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GreatSchools Rating

Lumberton High School

Public | 9-12 | 1109 students

 
 

Last modified
Community Rating

4 stars

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

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13 reviews of this school


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Posted January 6, 2014

I am a student of LHS, and very proud to be a student. I am very pleased of my school. We are a huge family. Even though we may not have the best coaches, we still support every athletic team. It should not matter if we win or lose. I have learned so much from all my teachers. Without being in an advanced class they still challenge us every single day. LHS might have a few fights, but you can not say that any other school has not had a fight. The point I'm trying to make is that, many students talk about how great it is at other schools. So they leave, and after a month there they complain how horrible their new school is. Every school will have its problems. But you have to deal with them. I love my school and everyone in it. Once a Raider always Raider!


Posted July 18, 2013

As a student of Lumberton High school I have to say I am rather disappointed. I was new in February and I hardly learned anything while I was there. Some of the teachers are lazy and let the kids play on their phones instead of do actual work.
—Submitted by a student


Posted January 23, 2012

As a professional HR Manager let me help by setting the record correctly. My son was told by a teacher that, "he had to deal with it" after asking if he could leave a few mins before class ending so he could find his bus home. Not a big deal if you have been a student attended for years. However, we just moved to Lumberton, tx a few days ago. My son missed the bus. We have seen a lot of schools due to my job relocation, this is far the worst school I have ever since. Students have lockers but not allowed to use them and fights are common. Send your child to private school if you can.
—Submitted by a parent


Posted February 18, 2010

I went to LHS and its actually pretty horrible drug wise but for learning the circulum is pretty well-rounded and the teachers are awesome
—Submitted by a student


Posted December 2, 2009

The school has its problems, like anywhere else. But as a public school in this area, it is above average. I had a daughter graduate, and one still attending, and I have few complaints. The best thing going for the school is the principal, John Valastro. The man works his tail off.
—Submitted by a parent


Posted October 6, 2009

I have two kids in the High School. I think the teachers are doing a wonderful job. The education level the kids from lumberton will have when they graduate is excellant. They even offer degrees in some area to get the kids on a head start. So when they graduate they will also have a degree and can go straight to work.
—Submitted by a parent


Posted September 7, 2009

Response to Oct 2008 post. Hopefully you did not graduate from LHS. Reread your paragraph. '...higher teacher...' should be '...hire teachers...' and '...supports there teachers...' should be '...supports their teachers...' You are quite critical considering your own limited intelligence. The fact that teachers will take the lower salary speaks well of the district. We would rather teach here for less pay knowing we have a quality environment and supportive administration. If, as you claim, the coaches 'are only there for a paycheck' wouldn't they be working for a higher paying district? Your comments make no sense.
—Submitted by a teacher


Posted October 1, 2008

I have had one student graduate from LHS and two are currently at LHS. We have lived here for 10 years and I have never been happy with the school district. If I could have afforded private school I would have transferred each of them without a doubt. The biggest problem is the fact that they higher teacher that will take the lowest income of any school district in the surrounding area; therefore, you get what you pay for. We finally have a good football coach, but the coaches for other athletic activities are only there for a paycheck. Very disappointing and dissatisfying. I do volunteer and do what I can but the administration supports there teachers no matter what is done. There is never consequences for bad behavior of the teacher. These teachers can do and say anything....from supporting sexual preference to political bias being enforced in the classroom.
—Submitted by a parent


Posted July 10, 2008

As a former student of Lumberton, I can say that is a good school. Take into consideration the vast amount of growth that they have had. People are moving TO Lumberton not away from it. They not only offer a safe environment but the schools also offer a variety of classes and activities. Although they may not have the education level that a private school may have, it still offers an excellent academic program.


Posted February 10, 2008

I am sure, because of past experience, that only the football players and cheerleaders are known to the faculty and all other students are just a number that needs to pass the qualification exams in order for the school to be rated 'above' other area schools. not my idea of quality education.
—Submitted by a parent


Posted May 25, 2007

We thought it was a great school until we transferred (after 2 yrs)to a private high school in Beaumont and found out the 'advanced classes' our child had been excelling at in Lumberton were on level with their 'basic' curriculum. Our 'honors' child quickly found herself in need of tudoring.LISD is perceived superior mainly because the 2 largest school districts in the surrounding area(BISD & PAISD) have largely sub-performing students. Rather than comparing LISD to the worst districts investigate how they stack up against the better schools.
—Submitted by a parent


Posted February 26, 2007

The school is growing bigger each day. It is doing its best to keep up with its growing demands. Teachers and coaches do their best, but I feel they hire young inexperienced coaches because of lower wages. The lunch program is also doing a good job to comply with government policies and health related safety issues. Instead of parents complaining, maybe it would help if they volunteered at one of the schools. I'm sure they could always use extra help.
—Submitted by a parent


Posted May 26, 2006

Lumberton High School can claim to be technically above average but that is about all. It is a totally unimaginative school district. It probably has more money to spend that most school districts but you can bet they are not spending it on being creative. And someone should investigate their lunches - especially in intermediate school A cold corn dog and an apple are standard fare. Lumberton offers what is necessary to get by. I know...'I have three highly intelligent and terribly bored children in this school district!'
—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 89% in 2011.

284 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
96%
Math

The state average for Math was 70% in 2011.

282 students were tested at this school in 2011.

2011

 
 
74%

2010

 
 
78%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 91% in 2011.

251 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
97%
Math

The state average for Math was 74% in 2011.

247 students were tested at this school in 2011.

2011

 
 
79%

2010

 
 
83%
Science

The state average for Science was 76% in 2011.

246 students were tested at this school in 2011.

2011

 
 
85%

2010

 
 
85%
Social Studies

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

248 students were tested at this school in 2011.

2011

 
 
98%

2010

 
 
96%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 95% in 2013.

250 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
97%

2011

 
 
97%

2010

 
 
97%
Math

The state average for Math was 89% in 2013.

249 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
96%

2011

 
 
94%

2010

 
 
93%
Science

The state average for Science was 95% in 2013.

251 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
96%

2011

 
 
97%

2010

 
 
95%
Social Studies

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

251 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
98%

2011

 
 
100%

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 Students97%
Female99%
Male95%
Black or African Americann/a
Asiann/a
Hispanicn/a
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged96%
Special education63%
Limited English proficient (LEP)n/a

Math

All Students94%
Female96%
Male93%
Black or African Americann/a
Asiann/a
Hispanicn/a
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged89%
Special education50%
Limited English proficient (LEP)n/a

Science

All Students96%
Female97%
Male96%
Black or African Americann/a
Asiann/a
Hispanicn/a
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged96%
Special education63%
Limited English proficient (LEP)n/a

Social Studies

All Students100%
Female100%
Male99%
Black or African Americann/a
Asiann/a
Hispanicn/a
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged100%
Special education94%
Limited English proficient (LEP)n/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

  • In 2010-2011, this school was rated "Academically Acceptable".
  • In 2009-2010, this school was rated "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

Algebra I

The state average for Algebra I was 78% in 2013.

276 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
70%
Algebra II

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

78 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
39%
Biology I

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

327 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
87%
Chemistry

The state average for Chemistry was 84% in 2013.

174 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
35%
English I Reading

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

340 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
69%
English I Writing

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

366 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
61%
English II Reading

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

256 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
n/a
English II Writing

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

256 students were tested at this school in 2013.

2013

 
 
61%

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.

251 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
n/a
Geometry

The state average for Geometry was 86% in 2013.

224 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
100%
Physics

The state average for Physics was 81% in 2013.

9 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
50%
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.

328 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
84%
World History

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

250 students were tested at this school in 2013.

2013

 
 
74%

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

Algebra I

All Students75%
Female82%
Male69%
Black or African Americann/a
Asiann/a
Hispanic72%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White76%
Economically disadvantaged73%
Not economically disadvantaged76%
Special education36%
Not special education77%
Limited English proficient (LEP)n/a
Proficient in English75%
Migrantn/a
Non-migrant75%
Gifted/talentedn/a
Non-Gifted75%
Bilingualn/a

Algebra II

All Students100%
Female100%
Male100%
Black or African Americann/a
Asiann/a
Hispanic100%
Multiracialn/a
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
Non-migrant100%
Gifted/talented100%
Non-Gifted100%
Bilingualn/a

Biology I

All Students85%
Female87%
Male82%
Black or African Americann/a
Asiann/a
Hispanic83%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged81%
Not economically disadvantaged86%
Special education56%
Not special education86%
Limited English proficient (LEP)n/a
Proficient in English85%
Migrantn/a
Non-migrant85%
Gifted/talented100%
Non-Gifted84%
Bilingualn/a

Chemistry

All Students91%
Female94%
Male86%
Black or African Americann/a
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged86%
Not economically disadvantaged92%
Special educationn/a
Not special education92%
Limited English proficient (LEP)n/a
Proficient in English91%
Migrantn/a
Non-migrant91%
Gifted/talented100%
Non-Gifted90%
Bilingualn/a

English I Reading

All Students70%
Female80%
Male61%
Black or African Americann/a
Asiann/a
Hispanic63%
Multiracial80%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White70%
Economically disadvantaged66%
Not economically disadvantaged71%
Special education14%
Not special education73%
Limited English proficient (LEP)n/a
Proficient in English70%
Migrantn/a
Non-migrant70%
Gifted/talented100%
Non-Gifted68%
Bilingualn/a

English I Writing

All Students53%
Female63%
Male44%
Black or African Americann/a
Asiann/a
Hispanic52%
Multiracial80%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White52%
Economically disadvantaged51%
Not economically disadvantaged53%
Special education17%
Not special education55%
Limited English proficient (LEP)n/a
Proficient in English53%
Migrantn/a
Non-migrant53%
Gifted/talented100%
Non-Gifted51%
Bilingualn/a

English II Reading

All Students83%
Female91%
Male75%
Black or African Americann/a
Asiann/a
Hispanic78%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White84%
Economically disadvantaged67%
Not economically disadvantaged87%
Special education44%
Not special education86%
Limited English proficient (LEP)n/a
Proficient in English84%
Migrantn/a
Non-migrant83%
Gifted/talented100%
Non-Gifted82%
Bilingualn/a

English II Writing

All Students61%
Female74%
Male48%
Black or African Americann/a
Asiann/a
Hispanic61%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White61%
Economically disadvantaged41%
Not economically disadvantaged66%
Special education19%
Not special education64%
Limited English proficient (LEP)n/a
Proficient in English62%
Migrantn/a
Non-migrant61%
Gifted/talented100%
Non-Gifted59%
Bilingualn/a

English III Reading

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

English III Writing

All Students51%
Female72%
Male35%
Black or African Americann/a
Asiann/a
Hispanic67%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White49%
Economically disadvantaged51%
Not economically disadvantaged51%
Special education0%
Not special education53%
Limited English proficient (LEP)n/a
Proficient in English51%
Migrantn/a
Non-migrant51%
Gifted/talented93%
Non-Gifted48%

Geometry

All Students91%
Female91%
Male91%
Black or African Americann/a
Asiann/a
Hispanic86%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged91%
Not economically disadvantaged91%
Special education71%
Not special education92%
Limited English proficient (LEP)n/a
Proficient in English91%
Migrantn/a
Non-migrant91%
Gifted/talented100%
Non-Gifted90%
Bilingualn/a

Physics

All Students100%
Femalen/a
Male100%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/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
Non-migrant100%
Gifted/talentedn/a
Non-Gifted100%

U.S. History

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

World Geography

All Students83%
Female84%
Male82%
Black or African Americann/a
Asiann/a
Hispanic89%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White82%
Economically disadvantaged76%
Not economically disadvantaged86%
Special education35%
Not special education86%
Limited English proficient (LEP)n/a
Proficient in English83%
Migrantn/a
Non-migrant83%
Gifted/talented100%
Non-Gifted82%
Bilingualn/a

World History

All Students74%
Female71%
Male76%
Black or African Americann/a
Asiann/a
Hispanic75%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White73%
Economically disadvantaged62%
Not economically disadvantaged77%
Special education67%
Not special education74%
Limited English proficient (LEP)n/a
Proficient in English74%
Migrantn/a
Non-migrant74%
Gifted/talented100%
Non-Gifted72%
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

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 91% 29%
Hispanic 7% 52%
Asian or Pacific Islander 1% 4%
Two or more races 1% 2%
American Indian/Alaska Native N/A 0%
Black N/A 13%
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 4%N/AN/A
Source: CRDC, 2011-2012

This school has not yet provided program information.


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121 South Main Street
Lumberton, TX 77657
Phone: (409) 923-7890

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