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GreatSchools Rating

Marshall High School

Public | 9-12 | 1393 students

 

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Community Rating

3 stars


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8 reviews of this school


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Posted July 18, 2008

MHS is one of the larger high schools in East Tx with aprox 1700 students. That said, most area districts that have high schools with enrollments of 1500 or more are generally classified as substandard by the masses. This is usually driven more by perception than reality (see Longview, Carthage, Kilgore, etc). MHS is very diverse. Some see that as a drawback, but I always saw it as the real world. students will get what they put into their education. If a student wants to be excellent (TAKS, ACT, SAT) MHS will accomodate their learning, as all the tools are present to excel. The extracurricular activities are top notch. The Chior and Band programs are recognized statewide, academics are as high as the student chooses to reach. A new principal has breathed in new life, test scores are comparable to other HS in the area. My children will proudly attend MHS.


Posted May 5, 2008

We have gone through 4 principals in 3 years. This year, many experienced and AP teachers have accepted teaching positions elsewhere. There is a huge lack of communication between administration, students, and teachers. Because of the instability and superior attitude of upper administration, unqualified principals and teachers have been put into positions of authority to the detriment of our children. Attendance dropped over 200 students this year alone. My child will not go there next year.
—Submitted by a parent


Posted April 26, 2008

I currently teach at MHS. We have had four principals in three years (one lasted a day). Morale is so low right now among teachers that I know more who are leaving than returning next year, including many good teachers who have been at MHS for years. Our current principal has made life so difficult for us--she has taken away all incentive to collaborate. There is never any positive feedback--only negative notes when you do something wrong. No one ever notices the little things anymore or when you do something extra. The problem is, though, if you complain, you had better watch your back. The kids are out of control. What goes on in the halls is unbelievable. I would never send my own children here. We'll move to Hallsville or Harleton first.
—Submitted by a teacher


Posted April 12, 2008

It is much easier and efficient for a student to simply withdraw from M.H.S. and earn a G.E.D. My two younger sisters both had their G.E.D. before they were 18 years old and are currently enrolled in college. I chose to hold out for a 'real' diploma and I have been kicking myself ever since. There's nothing to learn at Marshall H.S. except for the fine arts programs and they'll be the next to go. *******2004 Alumnus
—Submitted by a parent


Posted September 21, 2007

My family loves Marshall Schools. I feel the staff work hard to provide a great education for our kids.No matter where you attend school, every school has its share of problems. Parents need to be more involved and not always put the blame on the schools.As parents, we need to make a difference in how our children feel about school. Marshall Junior High and High schools do not get the credit they deserve! My kids have received a great education and are involved in many activities. Kids can make the choice whether to be an active part of their school or be a part of the problems. There are many opportunity at our schools for the taking!
—Submitted by a parent


Posted May 29, 2007

The availability of music, art, sports and other extracurricular activities are excellent. The parental involvement needs improvement. The principal leadership leaves a lot to be desired. First there are too many principals. One never knows what the other one is doing about a particular situation or problem with a child and things can get very frustrating when you are trying to get something taken care of. Though there are a few that have been here for quite a while that I do commend. Safety and discipline is out of control. More policemen and metal detectors are needed. Lastly- Good teachers here are few and far between. We need more good teachers and smaller class rooms. It is the only public high school we have and is overcrowded.
—Submitted by a parent


Posted February 6, 2006

The academic programs are excellent. If you want AP classes they are available and taught to help you pass the AP tests. The choir is award winning, and so is the band. The orchestra is there for those who want it. There is a great art program as well.
—Submitted by a former student


Posted October 2, 2004

The principal is nice. Supports giving good education. Has fun extracurricular activities for the students. Has an great dress code.
—Submitted by a 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.

393 students were tested at this school in 2011.

2011

 
 
87%

2010

 
 
85%
Math

The state average for Math was 70% in 2011.

399 students were tested at this school in 2011.

2011

 
 
63%

2010

 
 
59%
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.

329 students were tested at this school in 2011.

2011

 
 
88%

2010

 
 
84%
Math

The state average for Math was 74% in 2011.

322 students were tested at this school in 2011.

2011

 
 
60%

2010

 
 
68%
Science

The state average for Science was 76% in 2011.

322 students were tested at this school in 2011.

2011

 
 
63%

2010

 
 
59%
Social Studies

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

326 students were tested at this school in 2011.

2011

 
 
88%

2010

 
 
87%
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.

325 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
92%

2011

 
 
89%

2010

 
 
84%
Math

The state average for Math was 89% in 2013.

320 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
87%

2011

 
 
86%

2010

 
 
82%
Science

The state average for Science was 95% in 2013.

321 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
90%

2011

 
 
84%

2010

 
 
84%
Social Studies

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

318 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
97%

2011

 
 
97%

2010

 
 
95%
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 Students94%
Female96%
Male91%
Black or African American89%
Asiann/a
Hispanic94%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged91%
Special education57%
Limited English proficient (LEP)n/a

Math

All Students84%
Female83%
Male86%
Black or African American79%
Asiann/a
Hispanic82%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged78%
Special education43%
Limited English proficient (LEP)n/a

Science

All Students91%
Female90%
Male91%
Black or African American85%
Asiann/a
Hispanic92%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged87%
Special education36%
Limited English proficient (LEP)n/a

Social Studies

All Students94%
Female96%
Male92%
Black or African American88%
Asiann/a
Hispanic96%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged91%
Special education46%
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 Unacceptable".
  • In 2009-2010, this school was rated "Academically Acceptable".
  • In 2008-2009, this school was rated "Academically Acceptable".

About the tests


Texas uses Accountability Ratings to indicate the overall performance of each school and district. The ratings are based on TAKS test results, dropout rates for grades 7 and 8 and school completion rates for grades 9 through 12. Schools and districts rated under standard accountability procedures are designated as Exemplary, Recognized, Academically Acceptable or Academically Unacceptable. Schools and districts rated under alternative education accountability (AEA) procedures are designated as either AEA: Academically Acceptable or AEA: Academically Unacceptable.

Source: Texas Education Agency

Algebra I

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

345 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
63%
Algebra II

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

46 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
65%
Biology I

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

443 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
92%
Chemistry

The state average for Chemistry was 84% in 2013.

207 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
n/a
English I Reading

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

410 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
61%
English I Writing

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

441 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
37%
English II Reading

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

304 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
n/a
English II Writing

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

304 students were tested at this school in 2013.

2013

 
 
40%

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.

295 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
100%
Physics

The state average for Physics was 81% in 2013.

2013

 
 
n/a

2012

 
 
60%
U.S. History

The state average for U.S. History was 73% in 2013.

5 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
20%
World Geography

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

409 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
71%
World History

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

309 students were tested at this school in 2013.

2013

 
 
66%

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 Students68%
Female76%
Male61%
Black or African American67%
Asiann/a
Hispanic68%
Multiracial60%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White70%
Economically disadvantaged65%
Not economically disadvantaged75%
Special education24%
Not special education71%
Limited English proficient (LEP)71%
Proficient in English68%
Migrantn/a
Non-migrant68%
Gifted/talented96%
Non-Gifted63%
Bilingualn/a

Algebra II

All Students100%
Female100%
Male100%
Black or African American100%
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 Students78%
Female80%
Male76%
Black or African American72%
Asiann/a
Hispanic76%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged75%
Not economically disadvantaged85%
Special education42%
Not special education80%
Limited English proficient (LEP)78%
Proficient in English78%
Migrantn/a
Non-migrant78%
Gifted/talented100%
Non-Gifted73%
Bilingualn/a

Chemistry

All Students86%
Female85%
Male88%
Black or African American79%
Asiann/a
Hispanic96%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged87%
Not economically disadvantaged86%
Special educationn/a
Not special education87%
Limited English proficient (LEP)n/a
Proficient in English86%
Migrantn/a
Non-migrant86%
Gifted/talented92%
Non-Gifted85%
Bilingualn/a

English I Reading

All Students59%
Female67%
Male52%
Black or African American44%
Asiann/a
Hispanic58%
Multiracial50%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White77%
Economically disadvantaged52%
Not economically disadvantaged74%
Special education8%
Not special education62%
Limited English proficient (LEP)35%
Proficient in English59%
Migrantn/a
Non-migrant59%
Gifted/talented95%
Non-Gifted50%
Bilingualn/a

English I Writing

All Students34%
Female42%
Male27%
Black or African American26%
Asiann/a
Hispanic34%
Multiracial50%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White42%
Economically disadvantaged29%
Not economically disadvantaged44%
Special education4%
Not special education36%
Limited English proficient (LEP)0%
Proficient in English34%
Migrantn/a
Non-migrant34%
Gifted/talented78%
Non-Gifted24%
Bilingualn/a

English II Reading

All Students72%
Female76%
Male68%
Black or African American67%
Asiann/a
Hispanic69%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White78%
Economically disadvantaged69%
Not economically disadvantaged76%
Special education25%
Not special education74%
Limited English proficient (LEP)17%
Proficient in English73%
Migrantn/a
Non-migrant72%
Gifted/talented93%
Non-Gifted67%
Bilingualn/a

English II Writing

All Students40%
Female41%
Male38%
Black or African American32%
Asiann/a
Hispanic43%
Multiracial43%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White46%
Economically disadvantaged37%
Not economically disadvantaged45%
Special education0%
Not special education41%
Limited English proficient (LEP)0%
Proficient in English40%
Migrantn/a
Non-migrant40%
Gifted/talented73%
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 Students72%
Female73%
Male70%
Black or African American60%
Asiann/a
Hispanic76%
Multiracial60%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White82%
Economically disadvantaged70%
Not economically disadvantaged75%
Special education25%
Not special education73%
Limited English proficient (LEP)29%
Proficient in English72%
Migrantn/a
Non-migrant72%
Gifted/talented96%
Non-Gifted66%
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 Students0%
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 English0%
Migrantn/a
Non-migrant0%
Gifted/talentedn/a
Non-Gifted0%

World Geography

All Students63%
Female64%
Male62%
Black or African American48%
Asiann/a
Hispanic68%
Multiracial50%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White78%
Economically disadvantaged58%
Not economically disadvantaged74%
Special education10%
Not special education67%
Limited English proficient (LEP)56%
Proficient in English63%
Migrantn/a
Non-migrant63%
Gifted/talented95%
Non-Gifted55%
Bilingualn/a

World History

All Students66%
Female66%
Male67%
Black or African American57%
Asiann/a
Hispanic67%
Multiracial57%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White80%
Economically disadvantaged62%
Not economically disadvantaged74%
Special education46%
Not special education67%
Limited English proficient (LEP)67%
Proficient in English67%
Migrantn/a
Non-migrant66%
Gifted/talented96%
Non-Gifted60%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

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 39% 13%
White 32% 29%
Hispanic 27% 52%
Asian or Pacific Islander 1% 4%
Two or more races 1% 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) 3%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 9%N/AN/A
Source: CRDC, 2011-2012

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School basics

School Leader's name
  • LARRY DAVIS
Fax number
  • (903) 938-7052

Resources

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

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1900 Maverick Drive
Marshall, TX 75670
Phone: (903) 927-8800

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