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GreatSchools Rating

Cross Roads High School

Public | 9-12 | 170 students

 

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Community Rating

4 stars


Teacher quality

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6 reviews of this school


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Posted July 3, 2008

True, we are a very,very small school and we can not provide extra activities that the larger schools may provide,but we do provide a safe learning environment, consistancy in discipline,great teachers,coaches, principals and supers.


Posted January 31, 2007

In attending Cross Roads High School I learned a lot to help me in the 'real world'. The teachers were great and it is such a small community it really felt like family. I would definitely recommend this school to any that are interested although it is very basic as far as extra curricular activities and academics are concerned you wont have a better experience elsewhere. MD
—Submitted by a former student


Posted February 11, 2005

I went to CRHS, and found it to be a rewarding experience. Although it is true that there is a lack of upper level academic classes, this is typical of the small school environment, where there are also less resources and teachers. The school did have a good G/T during my years there, although it could have improved. Small high schools are wonderful if you are looking to be able to particpate in many activities. I played pretty much every sport offered, was in the band, did One Act Play for 2 years, was involved in student government, etc. The quality of teachers at CR was almost always top notch. I think its great that they also have a school board that really wants to see improvement in the district as well. Keep up the good work in Cross Roads!
—Submitted by a former student


Posted September 28, 2003

' I have gone to Cross Roads for 10 years then, the 11th I had to get out. There are few extra activites and leadership programs, but this school needs major changes and leadership!'


Posted August 12, 2003

I had a student at CRHS and was so very disappointed in the lack of and quality of extra curricular activities offered. The very few available need to be restructured and a professional focus needs to be placed upon them with leaders who choose to be involved and want to be a part of the change. The quality of the program is the key, not so much the quantity, so if you have a small school, with very few extra curricular activities, focus on making them the best, by providing student with the best leadership possible.
—Submitted by a parent


Posted August 10, 2003

There is little extracurricular activity at Cross Roads High School. Although equipped with many athletic teams, the school does not have a honors program or a theatre program. Students often compete in the annual UIL competition, yet they have not had any preparation and teams are thrown together at the last minute. The school will not even organize a group of thespians for the much-loved One-Act play for the 2003-2004 school year.
—Submitted by a former student


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.

45 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
97%
Math

The state average for Math was 70% in 2011.

45 students were tested at this school in 2011.

2011

 
 
69%

2010

 
 
71%
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.

44 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
94%
Math

The state average for Math was 74% in 2011.

43 students were tested at this school in 2011.

2011

 
 
79%

2010

 
 
74%
Science

The state average for Science was 76% in 2011.

44 students were tested at this school in 2011.

2011

 
 
86%

2010

 
 
67%
Social Studies

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

44 students were tested at this school in 2011.

2011

 
 
98%

2010

 
 
89%
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.

42 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
95%

2011

 
 
98%

2010

 
 
94%
Math

The state average for Math was 89% in 2013.

44 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
95%

2011

 
 
93%

2010

 
 
88%
Science

The state average for Science was 95% in 2013.

43 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
86%

2011

 
 
87%

2010

 
 
88%
Social Studies

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

44 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
93%

2011

 
 
100%

2010

 
 
100%
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 Students98%
Female96%
Male100%
Black or African Americann/a
Asiann/a
Hispanicn/a
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged95%
Special educationn/a
Limited English proficient (LEP)n/a

Math

All Students82%
Female83%
Male80%
Black or African Americann/a
Asiann/a
Hispanicn/a
American Indian or Alaska Nativen/a
White82%
Economically disadvantaged90%
Special educationn/a
Limited English proficient (LEP)n/a

Science

All Students93%
Female92%
Male95%
Black or African Americann/a
Asiann/a
Hispanicn/a
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged100%
Special educationn/a
Limited English proficient (LEP)n/a

Social Studies

All Students95%
Female96%
Male95%
Black or African Americann/a
Asiann/a
Hispanicn/a
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged100%
Special educationn/a
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.

55 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
76%
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.

55 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
83%
Chemistry

The state average for Chemistry was 84% in 2013.

29 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
n/a
English I Reading

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

58 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
67%
English I Writing

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

63 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
53%
English II Reading

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

32 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
n/a
English II Writing

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

32 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
n/a
English III Reading

The state average for English III Reading was 63% in 2013.

2013

 
 
n/a

2012

 
 
3%
English III Writing

The state average for English III Writing was 42% in 2013.

2013

 
 
n/a

2012

 
 
6%
Geometry

The state average for Geometry was 86% in 2013.

32 students were tested at this school in 2013.

2013

 
 
84%

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.

56 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
60%
World Geography

The state average for World Geography was 75% in 2013.

30 students were tested at this school in 2013.

2013

 
 
73%

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

Algebra I

All Students73%
Female77%
Male70%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White73%
Economically disadvantaged63%
Not economically disadvantaged78%
Special educationn/a
Not special education72%
Limited English proficient (LEP)n/a
Proficient in English74%
Migrantn/a
Non-migrant73%
Gifted/talentedn/a
Non-Gifted71%
Bilingualn/a

Algebra II

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

Biology I

All Students82%
Female82%
Male82%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White81%
Economically disadvantaged74%
Not economically disadvantaged86%
Special educationn/a
Not special education83%
Limited English proficient (LEP)n/a
Proficient in English81%
Migrantn/a
Non-migrant82%
Gifted/talentedn/a
Non-Gifted81%
Bilingualn/a

Chemistry

All Students45%
Female55%
Male39%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White42%
Economically disadvantaged38%
Not economically disadvantaged48%
Special education0%
Not special education57%
Limited English proficient (LEP)n/a
Proficient in English45%
Migrantn/a
Non-migrant45%
Gifted/talentedn/a
Non-Gifted41%
Bilingualn/a

English I Reading

All Students71%
Female80%
Male64%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White73%
Economically disadvantaged55%
Not economically disadvantaged79%
Special educationn/a
Not special education71%
Limited English proficient (LEP)n/a
Proficient in English72%
Migrantn/a
Non-migrant71%
Gifted/talentedn/a
Non-Gifted69%
Bilingualn/a

English I Writing

All Students48%
Female56%
Male42%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White47%
Economically disadvantaged27%
Not economically disadvantaged59%
Special education0%
Not special education53%
Limited English proficient (LEP)n/a
Proficient in English48%
Migrantn/a
Non-migrant48%
Gifted/talentedn/a
Non-Gifted45%
Bilingualn/a

English II Reading

All Students66%
Female75%
Male60%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White66%
Economically disadvantaged44%
Not economically disadvantaged74%
Special education13%
Not special education83%
Limited English proficient (LEP)n/a
Proficient in English66%
Migrantn/a
Non-migrant66%
Gifted/talentedn/a
Non-Gifted63%
Bilingualn/a

English II Writing

All Students38%
Female33%
Male40%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White34%
Economically disadvantaged44%
Not economically disadvantaged35%
Special education0%
Not special education50%
Limited English proficient (LEP)n/a
Proficient in English38%
Migrantn/a
Non-migrant38%
Gifted/talentedn/a
Non-Gifted33%
Bilingualn/a

English III Reading

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

English III Writing

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

Geometry

All Students84%
Female85%
Male84%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White83%
Economically disadvantaged83%
Not economically disadvantaged85%
Special education57%
Not special education92%
Limited English proficient (LEP)n/a
Proficient in English84%
Migrantn/a
Non-migrant84%
Gifted/talentedn/a
Non-Gifted83%
Bilingualn/a

Physics

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

U.S. History

All Students70%
Female68%
Male71%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
White72%
Economically disadvantaged65%
Not economically disadvantaged72%
Special educationn/a
Not special education71%
Limited English proficient (LEP)n/a
Proficient in English71%
Migrantn/a
Non-migrant70%
Gifted/talentedn/a
Non-Gifted68%

World Geography

All Students73%
Female73%
Male74%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White74%
Economically disadvantaged57%
Not economically disadvantaged78%
Special education29%
Not special education87%
Limited English proficient (LEP)n/a
Proficient in English73%
Migrantn/a
Non-migrant73%
Gifted/talentedn/a
Non-Gifted71%
Bilingualn/a

World History

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

About the tests


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

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

Source: Texas Education Agency

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 87% 29%
Hispanic 9% 52%
American Indian/Alaska Native N/A 0%
Asian or Pacific Islander N/A 4%
Black N/A 13%
Hawaiian Native/Pacific Islander N/A 0%
Two or more races N/A 2%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 4%N/AN/A
Source: CRDC, 2011-2012

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School basics

School Leader's name
  • MACK LOWE
Fax number
  • (903) 489-0054

Resources

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

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14434 Hwy 59
Malakoff, TX 75148
Phone: (903) 489-1275

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