacki is always showing interest in the students - the office staff always has a smile when I come in. As with any school - you child's academic success starts at home... and is furthered by amazing teachers and caring admin. THANK YOU PAMS!
—Submitted by a parent


Posted February 27, 2012

"Great Teachers and Great Principles " This school works very hard for our students, my son has attended this school for the third year he has worked hard and his teachers have been truly a blessing. Thanks for all the concern, kindness, firmness when needed and just making sure these students are getting full advantage of there education. A little note to parent get involved with your child's education and keep the lines of communication open between yourself and your child's teacher my son has had a successful 3 yrs with the support of great teachers like Mr. Rucker , Mrs.Fulton,Mr. Williams, Ms. Terrell, Mrs.Allen and last but not least the best two principals ever Mr.Jack Ivey and Mr. Matt W. Good bless all of the teachers at PAMS and continue to promote a place where kids can strive to do there best and be the best!! Much Love, Parent
—Submitted by a parent


Posted August 15, 2011

my son went to school there last school year. After only 2 months iwithdrew him from the school. He was bullied so bad that he would come home crying and mad. I tried talking to the school about it but was told if he doesn't say anything nothing can be done. He got sick of it and fought back one day, the other student's parents were told to press charges against my son. At 11 yrs old he has a criminal record now. Nothing as of yet has been done to remove the boy from this school.
—Submitted by a parent


Posted August 6, 2011

I love working at PAMS. The kids are wonderful, the fellow teachers make you feel like one of the TEAM and are always friendly and the administrative staff are extremely helpful and available when you need them. I travel from the Round Rock area (60 miles each way) to work at this school because it it a great place to work. I have been offered other jobs while working here and my reply to them is, " I love where I work and would hate to leave a good thing." All of us, including the parents, work really hard for these kids and want them to be successful. I am looking forward to another fun and exciting year at PAMS, where these kids are our number one priority.
—Submitted by a teacher


Posted July 22, 2011

I think my daughter had a good experience transitioning from elementary school to middle school in the 2010-2011 school year. mr. Widacki was a very active and "present" principal. I grew up in KISD as well and am very familiar with much of the staff at Palo Alto, I would have to say that I was not satified with the way business was conducted with Asst Principal Erskine. Often times one gets the sense that rather than working with students, she's working against them. Overall, I was happy with my daughter's teachers during this past school year and look forward to her attending 7th grade.
—Submitted by a parent


Posted July 22, 2011

Love this school!! My son is an 8th grader at PAMS and I wouldn't have it any other way.
—Submitted by a parent


Posted June 26, 2011

Palo Alto is the greatest school! All the teachers and the principal strive for excellence and work hard to help the students achieve their highest potential. They recognize where the students are in their learning and life and assist them in growing mentally and confidently through these trying times and years. It takes a village to raise a family and Palo Alto is a wonderful village to live in :) Fabulous students, teachers, staff and school.
—Submitted by a parent


Posted March 3, 2011

I been a student at Palo Alto for two years. I am currently in 7th grade and my life at school is great! You have lots of friends who care about you. ( Lots of cute boys). And the teachers a great. They teach the subjects and if you don't understand they will privitly help you all while they make sure you're having fun. When first came to this school, I didn't know what it felt like to get a C. Now I hyave all A's and one B. AJ from PA


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 84% in 2011.

308 students were tested at this school in 2011.

2011

 
 
80%

2010

 
 
78%
Math

The state average for Math was 83% in 2011.

307 students were tested at this school in 2011.

2011

 
 
66%

2010

 
 
70%
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 86% in 2011.

276 students were tested at this school in 2011.

2011

 
 
83%

2010

 
 
81%
Math

The state average for Math was 81% in 2011.

273 students were tested at this school in 2011.

2011

 
 
68%

2010

 
 
74%
Writing

The state average for Writing was 94% in 2011.

275 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
91%
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.

243 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
94%
Math

The state average for Math was 73% in 2011.

239 students were tested at this school in 2011.

2011

 
 
83%

2010

 
 
84%
Science

The state average for Science was 79% in 2011.

239 students were tested at this school in 2011.

2011

 
 
72%

2010

 
 
66%
Social Studies

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

235 students were tested at this school in 2011.

2011

 
 
88%

2010

 
 
93%
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 Students80%
Female84%
Male75%
Black or African American77%
Asian93%
Hispanic84%
American Indian or Alaska Nativen/a
White72%
Economically disadvantaged77%
Not economically disadvantaged83%
Special education36%
Not special education86%
Limited English proficient (LEP)30%
Proficient in English81%
Migrantn/a
Not migrant80%
Gifted/talented100%

Math

All Students66%
Female65%
Male67%
Black or African American57%
Asian86%
Hispanic77%
American Indian or Alaska Nativen/a
White61%
Economically disadvantaged63%
Not economically disadvantaged70%
Special education22%
Not special education72%
Limited English proficient (LEP)40%
Proficient in English65%
Migrantn/a
Not migrant66%
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 Students83%
Female83%
Male82%
Black or African American81%
Asian100%
Hispanic84%
American Indian or Alaska Nativen/a
White81%
Economically disadvantaged78%
Not economically disadvantaged89%
Special education48%
Not special education86%
Limited English proficient (LEP)75%
Proficient in English83%
Migrantn/a
Not migrant83%
Gifted/talented100%

Math

All Students68%
Female72%
Male65%
Black or African American67%
Asian88%
Hispanic66%
American Indian or Alaska Nativen/a
White69%
Economically disadvantaged60%
Not economically disadvantaged79%
Special education29%
Not special education72%
Limited English proficient (LEP)38%
Proficient in English69%
Migrantn/a
Not migrant68%
Gifted/talented100%

Writing

All Students90%
Female95%
Male86%
Black or African American91%
Asian100%
Hispanic94%
American Indian or Alaska Nativen/a
White83%
Economically disadvantaged90%
Not economically disadvantaged90%
Special education59%
Not special education93%
Limited English proficient (LEP)75%
Proficient in English90%
Migrantn/a
Not migrant90%
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 Students95%
Female97%
Male93%
Black or African American94%
Asian100%
Hispanic91%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged94%
Not economically disadvantaged96%
Special education73%
Not special education96%
Limited English proficient (LEP)64%
Proficient in English96%
Migrantn/a
Not migrant95%
Gifted/talented100%

Math

All Students83%
Female85%
Male82%
Black or African American78%
Asian88%
Hispanic91%
American Indian or Alaska Nativen/a
White88%
Economically disadvantaged80%
Not economically disadvantaged87%
Special education64%
Not special education84%
Limited English proficient (LEP)79%
Proficient in English83%
Migrantn/a
Not migrant83%
Gifted/talented100%

Science

All Students72%
Female73%
Male71%
Black or African American66%
Asian75%
Hispanic70%
American Indian or Alaska Nativen/a
White90%
Economically disadvantaged71%
Not economically disadvantaged73%
Special education38%
Not special education74%
Limited English proficient (LEP)36%
Proficient in English74%
Migrantn/a
Not migrant72%
Gifted/talented100%

Social Studies

All Students88%
Female87%
Male88%
Black or African American86%
Asian88%
Hispanic83%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged84%
Not economically disadvantaged92%
Special education62%
Not special education89%
Limited English proficient (LEP)64%
Proficient in English89%
Migrantn/a
Not migrant88%
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

The state average for English Language Arts was 71% in 2013.

323 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
71%
Math

The state average for Math was 74% in 2013.

321 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
72%
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 77% in 2013.

276 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
69%
Math

The state average for Math was 71% in 2013.

271 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
66%
Writing

The state average for Writing was 70% in 2013.

278 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
61%
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.

290 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
77%
Math

The state average for Math was 77% in 2013.

227 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
59%
Science

The state average for Science was 75% in 2013.

291 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
64%
Social Studies

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

292 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
43%
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.

55 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%
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 Students67%
Female72%
Male62%
Black or African American63%
Asian50%
Hispanic70%
Multiracial82%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander75%
White68%
Economically disadvantaged62%
Not economically disadvantaged73%
Special education19%
Not special education71%
Limited English proficient (LEP)18%
Proficient in English70%
Migrantn/a
Not migrant67%
Gifted/talented100%
Not Gifted66%
Bilingualn/a

Math

All Students61%
Female64%
Male58%
Black or African American47%
Asian63%
Hispanic72%
Multiracial71%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander63%
White69%
Economically disadvantaged53%
Not economically disadvantaged72%
Special education19%
Not special education65%
Limited English proficient (LEP)55%
Proficient in English62%
Migrantn/a
Not migrant61%
Gifted/talented100%
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 Students74%
Female83%
Male65%
Black or African American70%
Asian85%
Hispanic74%
Multiracial79%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander60%
White83%
Economically disadvantaged71%
Not economically disadvantaged80%
Special education27%
Not special education79%
Limited English proficient (LEP)55%
Proficient in English76%
Migrantn/a
Not migrant74%
Gifted/talented100%
Not Gifted73%
Bilingualn/a

Math

All Students63%
Female66%
Male61%
Black or African American61%
Asian92%
Hispanic58%
Multiracial61%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander40%
White76%
Economically disadvantaged61%
Not economically disadvantaged69%
Special education21%
Not special education68%
Limited English proficient (LEP)57%
Proficient in English64%
Migrantn/a
Not migrant63%
Gifted/talented91%
Not Gifted62%
Bilingualn/a

Writing

All Students60%
Female65%
Male56%
Black or African American53%
Asian85%
Hispanic65%
Multiracial84%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander40%
White60%
Economically disadvantaged56%
Not economically disadvantaged68%
Special education15%
Not special education65%
Limited English proficient (LEP)32%
Proficient in English63%
Migrantn/a
Not migrant60%
Gifted/talented100%
Not Gifted59%
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 Students79%
Female82%
Male75%
Black or African American75%
Asian100%
Hispanic79%
Multiracial89%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White80%
Economically disadvantaged74%
Not economically disadvantaged85%
Special education27%
Not special education83%
Limited English proficient (LEP)54%
Proficient in English80%
Migrantn/a
Not migrant79%
Gifted/talented100%
Not Gifted78%
Bilingualn/a

Math

All Students77%
Female78%
Male75%
Black or African American74%
Asian100%
Hispanic79%
Multiracial93%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White71%
Economically disadvantaged72%
Not economically disadvantaged83%
Special education33%
Not special education80%
Limited English proficient (LEP)80%
Proficient in English77%
Migrantn/a
Not migrant77%
Gifted/talentedn/a
Not Gifted77%
Bilingualn/a

Science

All Students66%
Female65%
Male67%
Black or African American60%
Asian89%
Hispanic69%
Multiracial74%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander60%
White70%
Economically disadvantaged59%
Not economically disadvantaged75%
Special education18%
Not special education70%
Limited English proficient (LEP)45%
Proficient in English67%
Migrantn/a
Not migrant66%
Gifted/talented100%
Not Gifted64%
Bilingualn/a

Social Studies

All Students46%
Female42%
Male51%
Black or African American43%
Asian78%
Hispanic45%
Multiracial42%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander40%
White55%
Economically disadvantaged38%
Not economically disadvantaged56%
Special education13%
Not special education49%
Limited English proficient (LEP)9%
Proficient in English47%
Migrantn/a
Not migrant46%
Gifted/talented94%
Not Gifted43%
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 Students100%
Female100%
Male100%
Black or African American100%
Asian100%
Hispanic100%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged100%
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Not migrant100%
Gifted/talented100%
Not Gifted100%
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 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

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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
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 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

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 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

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
Not migrantn/a
Gifted/talentedn/a
Not 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 "Academically Acceptable".
  • In 2009-2010, this school was rated "Recognized".
  • 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
Black 45% 13%
Hispanic 27% 52%
White 16% 29%
Two or more races 6% 2%
Asian or Pacific Islander 3% 4%
Hawaiian Native/Pacific Islander 2% 0%
American Indian/Alaska Native 1% 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 5%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students Librarian/media specialist(s)
Instructional aide(s)/coach(es)
Gifted specialist(s)
ELL/ESL Coordinator
Art teacher(s)
Assistant principal(s)
Math specialist(s)
Music teacher(s)
PE instructor(s)
Reading specialist(s)
School social worker/counselors(s)
Special education coordinator
Speech and language therapist(s)
Teacher aid/assistant teacher
Tutor(s)
Foreign languages spoken by school staff Spanish
Read more about programs at this school
Source: Provided by a school official.

Special education / special needs

Level of special education programming offered
  • Intensive - the school offers a full program for many needs and/or offers at least one very comprehensive program for very challenging needs such as autism or complete visual impairment
Staff resources available to students
  • Special education coordinator
  • Speech and language therapist(s)

Science, Technology, Engineering, & Math (STEM)

Staff resources available to students
  • Math specialist(s)
School facilities
  • Computer lab
  • Garden/Greenhouse
  • Science lab
Clubs
  • Gardening

Arts & music

Staff resources available to students
  • Art teacher(s)
  • Music teacher(s)
School facilities
  • Art room
Visual arts
  • Drawing / sketching
  • Painting
Music
  • Band
  • Choir / Chorus
Performing and written arts
  • Dance
  • Drama
Clubs
  • Art club
  • Drama club
  • Drill team
  • Sewing/knitting club
  • Yearbook

Language learning

Foreign languages taught
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Staff resources available to students
  • ELL/ESL Coordinator
  • Speech and language therapist(s)
Foreign languages spoken by staff
  • Spanish

Health & athletics

Staff resources available to students
  • Instructional aide(s)/coach(es)
  • PE instructor(s)
School facilities
  • Access to sports fields
  • Garden/Greenhouse
  • Gym
Clubs
  • Cooking club
  • Gardening

Gifted & talented

Instructional and/or curriculum models used
  • Gifted / high performing
Staff resources available to students
  • Gifted specialist(s)
Clubs
  • National Honor Society
School leaders can update this information here.

School basics

School start time
  • 7:50 am
School end time
  • 3:40 am
Before school or after school care / program onsite
  • After school: ends at 6:30 p.m.
School Leader's name
  • MATT WIDACKI
Best ways for parents to contact the school
  • Phone
Gender
  • Coed
Is there an application process?
  • No
Fax number
  • (254) 519-5577

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Direct instruction
  • Gifted / high performing
  • Standards-based
Specific academic themes or areas of focus

Don't understand these terms?
  • None
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • No
Level of special education programming offered
  • Intensive - the school offers a full program for many needs and/or offers at least one very comprehensive program for very challenging needs such as autism or complete visual impairment
Foreign languages taught
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students

Resources

Staff resources available to students
  • Art teacher(s)
  • Assistant principal(s)
  • ELL/ESL Coordinator
  • Gifted specialist(s)
  • Instructional aide(s)/coach(es)
  • Librarian/media specialist(s)
  • Math specialist(s)
  • Music teacher(s)
  • PE instructor(s)
  • Reading specialist(s)
  • School social worker/counselors(s)
  • Special education coordinator
  • Speech and language therapist(s)
  • Teacher aid/assistant teacher
  • Tutor(s)
Foreign languages spoken by staff
  • Spanish
Extra learning resources offered
  • Counseling
  • Mentoring
  • Tutoring
Transportation options
  • Buses/vans for students only
  • Transportation provided for special education students only
School facilities
  • Access to sports fields
  • Art room
  • Cafeteria
  • Computer lab
  • Garden/Greenhouse
  • Gym
  • Library
  • Science lab
School leaders can update this information here.

Sports

Boys sports
  • Basketball
  • Cheerleading
  • Football
  • Golf
  • Soccer
  • Swimming
  • Tennis
  • Track
Girls sports
  • Basketball
  • Cheerleading
  • Golf
  • Soccer
  • Swimming
  • Tennis
  • Track
  • Volleyball

Arts & music

Visual arts
  • Drawing / sketching
  • Painting
Music
  • Band
  • Choir / Chorus
Performing arts
  • Dance
  • Drama
Media arts
  • None

Student clubs

Clubs (distinct from courses)
  • Art club
  • Chess club
  • Cooking club
  • Drama club
  • Drill team
  • Fellowship of Christian Athletes (FCA)
  • Gardening
  • National Honor Society
  • Sewing/knitting club
  • Yearbook
School leaders can update this information here.

Upcoming Events

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School culture

Dress Code
  • Uniforms
Bullying policy
  • This school has a bullying and/or cyber bullying policy in place.
Parent involvement
  • Attend parent nights
  • Tutor
  • Volunteer in the classroom
  • Volunteer time after school
School leaders can update this information here.

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How to apply

Does this school have an application or enrollment process?
 

No

Planning Ahead

Students typically attend these schools after graduating
Shoemaker HS
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2301 West Elms Road
Killeen, TX 76549
Website: Click here
Phone: (254) 336-1200

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