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GreatSchools Rating

Gregory-Portland Intermediate School

Public | 5-6 | 667 students

 

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Last modified
Community Rating

2 stars

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

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Parent involvement

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7 reviews of this school


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Posted August 21, 2014

Horrible school... I agree with the other parents. That superintendent should be ashamed for allowing those two women run this school the way they do. They treat this public school like a detention center. It breaks my heart to know what goes on here. Parents if your child comes home starving and claims they never had a chance to eat lunch, believe them. I personally along with other parents have seen the staff make them toss their trays. I used to love eating lunch with my child, but I stopped because I have left there in tears several times. Making my child go to this school makes me feel like I am a bad parent.
—Submitted by a parent


Posted May 31, 2013

We moved here 6 months ago and hate it! This school treats these kids like they are in boot camp! the last two parents have said it all.
—Submitted by a parent


Posted August 25, 2012

I have to agree with the other parent. I have had 2 kids go through this school, and one was verbally abused daily by teachers. The vice principal is very unprofessional and acts like a child not a professional and the principal is not much better. This is the worst school I have ever seen or been involved with.
—Submitted by a parent


Posted October 25, 2008

I have had 2 children attend G-P Intermediate school. One is in 5th grade this year. I have also had kids at W.C. Andrews Elem., G-P Jr. High and High Schools. I have never been treated disrespectfully or rudely at any of the schools..........except the Intermediate. The Principal is the rudest, most disrespectful woman I have ever met. The Vice Principal is only marginally better. They not only treat the parents badly, they also treat the students like they are all criminals in the making. My family loves this school district with the exception of the Intermediate school. I think the superintendant of schools, Dr. Paul Clore, needs to intervene at this school and take these power hungry women out of their positions and replace them with staff equal to the quality at the other district schools.
—Submitted by a parent


Posted May 3, 2006

GP Intermediate School is an exceptional school with excellent teachers who offer great teaching to their students.
—Submitted by a parent


Posted August 27, 2004

My daughter attended G-P Intermediate. Neither my daughter or myself had any complaints about the school, good teachers, good support. There was only one teacher/staff memeber who could be seen in the lunch room and sometimes helping direct traffic outside. I had seen her behave very rudely several times, yelling at kids and at parents. My daughter complained about her behavior several times to me also. She really stood out because none of the other staff behaved in that manner. Luckily, this was only a small part or reflection on the school. I would therefore recommend G-P Intermediate as being a good quality school, probably one of the best in San Patricio County.
—Submitted by a parent


Posted October 24, 2003

Portland is a wonderful place to live and to raise children. GPISD has an excellent school district, however, the parent/child support at GP Intermediate isn't at its best. When a person takes on the responsibility of overseeing an entire school, that said person should act accordingly and have respect for both the child and parent(s)....I have not seen this behavior take place from the one in charge at this school. Hopefully something will be done about this for future parents and children at this school.


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.

319 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
97%
Math

The state average for Math was 81% in 2011.

315 students were tested at this school in 2011.

2011

 
 
88%

2010

 
 
89%
Science

The state average for Science was 87% in 2011.

316 students were tested at this school in 2011.

2011

 
 
78%

2010

 
 
89%
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.

320 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
92%
Math

The state average for Math was 83% in 2011.

317 students were tested at this school in 2011.

2011

 
 
85%

2010

 
 
86%
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%
Female93%
Male97%
Black or African American100%
Asiann/a
Hispanic92%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged93%
Not economically disadvantaged98%
Special education95%
Not special education95%
Limited English proficient (LEP)20%
Proficient in English96%
Migrantn/a
Not migrant95%
Gifted/talented100%

Math

All Students88%
Female82%
Male93%
Black or African American83%
Asiann/a
Hispanic82%
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged80%
Not economically disadvantaged95%
Special education87%
Not special education88%
Limited English proficient (LEP)40%
Proficient in English89%
Migrantn/a
Not migrant88%
Gifted/talented100%

Science

All Students78%
Female73%
Male82%
Black or African American100%
Asiann/a
Hispanic65%
American Indian or Alaska Nativen/a
White91%
Economically disadvantaged70%
Not economically disadvantaged86%
Special education54%
Not special education80%
Limited English proficient (LEP)n/a
Proficient in English79%
Migrantn/a
Not migrant78%
Gifted/talented97%
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 Students90%
Female90%
Male89%
Black or African American78%
Asian100%
Hispanic86%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged87%
Not economically disadvantaged92%
Special education67%
Not special education91%
Limited English proficient (LEP)n/a
Proficient in English90%
Migrantn/a
Not migrant90%
Gifted/talented100%

Math

All Students85%
Female83%
Male86%
Black or African American78%
Asian100%
Hispanic80%
American Indian or Alaska Nativen/a
White90%
Economically disadvantaged80%
Not economically disadvantaged89%
Special education64%
Not special education85%
Limited English proficient (LEP)n/a
Proficient in English84%
Migrantn/a
Not migrant85%
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.

343 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
87%
Math

The state average for Math was 75% in 2013.

339 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
82%
Science

The state average for Science was 73% in 2013.

344 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
75%
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.

335 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
80%
Math

The state average for Math was 74% in 2013.

332 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
77%
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 Students84%
Female89%
Male78%
Black or African Americann/a
Asiann/a
Hispanic79%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged71%
Not economically disadvantaged91%
Special education54%
Not special education86%
Limited English proficient (LEP)30%
Proficient in English85%
Migrantn/a
Not migrant84%
Gifted/talented100%
Not Gifted82%
Bilingualn/a

Math

All Students78%
Female83%
Male73%
Black or African Americann/a
Asiann/a
Hispanic71%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged68%
Not economically disadvantaged85%
Special education38%
Not special education81%
Limited English proficient (LEP)38%
Proficient in English79%
Migrantn/a
Not migrant78%
Gifted/talented100%
Not Gifted76%
Bilingualn/a

Science

All Students69%
Female68%
Male69%
Black or African Americann/a
Asiann/a
Hispanic59%
Multiracial83%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White82%
Economically disadvantaged54%
Not economically disadvantaged79%
Special education28%
Not special education73%
Limited English proficient (LEP)30%
Proficient in English70%
Migrantn/a
Not migrant69%
Gifted/talented100%
Not Gifted65%
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 Students83%
Female90%
Male77%
Black or African Americann/a
Asiann/a
Hispanic76%
Multiracial75%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White92%
Economically disadvantaged76%
Not economically disadvantaged88%
Special education44%
Not special education86%
Limited English proficient (LEP)n/a
Proficient in English84%
Migrantn/a
Not migrant83%
Gifted/talented100%
Not Gifted81%
Bilingualn/a

Math

All Students76%
Female77%
Male75%
Black or African Americann/a
Asiann/a
Hispanic66%
Multiracial75%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged59%
Not economically disadvantaged87%
Special education48%
Not special education78%
Limited English proficient (LEP)n/a
Proficient in English76%
Migrantn/a
Not migrant76%
Gifted/talented100%
Not Gifted73%
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 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

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 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

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 "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 53% 52%
White 42% 29%
Two or more races 2% 2%
Asian or Pacific Islander 1% 4%
Black 1% 13%
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) 2%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

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School basics

School Leader's name
  • LETICIA VILLA
Fax number
  • (361) 643-8193

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
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4200 Wildcat Drive
Portland, TX 78374
Website: Click here
Phone: (361) 643-4404

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