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GreatSchools Rating

Lancaster Middle School

Public | 7-8 | 988 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 3 ratings
2012:
Based on 1 rating
2011:
Based on 5 ratings

Teacher quality

Principal leadership

Parent involvement

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39 reviews of this school


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Posted September 8, 2014

I'm happy with the school and all of its gains. I wasn't surprised that the middle school received six academic distinctions when state ratings were released last month because the principal and teachers are truly dedicated to the students. I'm confident that the middle school and district as a whole will have another great school year!
—Submitted by a parent


Posted January 20, 2014

Since Mr Granger has come on to the campus this school has turned into a school that I am proud that my daughter attends. The scores are up and so is the moral of the staff. PARENTS most get involve!! It seems like the only time the parents want to be involved is if their child is in trouble. The students all have a chance to get additional help, between Power School (Mon-Thurs) and now Saturday school. There is no reason for a parent to state that their child is not getting help! The school not only supplies snacks at the start of Power School but they get pizza at the end. Everything that Mr Granger has implicated in to the school has worked for the betterment of the school!! I truly hope it sticks around for a few more years!
—Submitted by a parent


Posted February 21, 2013

I was happy with the school when my child was in sixth grade. Now you cannot call and talk to anyone. If you drop your child off and you see the person you are trying to reach they never return your call. They will say I am going to call you but don't. I think the school is going down. My child has a created mind and he feels that the teachers are not teaching him enough. There are some caring people but I think the Supt. needs to evaluate the school more closely. You do not hear from the teachers.
—Submitted by a parent


Posted February 21, 2013

My son is an eighth grader at Lancaster Middle and after reading through these comments, I just had to respond. I can't believe that some parents are acting like children here, making blanket statements about students and teachers. My son, who is a well-behaved honor student, is doing well in his studies. He and the group of students he surrounds himself with have parents who emphasize the importance of education, like we do. All of the teachers he had were attentive, caring, and always ready to assist students with anything they need. To parents who visit this site in the near future, Lancaster Middle School does offer a quality education to students. It has consistently improved, the principal is doing a great job, and so are most teachers. The same is true about the superintendent and district as a whole. My oldest child is an LISD graduate and I currently have another son in elementary school. While no school is perfect, I have seen first hand the positive things happening at Lancaster Middle and question the motives of those who only choose to generalize and complain without recognizing the good aspects of this campus.
—Submitted by a parent


Posted February 20, 2013

As a student who is learning LISD, I would like to reflect on what a degrading job the school is doing. I am an avid reader with a A averag, but the school does not create an atmosphere for people like me. The students are militant towards teachers, and quiter rude to other students and teachers. There have been somewhere around 14 fights this school year alone, and they still happen no matter what the merciful principle does. There are really some great teachers, but their talent is wasted on students who don't even care. Aside from the horrendous students, some of the teachers should be cut as well. Some teachers have a actually spent an entire class period yelling instead of teaching. The disciplinary measures at the school are extreme, or maybe just to an outsider like me they are. Constant dress code checks, ID checks, and separation are the norm. The hygiene isn't the best either, most of the bathrooms are pigsties and reek of urine. If the school or some of the teachers don't do something aubout the militant paper throwers that is their student body, I see no future for this under averge school.


Posted February 17, 2012

This school has gone above and beyond anything I could ever hope for. My child is a good student, but has always found math difficult. His teacher gave him the extra attention and tutoring needed to master the different concepts. He finds the subject much easier now. I'm both proud and grateful that my child attends a school where this type of academic enrichment is the rule rather than the exception.
—Submitted by a parent


Posted March 20, 2011

I am a student at Lancaster Middle School and I am a 7th grader. But it ia not the teacher's fault the some of the students choose not to learn. The staff members are doing their jobs and enforcing our goal of 95% in everything we do. So I know if i can maintain A&B's and I do several extra curricular activities other students can to.


Posted February 21, 2011

Lancaster is a wonderful school. I have a son that goes there and I always had positive interactions with his teachers. There are great classes and programs available to students should they and their parents choose to utilize them as we have. I'm a parent, but also a former teacher as well. In every school I taught in, there were always a few children who misbehaved, regardless. This is not exclusive to Lancaster, it happens everywhere. As a responsible parent, I taught my child proper discipline and as a result, he is thriving at school.
—Submitted by a parent


Posted February 20, 2011

The kids are terrible and so is the staff. The teachers won't return calls or emails. The counselors are not much better! The kids have the foul mouths and bad attitudes. Constant fights. There are only a handfull of parents that are involved with their child's education.
—Submitted by a parent


Posted February 4, 2011

I'm the mom of an eighth grader at Lancaster Middle School. The school is making great progress and I have no complaints.
—Submitted by a parent


Posted January 10, 2011

Frequent fights, kids vandalizing school property ( throwing texts,materials out of the window. I stood by one day and saw books flying out of the windows !! Police are there to help curb the violence/vandalism
—Submitted by a parent


Posted October 6, 2010

With school in session for over a month now, I would judge things as good overall in terms of teachers, administration, programs, etc. I believe my sixth grader will thrive during his years at LMS.
—Submitted by a parent


Posted April 8, 2010

We need better teachers .The dont even call you about you child.
—Submitted by a parent


Posted August 7, 2009

This school made notable progress last year and is headed in a positive direction.
—Submitted by a parent


Posted April 11, 2009

I am a mother of three kids in Lancaster schools. My middle child is an eighth grader at Lancaster Middle School and the changes that I have seen this year have been drastic and positive. The teachers and administration have worked hard this year and should be commended.
—Submitted by a parent


Posted February 12, 2009

There are too many kids and too little teachers. The kids are so bad the teachers are leaving making the classes too full.
—Submitted by a student


Posted October 26, 2008

The new principal is excellent. Mr. Liggins obviously cares about the students and I can see a big difference in the short time that he has been there. My daughter's grades are up, she's more interested in school than she ever has been before and the campus simply seems to be more focused this year. Thank God for the new principal, hopefully all the drama going on int he district outside of the campus won't run good leadership like his away from Lancaster.
—Submitted by a parent


Posted October 12, 2008

I think we have a good school if the parents will get involved. I can't come to the PTA meetings due to my work schedule but I'm concerned about the welfare of my child and my community.
—Submitted by a parent


Posted October 10, 2008

this school needs to improve and help the kids more plus they need to take away uniforms.
—Submitted by a student


Posted October 1, 2007

This school and its system is failing our children. My son is in the 7th grade and also attended this school last year. His grades dropped significantly since we moved here a year ago. I have had to deal with rudeness from the administration on several occasions, and the teachers I.ve dealt with personally show no concern for their students. I am an active parent and yet I find myself not knowing how I can help my son. There are no books, no communications from teachers, and a lot of inconsistency in grades. The school atmosphere is more of that of a correctional facility than an educational facility. We have had problems with scheduling both years. My child was told he had to sit in the gym because he was in the wrong class and no one bothered to correct his schedule. He also complains of doing nothing during gym period.
—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.

372 students were tested at this school in 2011.

2011

 
 
81%

2010

 
 
75%
Math

The state average for Math was 81% in 2011.

369 students were tested at this school in 2011.

2011

 
 
64%

2010

 
 
60%
Writing

The state average for Writing was 94% in 2011.

369 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
88%
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.

347 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
92%
Math

The state average for Math was 73% in 2011.

347 students were tested at this school in 2011.

2011

 
 
77%

2010

 
 
66%
Science

The state average for Science was 79% in 2011.

350 students were tested at this school in 2011.

2011

 
 
77%

2010

 
 
49%
Social Studies

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

351 students were tested at this school in 2011.

2011

 
 
98%

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

All Students81%
Female79%
Male83%
Black or African American80%
Asiann/a
Hispanic89%
American Indian or Alaska Native60%
White71%
Economically disadvantaged80%
Not economically disadvantaged87%
Special education60%
Not special education82%
Limited English proficient (LEP)n/a
Proficient in English81%
Migrantn/a
Not migrant81%
Gifted/talented97%

Math

All Students64%
Female58%
Male68%
Black or African American60%
Asiann/a
Hispanic80%
American Indian or Alaska Native60%
White57%
Economically disadvantaged63%
Not economically disadvantaged67%
Special education43%
Not special education64%
Limited English proficient (LEP)n/a
Proficient in English63%
Migrantn/a
Not migrant64%
Gifted/talented89%

Writing

All Students92%
Female93%
Male90%
Black or African American91%
Asiann/a
Hispanic97%
American Indian or Alaska Nativen/a
White71%
Economically disadvantaged91%
Not economically disadvantaged94%
Special education64%
Not special education92%
Limited English proficient (LEP)n/a
Proficient in English91%
Migrantn/a
Not migrant92%
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 Students96%
Female96%
Male96%
Black or African American95%
Asiann/a
Hispanic98%
American Indian or Alaska Native100%
White100%
Economically disadvantaged95%
Not economically disadvantaged98%
Special educationn/a
Not special education96%
Limited English proficient (LEP)91%
Proficient in English96%
Migrantn/a
Not migrant96%
Gifted/talented100%

Math

All Students77%
Female78%
Male77%
Black or African American77%
Asiann/a
Hispanic90%
American Indian or Alaska Native0%
White60%
Economically disadvantaged76%
Not economically disadvantaged81%
Special educationn/a
Not special education77%
Limited English proficient (LEP)82%
Proficient in English77%
Migrantn/a
Not migrant77%
Gifted/talented100%

Science

All Students77%
Female76%
Male79%
Black or African American78%
Asiann/a
Hispanic77%
American Indian or Alaska Nativen/a
White60%
Economically disadvantaged75%
Not economically disadvantaged85%
Special educationn/a
Not special education78%
Limited English proficient (LEP)60%
Proficient in English78%
Migrantn/a
Not migrant77%
Gifted/talented98%

Social Studies

All Students98%
Female98%
Male97%
Black or African American98%
Asiann/a
Hispanic98%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged97%
Not economically disadvantaged99%
Special educationn/a
Not special education98%
Limited English proficient (LEP)100%
Proficient in English98%
Migrantn/a
Not migrant98%
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 77% in 2013.

449 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
67%
Math

The state average for Math was 71% in 2013.

446 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
66%
Writing

The state average for Writing was 70% in 2013.

447 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
59%
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.

397 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
70%
Math

The state average for Math was 77% in 2013.

335 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
63%
Science

The state average for Science was 75% in 2013.

394 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
54%
Social Studies

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

396 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
56%
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.

60 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
97%
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 Students75%
Female76%
Male74%
Black or African American75%
Asiann/a
Hispanic76%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White83%
Economically disadvantaged73%
Not economically disadvantaged86%
Special education28%
Not special education77%
Limited English proficient (LEP)58%
Proficient in English76%
Migrantn/a
Not migrant75%
Gifted/talented100%
Not Gifted72%
Bilingualn/a

Math

All Students78%
Female79%
Male77%
Black or African American76%
Asiann/a
Hispanic86%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White80%
Economically disadvantaged77%
Not economically disadvantaged79%
Special education44%
Not special education79%
Limited English proficient (LEP)85%
Proficient in English77%
Migrantn/a
Not migrant78%
Gifted/talented100%
Not Gifted75%
Bilingualn/a

Writing

All Students63%
Female72%
Male56%
Black or African American63%
Asiann/a
Hispanic66%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged62%
Not economically disadvantaged66%
Special education13%
Not special education65%
Limited English proficient (LEP)50%
Proficient in English64%
Migrantn/a
Not migrant63%
Gifted/talented96%
Not Gifted58%
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 Students82%
Female86%
Male79%
Black or African American82%
Asiann/a
Hispanic84%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged83%
Not economically disadvantaged79%
Special education42%
Not special education84%
Limited English proficient (LEP)42%
Proficient in English83%
Migrantn/a
Not migrant82%
Gifted/talented94%
Not Gifted81%
Bilingualn/a

Math

All Students76%
Female78%
Male75%
Black or African American76%
Asiann/a
Hispanic76%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged77%
Not economically disadvantaged75%
Special education42%
Not special education78%
Limited English proficient (LEP)50%
Proficient in English77%
Migrantn/a
Not migrant76%
Gifted/talented89%
Not Gifted76%
Bilingualn/a

Science

All Students72%
Female68%
Male76%
Black or African American71%
Asiann/a
Hispanic80%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged71%
Not economically disadvantaged77%
Special education44%
Not special education73%
Limited English proficient (LEP)33%
Proficient in English73%
Migrantn/a
Not migrant72%
Gifted/talented91%
Not Gifted70%
Bilingualn/a

Social Studies

All Students72%
Female68%
Male77%
Black or African American71%
Asiann/a
Hispanic78%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged72%
Not economically disadvantaged75%
Special education55%
Not special education73%
Limited English proficient (LEP)44%
Proficient in English73%
Migrantn/a
Not migrant72%
Gifted/talented94%
Not Gifted70%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

Algebra I

All Students100%
Female100%
Male100%
Black or African American100%
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
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 "Academically Acceptable".
  • In 2008-2009, this school was rated "Academically Unacceptable".

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 77% 13%
Hispanic 20% 52%
American Indian/Alaska Native 1% 0%
White 1% 29%
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) 6%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 8%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School start time
  • 8:45
School end time
  • 4:00
School Leader's name
  • ELIJAH GRANGER
Special schedule
  • Block scheduling
Fax number
  • (972) 218-1677

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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School culture

Dress Code
  • Dress code
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822 West Pleasant Run Road
Lancaster, TX 75146
Website: Click here
Phone: (972) 218-1660

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