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GreatSchools Rating

League City Intermediate School

Public | 6-8 | 868 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 4 ratings
2012:
No new ratings
2011:
No new ratings

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26 reviews of this school


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Posted April 13, 2014

I'm in my 1st year at LCI WAVE and I never regretted my decision in joining WAVE. Yes, the homework can be a lot but it gives me the opportunity to learn new things. Most of the teachers are nice and caring.


Posted November 22, 2013

Just a heads up..... I just walked into League city intermediate and checked my son out for the day without once ever being asked my name or to see an ID. I've never been up to the school before, I live in Austin. So they didn't know me. Kind if scary really.....
—Submitted by a parent


Posted August 10, 2013

As a student my self I love this school. We all bonded to gether greatly and the rhea gets are great! I personally love Mrs. Rendon, Capt. Troutt, and Mrs. Taylor. The y where so help full and loving the did a great job. The classes where always fun and when the staar test rolled around no student was scared of it. The environment is great and helpfull. GO BOBCATS!!


Posted August 1, 2013

My oldest child attended LCIS 6th, 7th and 8th grade. She enjoyed the teachers and the choir program. This school recognized her grades and hard work and moved her up to advanced classes, then the Omega program, and National Junior Honor Society. She was also awarded the opportunity to attend Clear Horizons Early College High School, which is a rare opportunity for many children. Now my younger daughter attends this school and she had the opportunity to begin in Omega, since her grades in elementary school were high enough. LCIS rewards hard working students with opportunities for advancement. You will not find that at every school.
—Submitted by a parent


Posted July 5, 2013

Teachers at this school are the best around. two particularly: ms Fitzgerald and mr galeher. Correct me please if I miss spelled their names.


Posted June 22, 2010

I would like to say to the ladies in the front office of League City Intermediate THANK YOU! I will say my daughter and I were very fortunate to move to this school district. These women are kind and caring and League City is fortunate to have them as their front line. My daughter and I moved here from NY and these women were who we met as we walked in the front door. They not only were able to ease my daughter's fears and anxiety but mine as well. They not only did this initially but continually showed genuine concern for my daughter as she adjusted to her new surroundings. The teachers were very attentive to her as well. They helped her through the transition of school work and State Testing. Miss. Wright you will always be an inspiration to my daughter. We are proud to be a Bobcat!
—Submitted by a parent


Posted June 16, 2010

This school sucks! They supposedly have a zero tolerance policy for bullying, but still happens every day and NOTHING is done to the bullies. Plus, the kids that are bullied are outright blamed for their supposed behavior/habits/grades/non-athleticism that somehow leads them to being bullied.


Posted February 21, 2010

I'm a 7th grader and attend this school. The teachers help me with everything. The kids who are not getting help are probably not asking for it. These teachers have 6 classes of 20 kids if you need help you have to GO TO TUTORIALS.
—Submitted by a student


Posted October 20, 2009

I hated this school. It demotivated my overachieving student. There are many great teachers here, but the petty members of the faculty ruin the atmosphere. I found the persons in the office unnecessarily rude and unresponsive.
—Submitted by a parent


Posted September 6, 2009

i love this school. every one is so nice, i get all the help i need. but i wish i got a little morehelp and stuff like that from the princeapal. and i love the band progran!!!!!
—Submitted by a student


Posted August 24, 2009

i love this school and everything about it! the teachers are so nice and always understand you!!!!
—Submitted by a student


Posted July 27, 2009

League City Intermediate is easily the worst school I have attended and I am incredibly relieved that I will not have to waste my last year of middle school here. It's extremely unorganized and too much time is wasted.
—Submitted by a student


Posted April 15, 2009

I am a parent and I find this school to be outstanding. The poor comments left by some parents and students are transparent in my opinion -- grammar ('bin', I presume you meant been?). I am in the security business and badges for students is a must in today's world. CCISD is doing a good job keeping up with security but it could be better. Students who care and try are given the instruction they need. Students who don't -- well, they frankly don't waste their time, especially when parents don't take an active role in their children. The schools job is not to raise children, it is to teach and parent need to assist. Just my opinion.
—Submitted by a parent


Posted March 8, 2009

this school has too many fights a day and they are very very unorganized.The teacher and staff are really rude to us student and they treat us like we are in PRE K
—Submitted by a student


Posted March 3, 2009

This school is very un organized, the dates for anything are put out for people to find easily. The staff is either has no intrest in the students to extend there learning capabilities, or just don't care. This school is an academis unsucess.
—Submitted by a student


Posted January 8, 2009

I am a junior in highschool now and attended lcis. The thing parents as well as students need to realise is once you reach highschool and college level you recieve no 'extra' help from the teachers. You have to take it upon yourself to study and find tutors if you need to. The reason other kids do well is not becuase they are any smarter its becuase they study on their own. The teachers are trying to prepare them for that. And the only part i do agree on was the lack of respect teachers had and well as staff.
—Submitted by a student


Posted November 28, 2008

I am new to this school, it's my first year. I'm in 8th grade and I hate this school. The school I came from helped each individual student, the work was challenging without being difficult and the teachers treated you with respect. Here, the staff is extremely rude to the students but expects respect from you. The work is way too easy. I'm usually a B student, and I'm getting straight A's here. They are hypocritical and just need to get a clue. They treat me, as an 8th grader, like I'm in kindergarten and I HATE it.
—Submitted by a student


Posted September 8, 2008

I think the teachers are rude to the students which makes the students angry. . They seem to be rude and treat students as if they are five years old. I think the teachers need more lessons on how to treat students with respect. The dress code is an absolute mess because they enforce the polos and logos on some of the students and let others wear anything they want. Come on people! Either enforce the dress code to all students or let them wear clothes they really enjoy wearing.
—Submitted by a parent


Posted September 5, 2008

Great school-not so great communications, though probably to be expected as the kids get older,they have a greater burden to fill in the folks.
—Submitted by a parent


Posted September 11, 2007

I'm in 8th grade and in omega classes (highest you can be in) and I'm in algebra (9th grade course). I fly through the classes never getting anything lower than a B+. The only things bad about this school are dress code, badges, and how they release the tables at lunch. The dress code is the most retarded thing i have ever seen. You can't wear logo's, you can't wear anything black, and you have to wear khakis and polos. If you break any of the dress code rules you get a d-hall. They make you wear badges which show your pictures and name. If you don't have it around your neck you get a d-hall. Last is how they release lunch tables. When it's time to go to lunch you have to sit down at a table and wait for everyone else to get into the lunch line.


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.

149 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
93%
Math

The state average for Math was 83% in 2011.

149 students were tested at this school in 2011.

2011

 
 
91%

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 86% in 2011.

150 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
95%
Math

The state average for Math was 81% in 2011.

150 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
93%
Writing

The state average for Writing was 94% in 2011.

146 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
98%
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.

161 students were tested at this school in 2011.

2011

 
 
99%

2010

 
 
99%
Math

The state average for Math was 73% in 2011.

159 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
96%
Science

The state average for Science was 79% in 2011.

153 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
90%
Social Studies

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

154 students were tested at this school in 2011.

2011

 
 
98%

2010

 
 
99%
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 Students93%
Female92%
Male93%
Black or African American91%
Asiann/a
Hispanic97%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged88%
Not economically disadvantaged94%
Special education70%
Not special education94%
Limited English proficient (LEP)n/a
Proficient in English92%
Migrantn/a
Not migrant93%
Gifted/talentedn/a

Math

All Students91%
Female89%
Male91%
Black or African American77%
Asiann/a
Hispanic86%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged69%
Not economically disadvantaged95%
Special education80%
Not special education91%
Limited English proficient (LEP)n/a
Proficient in English90%
Migrantn/a
Not migrant91%
Gifted/talentedn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students92%
Female95%
Male89%
Black or African American92%
Asian80%
Hispanic96%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged81%
Not economically disadvantaged96%
Special education33%
Not special education94%
Limited English proficient (LEP)n/a
Proficient in English92%
Migrantn/a
Not migrant92%
Gifted/talentedn/a

Math

All Students95%
Female93%
Male96%
Black or African American100%
Asian100%
Hispanic92%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged84%
Not economically disadvantaged98%
Special education50%
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English94%
Migrantn/a
Not migrant95%
Gifted/talentedn/a

Writing

All Students97%
Female99%
Male96%
Black or African American100%
Asian100%
Hispanic100%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged100%
Not economically disadvantaged96%
Special educationn/a
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English97%
Migrantn/a
Not migrant97%
Gifted/talentedn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students99%
Female100%
Male99%
Black or African American100%
Asian100%
Hispanic97%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged100%
Not economically disadvantaged99%
Special education100%
Not special education99%
Limited English proficient (LEP)n/a
Proficient in English99%
Migrantn/a
Not migrant99%
Gifted/talented100%

Math

All Students96%
Female99%
Male93%
Black or African American86%
Asian88%
Hispanic89%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged90%
Not economically disadvantaged97%
Special educationn/a
Not special education95%
Limited English proficient (LEP)n/a
Proficient in English95%
Migrantn/a
Not migrant96%
Gifted/talented100%

Science

All Students96%
Female96%
Male96%
Black or African American93%
Asian100%
Hispanic88%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged97%
Not economically disadvantaged96%
Special education100%
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English97%
Migrantn/a
Not migrant96%
Gifted/talented100%

Social Studies

All Students98%
Female96%
Male100%
Black or African American100%
Asian100%
Hispanic91%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged97%
Not economically disadvantaged98%
Special education100%
Not special education98%
Limited English proficient (LEP)n/a
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 71% in 2013.

284 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
79%
Math

The state average for Math was 74% in 2013.

272 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
79%
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.

241 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
82%
Math

The state average for Math was 71% in 2013.

233 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
87%
Writing

The state average for Writing was 70% in 2013.

239 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
81%
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.

187 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
92%
Math

The state average for Math was 77% in 2013.

132 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
89%
Science

The state average for Science was 75% in 2013.

184 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
84%
Social Studies

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

183 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
69%
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.

66 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
96%
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.

7 students were tested at this school in 2013.

2013

 
 
100%

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.

6 students were tested at this school in 2013.

2013

 
 
100%

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 Students93%
Female96%
Male90%
Black or African American82%
Asian100%
Hispanic86%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White94%
Economically disadvantaged76%
Not economically disadvantaged96%
Special education38%
Not special education95%
Limited English proficient (LEP)n/a
Proficient in English94%
Migrantn/a
Not migrant93%
Gifted/talented100%
Not Gifted88%
Bilingualn/a

Math

All Students89%
Female92%
Male86%
Black or African American67%
Asian100%
Hispanic82%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged67%
Not economically disadvantaged93%
Special education11%
Not special education91%
Limited English proficient (LEP)n/a
Proficient in English89%
Migrantn/a
Not migrant89%
Gifted/talented100%
Not Gifted81%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students90%
Female96%
Male83%
Black or African American71%
Asian100%
Hispanic90%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged63%
Not economically disadvantaged94%
Special education33%
Not special education93%
Limited English proficient (LEP)n/a
Proficient in English90%
Migrantn/a
Not migrant90%
Gifted/talented100%
Not Gifted81%
Bilingualn/a

Math

All Students88%
Female89%
Male86%
Black or African American67%
Asian100%
Hispanic84%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged54%
Not economically disadvantaged92%
Special education67%
Not special education88%
Limited English proficient (LEP)n/a
Proficient in English88%
Migrantn/a
Not migrant88%
Gifted/talented100%
Not Gifted77%
Bilingualn/a

Writing

All Students84%
Female91%
Male76%
Black or African American57%
Asian100%
Hispanic78%
Multiracial83%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White83%
Economically disadvantaged59%
Not economically disadvantaged87%
Special education27%
Not special education86%
Limited English proficient (LEP)n/a
Proficient in English84%
Migrantn/a
Not migrant84%
Gifted/talented100%
Not Gifted69%
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%
Female97%
Male91%
Black or African American100%
Asian100%
Hispanic81%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White95%
Economically disadvantaged76%
Not economically disadvantaged96%
Special education82%
Not special education94%
Limited English proficient (LEP)n/a
Proficient in English94%
Migrantn/a
Not migrant94%
Gifted/talented100%
Not Gifted92%
Bilingualn/a

Math

All Students96%
Female95%
Male97%
Black or African American100%
Asiann/a
Hispanic96%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White96%
Economically disadvantaged95%
Not economically disadvantaged96%
Special education89%
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English96%
Migrantn/a
Not migrant96%
Gifted/talented100%
Not Gifted96%
Bilingualn/a

Science

All Students95%
Female95%
Male94%
Black or African American92%
Asian100%
Hispanic97%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White94%
Economically disadvantaged83%
Not economically disadvantaged96%
Special education63%
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English95%
Migrantn/a
Not migrant95%
Gifted/talented100%
Not Gifted93%
Bilingualn/a

Social Studies

All Students78%
Female70%
Male86%
Black or African American75%
Asian100%
Hispanic58%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White82%
Economically disadvantaged74%
Not economically disadvantaged79%
Special education57%
Not special education79%
Limited English proficient (LEP)n/a
Proficient in English78%
Migrantn/a
Not migrant78%
Gifted/talented97%
Not Gifted73%
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 Americann/a
Asian100%
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantagedn/a
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 Students100%
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
White100%
Economically disadvantagedn/a
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 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 Students100%
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 disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Not migrant100%
Gifted/talented100%
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 "Recognized".
  • In 2009-2010, this school was rated "Recognized".
  • In 2008-2009, this school was rated "Recognized".

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 61% 29%
Hispanic 19% 52%
Asian or Pacific Islander 11% 4%
Black 5% 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 12%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students Assistant principal(s)
Cooking/Nutrition teacher(s)
Instructional aide(s)/coach(es)
Librarian/media specialist(s)
Music teacher(s)
Nurse(s)
PE instructor(s)
Robotics/Technology specialist(s)
Read more about programs at this school
Source: Provided by school community.

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Science, Technology, Engineering, & Math (STEM)

Staff resources available to students
  • Robotics/Technology specialist(s)

Arts & music

Staff resources available to students
  • Music teacher(s)
Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing and written arts
  • Drama

Health & athletics

Staff resources available to students
  • Cooking/Nutrition teacher(s)
  • Instructional aide(s)/coach(es)
  • Nurse(s)
  • PE instructor(s)
School facilities
  • Access to sports fields
  • Gym
Note: Data provided by community members,
needs to be verified by school leaders.

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School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

School basics

School Leader's name
  • KIMBERLY BROULLIARD
Fax number
  • (281) 284-3405

Resources

Staff resources available to students
  • Assistant principal(s)
  • Cooking/Nutrition teacher(s)
  • Instructional aide(s)/coach(es)
  • Librarian/media specialist(s)
  • Music teacher(s)
  • Nurse(s)
  • PE instructor(s)
  • Robotics/Technology specialist(s)
Transportation options
  • Buses/vans for students only
School facilities
  • Access to sports fields
  • Cafeteria
  • Gym
  • Library
Note: Data provided by community members,
needs to be verified by school leaders.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Basketball
  • Cross country
  • Flag football
  • Football
  • Golf
  • Tennis
  • Track
Girls sports
  • Basketball
  • Cross country
  • Golf
  • Tennis
  • Track
  • Volleyball

Arts & music

Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing arts
  • Drama
Note: Data provided by community members,
needs to be verified by school leaders.

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2588 Webster Street
League City, TX 77573
Website: Click here
Phone: (281) 284-3400

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