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GreatSchools Rating

Melissa High School

Public | 9-12 | 523 students

 
 

Last modified
Community Rating

4 stars

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

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10 reviews of this school


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Posted February 8, 2011

My son started at Mellissa High School his freshman year. Everyone was very accepting of my son and his high school experience was wounderful and something he will remember the rest of his life. The academics were close to what he had at the private school he attended. The academics is improving and continue to improve. Some students will have at least the first year of college completed by graduatiion now.
—Submitted by a parent


Posted December 1, 2010

My family and I moved here about 3 months ago and couldn't be happier. The school administration has been very helpful and the students are very accepting of new people. My kids blended in very quickly and love it here.
—Submitted by a parent


Posted October 28, 2009

this school is great if my child doesnt understand something or she is struggling they always make sure that she recieves help. as well as all the other students, they offer TAKS tutoring to all students struggling and a 25 minute study hall to recieve all the understanding of the subject you need.
—Submitted by a parent


Posted August 21, 2009

New 9th grader's step-dad, says 'this school is everything you would hope you're young teen could receive, for an awesome start toward higher education.' Kudos MHS
—Submitted by a parent


Posted October 24, 2008

I attended Melissa Junior High (then went to Anna High school the year before they built the new High school). I am a college Senior now, studying biology and chemistry. I feel that my experience in this district was pleasant. However, I have been aware of the situation that sports highly override the importance of academics. Although extracurriculars are a very great way of teaching a person how to balance time and to find their inner dedication and passion for an activity, but in the end, I found that the experience of academic discipline is what is needed for the real world. I currently work for a hospital, and if I were going to a school that put this much emphasis on sports, I don't believe i would be very serious about college, have the job that I have now, or have the dreams that i have now.
—Submitted by a student


Posted September 11, 2007

I am am an experinced high school coach who has developed several successful programs, and winning teams. Unfortunately In too many cases the culture and staff at Melissa seem to put athletics above academics. They are good folks but are too close to the situation to see just how much of an effect the sports culture has at the expence of academics. I love sports but academics are why we have schools. More pride is academics is somthing this school needs to push hard.
—Submitted by a parent


Posted February 21, 2007

My daughter has been going to Melissa ISD since first grade and is in 8th grade now. Overall I am happy with the new staff the past two years in the middle/high schools and the changes they've made in the athletic department this year were positive. The school does lack in academic class offerings, though. I'd like to see more variety of courses offered at all grades.
—Submitted by a parent


Posted October 4, 2006

We moved here from McKinney and Melissa High School is far better than McKinney. The classrooms are more one-on-one. The classes my 8th grader is taking far exceeds the work she was doing in McKinney. The principal is visible with an open door policy. The admin. is friendly and made us feel welcome. The teachers really push my daughter to be her best. P.E. or athletics is a requirement, so all students get exercise and I agree. We love Melissa HS.
—Submitted by a parent


Posted September 18, 2006

My daughter is 15, and has been a student at Melissa High School since Jan. 2005. We have very much enjoyed the small town atmosphere that Melissa high School has to offer. The super intendent has been extemely helpful and all of the melissa staff have made us feel very welcome. Startingin the middle of a school year is always a stressful time for a student, but everyone at Melissa made my daughter feel , right at home.
—Submitted by a parent


Posted May 21, 2006

The emphasis is on athletics NOT education. We were very unhappy with the quality of the academic programs. My daughter fell WAY behind in MATH & SCIENCE this year. There was never an essay, report, or special project assigned for her or our son while they attended school here. Sadly, this school is not yet at a place where classes such as drama, orchestra, band, etc. are being taught. There also seems to be a lot of small town politics which causes some kids to be left out in the cold if they want to be involved in sports.Parental involvement is frowned upon unless you'd like to attend a game. We've decided to move this summer & are thoroughly researching potential schools & their districts.
—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.

109 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
95%
Math

The state average for Math was 70% in 2011.

102 students were tested at this school in 2011.

2011

 
 
93%

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 91% in 2011.

95 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
90%
Math

The state average for Math was 74% in 2011.

92 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
86%
Science

The state average for Science was 76% in 2011.

91 students were tested at this school in 2011.

2011

 
 
86%

2010

 
 
81%
Social Studies

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

95 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

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

113 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
93%

2011

 
 
98%

2010

 
 
96%
Math

The state average for Math was 89% in 2013.

113 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
96%

2011

 
 
94%

2010

 
 
97%
Science

The state average for Science was 95% in 2013.

113 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
99%

2011

 
 
99%

2010

 
 
95%
Social Studies

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

112 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
99%

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%
Female97%
Male98%
Black or African Americann/a
Asiann/a
Hispanic95%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged94%
Special education90%
Limited English proficient (LEP)n/a

Math

All Students94%
Female95%
Male92%
Black or African Americann/a
Asiann/a
Hispanic95%
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged88%
Special education73%
Limited English proficient (LEP)n/a

Science

All Students95%
Female98%
Male90%
Black or African Americann/a
Asiann/a
Hispanic95%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged100%
Special education73%
Limited English proficient (LEP)n/a

Social Studies

All Students98%
Female100%
Male96%
Black or African Americann/a
Asiann/a
Hispanic100%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged100%
Special education90%
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 "Exemplary".
  • 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.

85 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
93%
Algebra II

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

44 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
n/a
Biology I

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

111 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
98%
Chemistry

The state average for Chemistry was 84% in 2013.

123 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
n/a
English I Reading

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

105 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
78%
English I Writing

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

105 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
64%
English II Reading

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

127 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
n/a
English II Writing

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

127 students were tested at this school in 2013.

2013

 
 
47%

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.

111 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
n/a
Geometry

The state average for Geometry was 86% in 2013.

108 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
100%
Physics

The state average for Physics was 81% in 2013.

2013

 
 
n/a

2012

 
 
86%
U.S. History

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

2013

 
 
n/a

2012

 
 
88%
World Geography

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

112 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
93%
World History

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

127 students were tested at this school in 2013.

2013

 
 
83%

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 Students86%
Female82%
Male88%
Black or African American40%
Asiann/a
Hispanic90%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged77%
Not economically disadvantaged89%
Special education57%
Not special education92%
Limited English proficient (LEP)n/a
Proficient in English86%
Migrantn/a
Not migrant86%
Gifted/talentedn/a
Not Gifted85%
Bilingualn/a

Algebra II

All Students100%
Female100%
Male100%
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 Gifted100%
Bilingualn/a

Biology I

All Students95%
Female92%
Male98%
Black or African American50%
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White97%
Economically disadvantaged89%
Not economically disadvantaged98%
Special education86%
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English95%
Migrantn/a
Not migrant95%
Gifted/talented100%
Not Gifted95%
Bilingualn/a

Chemistry

All Students80%
Female81%
Male78%
Black or African American67%
Asiann/a
Hispanic65%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White83%
Economically disadvantaged74%
Not economically disadvantaged81%
Special education27%
Not special education87%
Limited English proficient (LEP)n/a
Proficient in English80%
Migrantn/a
Not migrant80%
Gifted/talented100%
Not Gifted77%
Bilingualn/a

English I Reading

All Students80%
Female82%
Male78%
Black or African American40%
Asiann/a
Hispanic74%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White84%
Economically disadvantaged72%
Not economically disadvantaged83%
Special education50%
Not special education83%
Limited English proficient (LEP)n/a
Proficient in English81%
Migrantn/a
Not migrant80%
Gifted/talented100%
Not Gifted78%
Bilingualn/a

English I Writing

All Students63%
Female69%
Male58%
Black or African American40%
Asiann/a
Hispanic35%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White72%
Economically disadvantaged44%
Not economically disadvantaged69%
Special education20%
Not special education67%
Limited English proficient (LEP)n/a
Proficient in English63%
Migrantn/a
Not migrant63%
Gifted/talented100%
Not Gifted59%
Bilingualn/a

English II Reading

All Students86%
Female88%
Male85%
Black or African American100%
Asiann/a
Hispanic60%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged77%
Not economically disadvantaged88%
Special education36%
Not special education92%
Limited English proficient (LEP)n/a
Proficient in English87%
Migrantn/a
Not migrant86%
Gifted/talented93%
Not Gifted85%
Bilingualn/a

English II Writing

All Students47%
Female55%
Male41%
Black or African American17%
Asiann/a
Hispanic35%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White50%
Economically disadvantaged45%
Not economically disadvantaged48%
Special education0%
Not special education53%
Limited English proficient (LEP)n/a
Proficient in English48%
Migrantn/a
Not migrant47%
Gifted/talented100%
Not Gifted40%
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 Students60%
Female71%
Male48%
Black or African American25%
Asiann/a
Hispanic50%
Multiracial60%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White67%
Economically disadvantaged41%
Not economically disadvantaged64%
Special education11%
Not special education65%
Limited English proficient (LEP)n/a
Proficient in English61%
Migrantn/a
Not migrant60%
Gifted/talented100%
Not Gifted58%

Geometry

All Students87%
Female91%
Male83%
Black or African American71%
Asiann/a
Hispanic86%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged87%
Not economically disadvantaged87%
Special education69%
Not special education89%
Limited English proficient (LEP)n/a
Proficient in English88%
Migrantn/a
Not migrant87%
Gifted/talented100%
Not Gifted86%
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 Students83%
Female80%
Male86%
Black or African American60%
Asiann/a
Hispanic80%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged71%
Not economically disadvantaged87%
Special education33%
Not special education91%
Limited English proficient (LEP)n/a
Proficient in English83%
Migrantn/a
Not migrant83%
Gifted/talented100%
Not Gifted82%
Bilingualn/a

World History

All Students83%
Female80%
Male86%
Black or African American67%
Asiann/a
Hispanic61%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged71%
Not economically disadvantaged86%
Special education47%
Not special education89%
Limited English proficient (LEP)n/a
Proficient in English84%
Migrantn/a
Not migrant83%
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

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 71% 29%
Hispanic 18% 52%
Black 6% 13%
Two or more races 3% 2%
American Indian/Alaska Native 1% 0%
Asian or Pacific Islander 1% 4%
Hawaiian Native/Pacific Islander N/A 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 2%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 22%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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3150 Cardinal Dr
Melissa, TX 75454
Phone: (972) 837-4216

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