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GreatSchools Rating

Goddard J High School

Public | 7-8 | 1001 students

 

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Last modified
Community Rating

2 stars

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

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7 reviews of this school


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Posted April 18, 2013

Goddard Jr. High is not what I want for my grandson. I can't stand the attitudes of some of those who are in charge and their list of electives is pretty sorry. It has been the most awful year of school that my grandson has ever had. He will not be going there next year!


Posted September 2, 2009

this is a great school. it is way better then all the other jr. highs!!! pick goddard
—Submitted by a parent


Posted January 6, 2009

Goddard Junior high I will not send my child there after the bad year we have had. They care alot about what you wear and not enough about your education. It is low class and not very good.
—Submitted by a parent


Posted August 19, 2008

goddard is a good school for my kid to go to but one thing is that they are very strict with the dress code! my daughter cant eve wear ripped jeans without me getting a call and having to bring her new pants.but besides that the teachers are great.its a pretty good school.and my daughter seems to love it there.
—Submitted by a parent


Posted August 14, 2007

this is one of the greatest jr.high schools i know of,the principle is so respecful to the students he really pushes it to the limet to get the highest test scores and the teachers do to my child is going to 8th grade and he's made so much friend and good grades we had to go for another year. The parental envolvement shines and the coaches teah the kids sportsmanship
—Submitted by a parent


Posted August 14, 2005

My daughter will be in the 8th grade this year. After the year we had at Goddard in the 7th grade we are entering her in a private school. Most of the teachers at this school are fair but a number of them are like the students in the school, being that they are teachers that no other school wants. Most of the students at this school are there because the law says they have to be in school. These students are not there to get an education. The coaches at this school do need to have attitude adjustments and be the adults instead of acting like their students. There is very little parental involvement that I saw except parents that wanted their kids to be on the better team in sports and then they were there to buddy up to the coaches.
—Submitted by a parent


Posted August 4, 2005

Classrooms are uncontrolled for the most part. Discipline is spotty but the Principle and staff are trying hard. A good number of students are there only becasue the law requires them to be there. Overall the learning situation is poor and the interaction with coaches and some teachers is non-exisitant. A poor choice to send your child to get an education and to learn self control / or an love of learning.
—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 86% in 2011.

445 students were tested at this school in 2011.

2011

 
 
77%

2010

 
 
80%
Math

The state average for Math was 81% in 2011.

447 students were tested at this school in 2011.

2011

 
 
72%

2010

 
 
76%
Writing

The state average for Writing was 94% in 2011.

445 students were tested at this school in 2011.

2011

 
 
87%

2010

 
 
90%
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.

421 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
93%
Math

The state average for Math was 73% in 2011.

421 students were tested at this school in 2011.

2011

 
 
82%

2010

 
 
78%
Science

The state average for Science was 79% in 2011.

419 students were tested at this school in 2011.

2011

 
 
72%

2010

 
 
70%
Social Studies

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

414 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
94%
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 Students77%
Female78%
Male75%
Black or African American56%
Asiann/a
Hispanic71%
American Indian or Alaska Nativen/a
White89%
Economically disadvantaged64%
Not economically disadvantaged89%
Special education29%
Not special education78%
Limited English proficient (LEP)14%
Proficient in English82%
Migrantn/a
Not migrant77%
Gifted/talented100%

Math

All Students72%
Female72%
Male71%
Black or African American56%
Asiann/a
Hispanic67%
American Indian or Alaska Nativen/a
White81%
Economically disadvantaged59%
Not economically disadvantaged84%
Special education50%
Not special education72%
Limited English proficient (LEP)25%
Proficient in English75%
Migrantn/a
Not migrant71%
Gifted/talented100%

Writing

All Students87%
Female92%
Male83%
Black or African American81%
Asiann/a
Hispanic84%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged81%
Not economically disadvantaged93%
Special education57%
Not special education88%
Limited English proficient (LEP)29%
Proficient in English92%
Migrantn/a
Not migrant87%
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

All Students93%
Female94%
Male92%
Black or African American90%
Asian100%
Hispanic90%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged87%
Not economically disadvantaged97%
Special education70%
Not special education93%
Limited English proficient (LEP)29%
Proficient in English94%
Migrantn/a
Not migrant93%
Gifted/talented100%

Math

All Students82%
Female83%
Male81%
Black or African American63%
Asian100%
Hispanic78%
American Indian or Alaska Nativen/a
White89%
Economically disadvantaged76%
Not economically disadvantaged88%
Special education60%
Not special education83%
Limited English proficient (LEP)43%
Proficient in English83%
Migrantn/a
Not migrant82%
Gifted/talented100%

Science

All Students72%
Female69%
Male75%
Black or African American57%
Asian100%
Hispanic64%
American Indian or Alaska Nativen/a
White83%
Economically disadvantaged59%
Not economically disadvantaged83%
Special education50%
Not special education72%
Limited English proficient (LEP)14%
Proficient in English74%
Migrantn/a
Not migrant72%
Gifted/talented100%

Social Studies

All Students94%
Female95%
Male94%
Black or African American93%
Asian100%
Hispanic92%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged89%
Not economically disadvantaged99%
Special education78%
Not special education95%
Limited English proficient (LEP)43%
Proficient in English96%
Migrantn/a
Not migrant94%
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 77% in 2013.

427 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
65%
Math

The state average for Math was 71% in 2013.

412 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
44%
Writing

The state average for Writing was 70% in 2013.

429 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
61%
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.

446 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
75%
Math

The state average for Math was 77% in 2013.

361 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
65%
Science

The state average for Science was 75% in 2013.

452 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
59%
Social Studies

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

453 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
52%
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.

81 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
98%
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.

2013

 
 
n/a

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.

21 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%
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 Students68%
Female73%
Male62%
Black or African American54%
Asiann/a
Hispanic58%
Multiracial60%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged55%
Not economically disadvantaged79%
Special education10%
Not special education69%
Limited English proficient (LEP)24%
Proficient in English69%
Migrantn/a
Not migrant68%
Gifted/talented100%
Not Gifted64%
Bilingualn/a

Math

All Students69%
Female71%
Male66%
Black or African American67%
Asiann/a
Hispanic61%
Multiracial80%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White82%
Economically disadvantaged59%
Not economically disadvantaged77%
Special education46%
Not special education69%
Limited English proficient (LEP)44%
Proficient in English70%
Migrantn/a
Not migrant69%
Gifted/talented100%
Not Gifted67%
Bilingualn/a

Writing

All Students56%
Female64%
Male48%
Black or African American38%
Asiann/a
Hispanic48%
Multiracial60%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White75%
Economically disadvantaged43%
Not economically disadvantaged68%
Special education0%
Not special education58%
Limited English proficient (LEP)22%
Proficient in English58%
Migrantn/a
Not migrant56%
Gifted/talented100%
Not Gifted52%
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 Students74%
Female78%
Male70%
Black or African American56%
Asiann/a
Hispanic70%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged67%
Not economically disadvantaged81%
Special education0%
Not special education75%
Limited English proficient (LEP)42%
Proficient in English76%
Migrantn/a
Not migrant74%
Gifted/talented100%
Not Gifted72%
Bilingualn/a

Math

All Students58%
Female58%
Male59%
Black or African American46%
Asiann/a
Hispanic55%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White70%
Economically disadvantaged52%
Not economically disadvantaged66%
Special education22%
Not special education59%
Limited English proficient (LEP)8%
Proficient in English62%
Migrantn/a
Not migrant58%
Gifted/talentedn/a
Not Gifted58%
Bilingualn/a

Science

All Students62%
Female61%
Male63%
Black or African American39%
Asiann/a
Hispanic58%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White75%
Economically disadvantaged50%
Not economically disadvantaged72%
Special education13%
Not special education64%
Limited English proficient (LEP)8%
Proficient in English65%
Migrantn/a
Not migrant62%
Gifted/talented100%
Not Gifted59%
Bilingualn/a

Social Studies

All Students36%
Female31%
Male40%
Black or African American21%
Asiann/a
Hispanic30%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White50%
Economically disadvantaged25%
Not economically disadvantaged46%
Special education6%
Not special education37%
Limited English proficient (LEP)0%
Proficient in English38%
Migrantn/a
Not migrant36%
Gifted/talented96%
Not Gifted32%
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 Students96%
Female95%
Male97%
Black or African Americann/a
Asiann/a
Hispanic92%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged88%
Not economically disadvantaged100%
Special educationn/a
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English96%
Migrantn/a
Not migrant96%
Gifted/talented100%
Not Gifted95%
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 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

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

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
Hispanic 61% 52%
White 29% 29%
Black 7% 13%
Two or more races 2% 2%
Asian or Pacific Islander 1% 4%
American Indian/Alaska Native 0% 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) 8%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 9%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • SHELLY KING
Fax number
  • (432) 689-1321

Resources

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

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2500-2584 Haynes Avenue
Midland, TX 79705
Website: Click here
Phone: (432) 689-1300

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