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GreatSchools Rating

Bondy Intermediate School

Public | 7-8 | 1004 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
No new ratings
2012:
Based on 1 rating
2011:
Based on 2 ratings

Teacher quality

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Parent involvement

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13 reviews of this school


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Posted June 25, 2014

Bondy is a great preparatory school for high school and college. The curriculum is rigorous and the teaching/admin staff are dedicated educators. The campus even lends itself to the learning process in its room layout and media centers. Pasadena should be very proud of this campus's accomplishments


Posted April 18, 2014

Bondy Intermediate is hands-down the best school in the district. The principal and staff are truly caring and responsible role models. Some might find the personnel at Bondy to be strict, but I feel it is for the safety and well-being for students and in this day and age, this is very important. There is no gray area when staff deals with discipline. A rule is a rule no matter who you are, who you know, or where you live. Academically, students are challenged by a rigorous curriculum and knowledgeable teachers. I would like to see more parent participation at the school and a more flexible tutoring schedule. All in all, a great school!!


Posted August 12, 2012

My 2 boys attended the school and I must say I was very sad with some teachers, is sad you will not post the names of bad teachers...my 7th grader was ridiculed by a teacher plenty of times. The counseling department another joke. Horrible school...sweet ladies at the front desk though...
—Submitted by a parent


Posted December 13, 2011

We are new to the area . My child went to excellent schools prior to coming to Bondy. My child is a straight A honor roll student, but since attending this school she is failing a class!! Failing!! My child has had one teacher, the one of the class she is failing embarrass her in front of the entire class on more than one occasion. When I told my child that I wanted to meet with this teacher, my child was afraid that if I did that things in the class would be even worse. My child cries over the stress going to this class!! I am so dissapointed with the way that the issues we are dealing with are being handled.I wanted to meet with the counselor, but was told I had to meet with teacher first. I am moving my child out of this school as soon as possible. I would not recommend sending your child here!
—Submitted by a parent


Posted January 14, 2011

i attended this school the fifth year it was open and now have had 2 step daughters attend and its the same as when I was there if you are in sports or giving money hand over fist to something they leave you alone other wise your harrassed all the time. The way they do lunch is very uniform kids cant sit with friends they have to fill seats as they come out of line its like military school.
—Submitted by a parent


Posted September 26, 2010

This is an awesome school with great teachers and staff that truly care about student success.
—Submitted by a parent


Posted June 27, 2008

My view about this school is that the principal, assistant principal, and some of the teachers were rude and uncarring. I would advise using caution when dealing with them it may cause you to take your child out of the school and move like I had to do.
—Submitted by a parent


Posted June 16, 2008

I went to Bondy and felt that it was a good school it was kept clean and the teachers help you if you need it they really care for you. They even help you for a class that the don't teach.


Posted May 6, 2008

My experience with this school is that neither the parents or the students have any say or an opinion. It's either their way or the highway. If you don't put a fake smile on and agree to everything the vice-principal says, your child will soon start getting in trouble for the simplest things. The worst part of it, is that because of their pettiness, the child losses interest in school and the ability to trust adults. The school staff should be role models instead of intimidating the children. Worst school ever!
—Submitted by a parent


Posted December 19, 2007

Great School! Bondy encourages children to strive to be their best. They mold their students to grow into responsible, caring young adults. They are serious about disciplinary actions if the student chooses to stray from the rules. Which I believe will benefit them to make good choices in the future. Great athletic program with knowledgeable, caring coaches. Academically, the best intermediate school in the district.
—Submitted by a parent


Posted May 20, 2006

I am a student at Bondy and I think it is a great place to go to school and I also would advise everyone I know to go here.
—Submitted by a student


Posted January 10, 2006

i think bondy is a good school for your kids because besides the good grades it has really good athletic teachers. most of the teachers are nice and challenge your kids in wich will help them in life. if the kids have a problem in bullying the principles will handle them and they had a program about it to make sure kids understand or know how to deal with bullies.they involve the parents in everything with paren meetins, open houses,flyars, school newsletter, and making sure the kids have their parents permission before doing anything, watching anything,or going anywhere, that is why i think you should have your kids go there.
—Submitted by a student


Posted August 10, 2005

I believe bondy is one of the better schools in the pasadena area.They have a very caring staff and are involved with the safety and well being of your children.
—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.

433 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
87%
Math

The state average for Math was 81% in 2011.

428 students were tested at this school in 2011.

2011

 
 
88%

2010

 
 
86%
Writing

The state average for Writing was 94% in 2011.

431 students were tested at this school in 2011.

2011

 
 
96%

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

The state average for English Language Arts was 85% in 2011.

413 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
96%
Math

The state average for Math was 73% in 2011.

413 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
94%
Science

The state average for Science was 79% in 2011.

407 students were tested at this school in 2011.

2011

 
 
79%

2010

 
 
83%
Social Studies

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

409 students were tested at this school in 2011.

2011

 
 
98%

2010

 
 
97%
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 Students89%
Female89%
Male89%
Black or African American73%
Asian93%
Hispanic88%
American Indian or Alaska Native73%
White97%
Economically disadvantaged85%
Not economically disadvantaged95%
Special education45%
Not special education91%
Limited English proficient (LEP)50%
Proficient in English93%
Migrantn/a
Non-migrant89%
Gifted/talented100%

Math

All Students88%
Female88%
Male88%
Black or African American93%
Asian93%
Hispanic86%
American Indian or Alaska Native91%
White89%
Economically disadvantaged84%
Not economically disadvantaged94%
Special education50%
Not special education89%
Limited English proficient (LEP)58%
Proficient in English91%
Migrantn/a
Non-migrant88%
Gifted/talented100%

Writing

All Students96%
Female99%
Male94%
Black or African American100%
Asian100%
Hispanic97%
American Indian or Alaska Native100%
White94%
Economically disadvantaged96%
Not economically disadvantaged97%
Special education67%
Not special education98%
Limited English proficient (LEP)90%
Proficient in English97%
Migrantn/a
Non-migrant96%
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 Students96%
Female96%
Male96%
Black or African American100%
Asian100%
Hispanic95%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged95%
Not economically disadvantaged97%
Special education64%
Not special education98%
Limited English proficient (LEP)82%
Proficient in English96%
Migrantn/a
Non-migrant96%
Gifted/talented100%

Math

All Students95%
Female95%
Male95%
Black or African American93%
Asian100%
Hispanic94%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged93%
Not economically disadvantaged97%
Special education73%
Not special education96%
Limited English proficient (LEP)83%
Proficient in English96%
Migrantn/a
Non-migrant95%
Gifted/talented100%

Science

All Students79%
Female75%
Male84%
Black or African American71%
Asian88%
Hispanic77%
American Indian or Alaska Nativen/a
White85%
Economically disadvantaged75%
Not economically disadvantaged85%
Special education27%
Not special education82%
Limited English proficient (LEP)43%
Proficient in English83%
Migrantn/a
Non-migrant79%
Gifted/talented100%

Social Studies

All Students98%
Female97%
Male99%
Black or African American100%
Asian100%
Hispanic98%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged98%
Not economically disadvantaged98%
Special education91%
Not special education98%
Limited English proficient (LEP)95%
Proficient in English98%
Migrantn/a
Non-migrant98%
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.

487 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
78%
Math

The state average for Math was 71% in 2013.

351 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
75%
Writing

The state average for Writing was 70% in 2013.

486 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
70%
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.

498 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
83%
Math

The state average for Math was 77% in 2013.

517 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
88%
Science

The state average for Science was 75% in 2013.

483 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
73%
Social Studies

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

482 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
68%
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.

88 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%
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.

2013

 
 
n/a

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.

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 Students76%
Female76%
Male75%
Black or African American88%
Asian76%
Hispanic74%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White78%
Economically disadvantaged71%
Not economically disadvantaged84%
Special education31%
Not special education78%
Limited English proficient (LEP)15%
Proficient in English81%
Migrantn/a
Non-migrant76%
Gifted/talented100%
Non-Gifted73%
Bilingualn/a

Math

All Students78%
Female76%
Male80%
Black or African American80%
Asian93%
Hispanic78%
Multiracial67%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White78%
Economically disadvantaged77%
Not economically disadvantaged81%
Special education33%
Not special education82%
Limited English proficient (LEP)70%
Proficient in English79%
Migrantn/a
Non-migrant78%
Gifted/talentedn/a
Non-Gifted78%
Bilingualn/a

Writing

All Students64%
Female71%
Male59%
Black or African American71%
Asian67%
Hispanic62%
Multiracial88%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White69%
Economically disadvantaged63%
Not economically disadvantaged67%
Special education8%
Not special education67%
Limited English proficient (LEP)13%
Proficient in English69%
Migrantn/a
Non-migrant64%
Gifted/talented100%
Non-Gifted61%
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 Students85%
Female89%
Male82%
Black or African American83%
Asian60%
Hispanic85%
Multiracialn/a
American Indian or Alaska Native94%
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged84%
Not economically disadvantaged87%
Special education29%
Not special education87%
Limited English proficient (LEP)54%
Proficient in English87%
Migrant80%
Non-migrant85%
Gifted/talented100%
Non-Gifted84%
Bilingualn/a

Math

All Students92%
Female93%
Male90%
Black or African American62%
Asian100%
Hispanic92%
Multiracialn/a
American Indian or Alaska Native94%
Native Hawaiian/Pacific Islandern/a
White92%
Economically disadvantaged92%
Not economically disadvantaged92%
Special education33%
Not special education93%
Limited English proficient (LEP)89%
Proficient in English92%
Migrant100%
Non-migrant92%
Gifted/talented100%
Non-Gifted91%
Bilingualn/a

Science

All Students81%
Female80%
Male83%
Black or African American55%
Asiann/a
Hispanic81%
Multiracialn/a
American Indian or Alaska Native75%
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged80%
Not economically disadvantaged84%
Special education6%
Not special education84%
Limited English proficient (LEP)44%
Proficient in English83%
Migrantn/a
Non-migrant81%
Gifted/talented100%
Non-Gifted79%
Bilingualn/a

Social Studies

All Students70%
Female66%
Male73%
Black or African American55%
Asiann/a
Hispanic69%
Multiracialn/a
American Indian or Alaska Native56%
Native Hawaiian/Pacific Islandern/a
White77%
Economically disadvantaged66%
Not economically disadvantaged76%
Special education13%
Not special education72%
Limited English proficient (LEP)50%
Proficient in English70%
Migrantn/a
Non-migrant70%
Gifted/talented100%
Non-Gifted67%
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 Students100%
Female100%
Male100%
Black or African Americann/a
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged100%
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant100%
Gifted/talented100%
Non-Gifted100%
Bilingualn/a

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 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

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
Non-migrantn/a
Gifted/talentedn/a
Non-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
Non-migrantn/a
Gifted/talentedn/a
Non-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
Non-migrantn/a
Gifted/talentedn/a
Non-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
Non-migrantn/a
Gifted/talentedn/a
Non-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
Non-migrantn/a
Gifted/talentedn/a
Non-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
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 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

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

World Geography

All 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

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

  • In 2010-2011, this school was rated "Recognized".
  • 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

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 72% 52%
White 17% 29%
Asian or Pacific Islander 5% 4%
Black 4% 13%
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) 10%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 2%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students Art teacher(s)
Assistant principal(s)
Dance teacher(s)
Instructional aide(s)/coach(es)
Librarian/media specialist(s)
Music teacher(s)
PE instructor(s)
Speech and language therapist(s)
Read more about programs at this school
Source: Provided by school officials and community members.

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Special education / special needs

Staff resources available to students
  • Speech and language therapist(s)

Arts & music

Staff resources available to students
  • Art teacher(s)
  • Dance teacher(s)
  • Music teacher(s)
Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing and written arts
  • Dance

Language learning

Staff resources available to students
  • Speech and language therapist(s)

Health & athletics

Staff resources available to students
  • Dance teacher(s)
  • Instructional aide(s)/coach(es)
  • PE instructor(s)
School facilities
  • Access to sports fields
  • Gym
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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by verifying community responses, adding program highlights
and more! Get started »

School basics

School Leader's name
  • DAN CONNOLLY
Fax number
  • (713) 740-4152

Resources

Staff resources available to students
  • Art teacher(s)
  • Assistant principal(s)
  • Dance teacher(s)
  • Instructional aide(s)/coach(es)
  • Librarian/media specialist(s)
  • Music teacher(s)
  • PE instructor(s)
  • Speech and language therapist(s)
Extra learning resources offered
  • Title I Schoolwide program (SWP)
Transportation options
  • Buses/vans for students only
School facilities
  • Access to sports fields
  • Cafeteria
  • Gym
  • Library
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Football
Girls sports
  • Cheerleading

Arts & music

Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing arts
  • Dance
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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5101 Keith Avenue
Pasadena, TX 77505
Phone: (713) 998-5568

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