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GreatSchools Rating

Sam Jamison Middle School

Public | 5-6 | 818 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 3 ratings
2012:
No new ratings
2011:
Based on 3 ratings

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10 reviews of this school


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Posted November 12, 2013

We have been pleased with the academics at this school and with the number of accommodations that our daughter has received. I read the other two reviews and do not understand how a parent can say they don't get updates about their child's work. Parents can look at the skyward access at any time and see their child's grades and they can be notified daily or weekly by the system if papers are missing or grades are poor. As to the silence rule, this is not true when the kids are outside for parent pickup. Kids sit with their friends and chat and no one yells at them. My granddaughter tells me her teachers don't yell and rarely raise their voices.


Posted October 4, 2013

I am just outraged at how this school is ran. The kids are made to walk on lines on the floor in complete silence all day, including after school, I have walked up to pick my child up and there was a teacher yelling at them to be quiet after school outside while they were waiting to be picked up! They are yelled out, told to shut up, they are given conduct marks for ANYTHING other than complete obedience. The kids are broke down and made to beleive they are menances to society if they do anything wrong. I wish I had enough room to type up the sheet that they gave my daughter to write beacuse she sat in a different seat other than her assigned, and btw she has not been in trouble any other times. It was degrading and they wanted her to state what a awful child she is. I blame it on the principle. This is how she wants her school ran. I'm not saying that all of the teachers are this way, there are a few great ones there that do not participate in this military school type of learning but then the other teachers put those teachers down and point out how wrong they are. If moving to Pearland please dont ignore the reviews on this school like I did!
—Submitted by a parent


Posted August 16, 2013

My daughter has complained to me about her teachers not wanting to help her. The teachers DO NOT send you any update on your childs performance if there are issues. it was not until I got her report card that I found out she was struggling. There is strict discipline which I love and children need to learn how to follow the rules. The principle is very stern when it come to behavior and I love that about this school. I do feel that the teachers need to go through some kind of re-training classes to learn how to interact more with the children on a loving/caring bases.
—Submitted by a parent


Posted December 5, 2011

My child hates this school! If it was not for choir and a great music teacher I don't think she would be willing to keep going there. The principal has her high and mighty ideas of what a school should be and "look" like. I think she missed her calling as a drill instructor. I have heard from multiple children and my own about teachers belittling the childrenon a daily basis. My child is too afraid to ask questions for fear of repercussions from these mean teachers. This is not a good learning environment.
—Submitted by a parent


Posted December 5, 2011

I am a student in Sam Jamison right now, and i have to say that i am NOT happy in this school. It's some more than others but in average i'm not liking it. It is very restricted and lives on rules. Its like Elementary but without fun and has lockers and 3 teachers. All we do for academics is paper work. If we didn't have so much paper work we could save a forest. i don't have an idea why or how people say that it is one of the best schools. The faculty is very... volume sensitive. The classes that i know have silent lunch, also assigned seats facing in one direction. Which i think is unfair because lunch is the only time to enjoy ourselves, this was assigned by the principal. When walking down a hallway, i saw a banner that says "welcome to paradise, Jamison Middle School" i laugh and think with my friends that it is a totally opposite. In the students point of view.


Posted June 1, 2011

We had our daughter here for fifth grade and are moving her to a different school next year. The administration's top priority seems to be enforcing the dress code. There is very little engaging or interactive learning, it's mostly worksheets. Many of the teachers belittle and even bully the students, and when we asked the principal about it she responded that her staff is "old school". If you are looking for a school that will challenge and engage your child, Jamison is not for you.
—Submitted by a parent


Posted June 20, 2010

I was relatively disappointed with this school and my child's homeroom teacher in particular. The administration as well as a few teachers seem more interested in looking proper over the well being of the students. The assistant principal was unapproachable and my child's teacher was extremely insensitive and unfair to her students. I also asked to have my child tested for GT (because he was in a GT program at his previous school) and I had to harrass them to find out the results. I was disappointed with his 5th grade year and he was also. His Science and Language Arts teacher were wonderful though.
—Submitted by a parent


Posted September 26, 2005

Jamison is currently making a huge turn around. The new administration has come in and created a disciplined and academic learning environment. They are defifnitely headed to the top. There are also many wonderful extracurricular activities and teachers who love love what they're doing. I highly recommend this school!
—Submitted by a parent


Posted June 20, 2005

Some good veteran teachers there. Biggest problem- new administration and new teachers every year.
—Submitted by a parent


Posted June 9, 2005

Jamison's motto is 'Where children come first.' As a teacher there, I see this principle put into action. Students are pulled out for tutoring, extra tutors are brought into classrooms - everything is done to ensure that these students will be succesful.
—Submitted by a teacher


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 82% in 2011.

372 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
97%
Math

The state average for Math was 81% in 2011.

372 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
95%
Science

The state average for Science was 87% in 2011.

362 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
96%
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 84% in 2011.

358 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
92%
Math

The state average for Math was 83% in 2011.

357 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
92%
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 Students95%
Female94%
Male96%
Black or African American94%
Asian100%
Hispanic94%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged90%
Not economically disadvantaged98%
Special education89%
Not special education95%
Limited English proficient (LEP)55%
Proficient in English97%
Migrantn/a
Non-migrant95%
Gifted/talented100%

Math

All Students95%
Female93%
Male96%
Black or African American91%
Asian100%
Hispanic91%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged91%
Not economically disadvantaged97%
Special education63%
Not special education96%
Limited English proficient (LEP)64%
Proficient in English96%
Migrantn/a
Non-migrant95%
Gifted/talented100%

Science

All Students94%
Female92%
Male95%
Black or African American89%
Asian100%
Hispanic91%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged89%
Not economically disadvantaged96%
Special education69%
Not special education95%
Limited English proficient (LEP)45%
Proficient in English95%
Migrantn/a
Non-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

All Students93%
Female96%
Male90%
Black or African American94%
Asian89%
Hispanic86%
American Indian or Alaska Native100%
White97%
Economically disadvantaged85%
Not economically disadvantaged96%
Special education82%
Not special education94%
Limited English proficient (LEP)38%
Proficient in English95%
Migrantn/a
Non-migrant93%
Gifted/talented100%

Math

All Students94%
Female96%
Male92%
Black or African American93%
Asian95%
Hispanic91%
American Indian or Alaska Native83%
White97%
Economically disadvantaged85%
Not economically disadvantaged98%
Special education77%
Not special education95%
Limited English proficient (LEP)85%
Proficient in English94%
Migrantn/a
Non-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.

353 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
88%
Math

The state average for Math was 75% in 2013.

360 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
86%
Science

The state average for Science was 73% in 2013.

357 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
79%
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 71% in 2013.

388 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
87%
Math

The state average for Math was 74% in 2013.

214 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
92%
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.

2013

 
 
n/a

2012

 
 
n/a
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 Students88%
Female92%
Male84%
Black or African American90%
Asian100%
Hispanic82%
Multiracial78%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged82%
Not economically disadvantaged92%
Special education41%
Not special education90%
Limited English proficient (LEP)62%
Proficient in English88%
Migrantn/a
Non-migrant88%
Gifted/talented100%
Non-Gifted87%
Bilingual63%

Math

All Students84%
Female85%
Male83%
Black or African American79%
Asian94%
Hispanic79%
Multiracial67%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged76%
Not economically disadvantaged90%
Special education57%
Not special education86%
Limited English proficient (LEP)73%
Proficient in English85%
Migrantn/a
Non-migrant84%
Gifted/talented100%
Non-Gifted83%
Bilingual84%

Science

All Students76%
Female78%
Male76%
Black or African American74%
Asian100%
Hispanic66%
Multiracial88%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged62%
Not economically disadvantaged88%
Special education41%
Not special education79%
Limited English proficient (LEP)39%
Proficient in English78%
Migrantn/a
Non-migrant76%
Gifted/talented90%
Non-Gifted76%
Bilingual47%
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 Students82%
Female86%
Male79%
Black or African American81%
Asian88%
Hispanic74%
Multiracial67%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged72%
Not economically disadvantaged89%
Special education43%
Not special education85%
Limited English proficient (LEP)42%
Proficient in English83%
Migrantn/a
Non-migrant82%
Gifted/talented100%
Non-Gifted82%
Bilingual25%

Math

All Students86%
Female85%
Male86%
Black or African American75%
Asian100%
Hispanic90%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged83%
Not economically disadvantaged88%
Special education78%
Not special education86%
Limited English proficient (LEP)84%
Proficient in English86%
Migrantn/a
Non-migrant86%
Gifted/talentedn/a
Non-Gifted86%
Bilingual100%
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 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

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 "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

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 40% 52%
White 34% 29%
Black 18% 13%
Asian or Pacific Islander 5% 4%
Two or more races 2% 2%
American Indian/Alaska Native 1% 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) 7%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 5%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • SHARON BRADLEY
Fax number
  • (281) 412-1461

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
School leaders can update this information here.

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P O Box 7
Pearland, TX 77588
Phone: (281) 412-1440

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