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GreatSchools Rating

George Bush High School

Public | 9-12 | 2099 students

 

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Last modified
Community Rating

4 stars


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27 reviews of this school


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Posted November 15, 2010

My son graduated from George Bush High School and I must say that it is definitely a diamond in the rough. It is one of Fort Bend ISD's hidden jewels that you don't hear very much about. It has excellent teachers, an award winning basketball team, diverse student body and great academic credentials. The only area that I would suggest a need for improvement in is the area of parental involvement.
—Submitted by a parent


Posted October 13, 2009

George Bush H.S is O.K. But its not one of the best schools around. I personally would rather choose to go to Sharpstown if I had the chance. The fact that Bush makes students pay 'class dues' is unusual. Sharpstown doesn't even make the students pay for credit recovery, unlike Bush, who charges 100 dollars for a session. Its like they think everyone has money to waste...
—Submitted by a student


Posted December 18, 2008

This a great school for academic and social success. Caring teachers and supportive administrators make sure the environment is ready for learning on a higher level. They even go so far as to spend extra for your student to get the tutorials they need.
—Submitted by a teacher


Posted September 7, 2008

I went to GBHS all four years, and i have to say it is a unique school. There are some excellent teachers who really want you to learn and be more scholarly, and of course there are other teachers who are not that great. But overall I have to say that it is a school that has hidden potential. I think that if a student really wants to get the best out of their education they would be fine at Bush with the AP program. Go Broncos!
—Submitted by a student


Posted September 6, 2008

GBHS is a great school, it is really diverse and it has a lot of great teachers. I only went one year to the school and i thought it was great, we had very good track, soccer and basketball teams. The students are not all good student, it is a school with a lot of discipline and most kids show a lot of class and character. I played football and we where a small team with a lot of heart and potential thanks to our coach. Even though we never had a winning season i was always proud to play for the school as a Bronco and i always believed in the possibilities.
—Submitted by a student


Posted July 29, 2008

i will be a proud senior this year at George Bush and at first i wasn't to fond of the school but now i realize our principal is trying to get us prepared for the real world she is a very strong working lady and i wouldn't ask for another principal. I really have nothing to complain about at bush except for i wish we had more school spirit everyone gives up so easily because we do not win every game but i think no matter if we win or loose you should still be proud of your school!! I am very proud to be a BRONCO!!! And Ms. Rose(principal) has really help me learn to believe in the possiblities!!!!
—Submitted by a student


Posted April 19, 2008

This is my fourth year at this school and I'd say it's way below average. Its not the worst school in the world, but it could be a lot better. Most of the teachers are good, but the students are terrible. Most of them don't want to learn so they end up skipping classes regularly. Overall, Id say if your child 'zoned' to this school...move.
—Submitted by a student


Posted February 5, 2008

Mediocre school, Won't say don't go. School environment is not so good because of the people who don't want to learn. Some teachers in this school are great teachers! The principal is mediocre.
—Submitted by a student


Posted January 16, 2008

I am a freshman in GBHS. Half of the year is almost over, in two days in fact. My prior expectations on how it was going to be was way different than what I have experienced so far. Ms. Rose, is such a positive, friendly, and energetic principal. Many of the Administrators are friendly as well. The teachers are good as well although there are a few who are not that great of a teacher and some who are exceptionally excellent teachers.
—Submitted by a student


Posted December 6, 2007

I am a freshmen at George Bush and I think it's an O.K. school. The teachers are great, its just that many students do not try learning and often slow down the teaching enviorment.
—Submitted by a student


Posted November 23, 2007

I am a junior at George Bush High School and I think it's a great school. We are very diverse and we have some very ambitious students. Theres been rumors that bush is not a disciplined school but that was 2004 this is 2007 and our principle is awesome! she has brought us up and i would hate for students to talk about george bush high school as anything less. We have an excellent Basketball team, dance team , cheerleading squad, and Band. At george bush high school we Believe in the possibilities and expect success. Go Broncos!
—Submitted by a student


Posted July 4, 2007

Overall, this school has a great learning environment and even greater teachers. Students could be a little better diciplined though.
—Submitted by a student


Posted June 18, 2007

I'm going to be a senior at BHS this 07-08 year and my sophomore year, the school got a new principal. She has done a lot to make the school better, but we still have a long way to go. Overall, I would say its a safe school because I hear in other districts its a lot worse, but in the hallways people are rude and obnoxious. The school is diverse, which I think is a good thing. The teachers are okay, some are wonderful, but there are still many that aren't very good teachers, whether it be inexperience, first time teaching, or just not knowing the material. The sports aren't very good, except for ROTC and sometimes track and basketball. Overall, I wouldn't say not to come Bush, but I think Austin or another nearby school would be better.
—Submitted by a student


Posted May 30, 2007

This school has dramatic change since I came here on August 2003.The school got more involve with education and the students are more into the educational experince. I just graduated last week And see this school has change me as a better person. The principal is a great woman and she listens for what the student says. People view this school is ghetto but is not this school is just diverse with many people and that is the advantage to great education. This has top extracurricular activities. It show that this school makes great changes so student will have a great high school life.
—Submitted by a former student


Posted April 16, 2007

I happen to know that the Band Directors are incredible. They put long hours and hard work into everything they do. The students' individual needs are the first priority. Go Band!
—Submitted by a parent


Posted April 11, 2007

As a student of this school, I will definitely say that the school is getting better and is trying it's hardest to improve. The principal is always encouraging us to our best and even if what she does over the announcements is corny sometimes, it helps in a way cause it shows that she cares. It really bothers me that people see the school as ghetto because we are so diverse. Those certain stereotypes are just a sign of ignorance. I think that being a diverse school is great because we learn from many different people with different backgrounds and get along just fine.
—Submitted by a student


Posted March 9, 2007

I am a proud student of George Bush High School and I am angered by the fact that many individuals scorn the school as 'ghetto' because of its diverse population, which is predominately African-American and Hispanic, but in actuality being around such diversity fosters tolerance and understanding of the different beliefs, cultures, and traditions that are present in the world. One other criticism of Bush High School is that it does not receive high test scores, be that as it may, this does not hinder the learning experience, for many of the teachers have a great passion for educating their students. Moreover, a school with high test scores does not necessarily cultivate intelligence and character within each individual student, it is the teacher that becomes instrumental in the education of the child and as I have stated earlier, the teachers at Bush are zealous and gifted.
—Submitted by a student


Posted September 17, 2006

This is our second year at Bush. The staff is very accomodating and made me and my family feel most welcomed. This is a wonderful school. The teachers are very interactive with students and parents. They Are strict and insist that the rules be followed. Students are very respectful of one another and teachers. I am extremely pleased with my childs performance and the friends that they have made. Bush High gets 5+ stars. Great Job!
—Submitted by a parent


Posted September 13, 2006

I graduated from Bush and I made alot of friends, learned alot and am currently in college, voluteer fireman, army reservist, and employeed full time. I want my kids to go Bush. I have 2 siblings at Bush and they are doing great. I would recommend Bush to anyone.
—Submitted by a former student


Posted August 12, 2006

Wonderful! Best High School Ever! Everyone is so nice and friendly. Teachers are very motivated buy strict. You have to follow the rules. Best rule of thumb ... talk to the teacher first before you take sides. Love the international feel. World peace begins at Bush. Great kids, great teachers/coaches, solid principals.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.
English Language Arts

The state average for English Language Arts was 89% in 2011.

544 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
89%
Math

The state average for Math was 70% in 2011.

539 students were tested at this school in 2011.

2011

 
 
62%

2010

 
 
66%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in English language arts and mathematics in grade 11. The grade 11 exit Level TAKS is a high school graduation requirement. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The goal is for all students to score at or above the state standard.

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 91% in 2011.

451 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
91%
Math

The state average for Math was 74% in 2011.

443 students were tested at this school in 2011.

2011

 
 
71%

2010

 
 
74%
Science

The state average for Science was 76% in 2011.

451 students were tested at this school in 2011.

2011

 
 
74%

2010

 
 
70%
Social Studies

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

447 students were tested at this school in 2011.

2011

 
 
94%

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 95% in 2013.

429 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
94%

2011

 
 
97%

2010

 
 
92%
Math

The state average for Math was 89% in 2013.

430 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
92%

2011

 
 
92%

2010

 
 
88%
Science

The state average for Science was 95% in 2013.

428 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
93%

2011

 
 
93%

2010

 
 
90%
Social Studies

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

427 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
99%

2011

 
 
99%

2010

 
 
98%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in English language arts and mathematics in grade 11. The grade 11 exit Level TAKS is a high school graduation requirement. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The goal is for all students to score at or above the state standard.

Source: Texas Education Agency

English Language Arts

All Students97%
Female97%
Male96%
Black or African American96%
Asian100%
Hispanic96%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged95%
Special education80%
Limited English proficient (LEP)n/a

Math

All Students86%
Female85%
Male87%
Black or African American82%
Asian96%
Hispanic85%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged84%
Special education41%
Limited English proficient (LEP)n/a

Science

All Students96%
Female95%
Male96%
Black or African American95%
Asian100%
Hispanic94%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged93%
Special education63%
Limited English proficient (LEP)n/a

Social Studies

All Students98%
Female97%
Male98%
Black or African American96%
Asian100%
Hispanic98%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged96%
Special education69%
Limited English proficient (LEP)n/a
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in English language arts and mathematics in grade 11. The grade 11 exit Level TAKS is a high school graduation requirement. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.

Source: Texas Education Agency

  • In 2010-2011, this school was rated "Academically Acceptable".
  • In 2009-2010, this school was rated "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

Algebra I

The state average for Algebra I was 78% in 2013.

480 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
68%
Algebra II

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

121 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
n/a
Biology I

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

545 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
91%
Chemistry

The state average for Chemistry was 84% in 2013.

431 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
57%
English I Reading

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

582 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
67%
English I Writing

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

611 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
54%
English II Reading

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

472 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
n/a
English II Writing

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

470 students were tested at this school in 2013.

2013

 
 
56%

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.

470 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
100%
Physics

The state average for Physics was 81% in 2013.

2013

 
 
n/a

2012

 
 
52%
U.S. History

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

2013

 
 
n/a

2012

 
 
65%
World Geography

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

549 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
86%
World History

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

471 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
n/a
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the State of Texas Assessments of Academic Readiness (STAAR) was used to test students in reading and math in grades 3 through 8; in writing in grades 4 and 7; in science in grades 5 and 8; in social studies in grade 8; and end-of-course assessments for English I, II, and II, Algebra I and II, biology and US History. STAAR is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The goal is for all students to score at or above the state standard.

Source: Texas Education Agency

Algebra I

All Students65%
Female64%
Male67%
Black or African American66%
Asian84%
Hispanic62%
Multiracial89%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White64%
Economically disadvantaged65%
Not economically disadvantaged66%
Special education19%
Not special education68%
Limited English proficient (LEP)39%
Proficient in English68%
Migrantn/a
Non-migrant65%
Gifted/talentedn/a
Non-Gifted65%
Bilingualn/a

Algebra II

All Students98%
Female97%
Male98%
Black or African American97%
Asian100%
Hispanic95%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged100%
Not economically disadvantaged95%
Special educationn/a
Not special education98%
Limited English proficient (LEP)n/a
Proficient in English98%
Migrantn/a
Non-migrant98%
Gifted/talented100%
Non-Gifted97%
Bilingualn/a

Biology I

All Students89%
Female89%
Male89%
Black or African American91%
Asian98%
Hispanic84%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged87%
Not economically disadvantaged92%
Special education33%
Not special education90%
Limited English proficient (LEP)64%
Proficient in English91%
Migrantn/a
Non-migrant89%
Gifted/talented100%
Non-Gifted88%
Bilingualn/a

Chemistry

All Students89%
Female87%
Male91%
Black or African American92%
Asian95%
Hispanic85%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged89%
Not economically disadvantaged89%
Special education43%
Not special education90%
Limited English proficient (LEP)47%
Proficient in English91%
Migrantn/a
Non-migrant89%
Gifted/talented100%
Non-Gifted89%
Bilingualn/a

English I Reading

All Students64%
Female67%
Male62%
Black or African American71%
Asian74%
Hispanic57%
Multiracial73%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White67%
Economically disadvantaged62%
Not economically disadvantaged67%
Special education0%
Not special education66%
Limited English proficient (LEP)12%
Proficient in English70%
Migrantn/a
Non-migrant64%
Gifted/talented94%
Non-Gifted64%
Bilingualn/a

English I Writing

All Students44%
Female48%
Male41%
Black or African American46%
Asian63%
Hispanic36%
Multiracial73%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White53%
Economically disadvantaged42%
Not economically disadvantaged47%
Special education0%
Not special education45%
Limited English proficient (LEP)3%
Proficient in English48%
Migrantn/a
Non-migrant44%
Gifted/talented100%
Non-Gifted42%
Bilingualn/a

English II Reading

All Students82%
Female83%
Male82%
Black or African American84%
Asian90%
Hispanic79%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White84%
Economically disadvantaged77%
Not economically disadvantaged89%
Special education21%
Not special education84%
Limited English proficient (LEP)25%
Proficient in English85%
Migrantn/a
Non-migrant82%
Gifted/talented100%
Non-Gifted82%
Bilingualn/a

English II Writing

All Students56%
Female56%
Male55%
Black or African American58%
Asian70%
Hispanic48%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White68%
Economically disadvantaged50%
Not economically disadvantaged63%
Special education7%
Not special education57%
Limited English proficient (LEP)7%
Proficient in English58%
Migrantn/a
Non-migrant56%
Gifted/talented91%
Non-Gifted55%
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 Students87%
Female83%
Male91%
Black or African American88%
Asian89%
Hispanic84%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White94%
Economically disadvantaged84%
Not economically disadvantaged90%
Special education47%
Not special education88%
Limited English proficient (LEP)45%
Proficient in English89%
Migrantn/a
Non-migrant87%
Gifted/talented100%
Non-Gifted86%
Bilingualn/a

Physics

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
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 Students79%
Female77%
Male81%
Black or African American84%
Asian85%
Hispanic73%
Multiracial75%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged77%
Not economically disadvantaged81%
Special education10%
Not special education82%
Limited English proficient (LEP)36%
Proficient in English83%
Migrantn/a
Non-migrant79%
Gifted/talented100%
Non-Gifted79%
Bilingualn/a

World History

All Students80%
Female75%
Male85%
Black or African American85%
Asian94%
Hispanic72%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White81%
Economically disadvantaged77%
Not economically disadvantaged83%
Special education21%
Not special education82%
Limited English proficient (LEP)45%
Proficient in English81%
Migrantn/a
Non-migrant80%
Gifted/talented100%
Non-Gifted79%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the State of Texas Assessments of Academic Readiness (STAAR) was used to test students in reading and math in grades 3 through 8; in writing in grades 4 and 7; in science in grades 5 and 8; in social studies in grade 8; and end-of-course assessments for English I, II, and II, Algebra I and II, biology and US History. STAAR is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.

Source: Texas Education Agency

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Hispanic 37% 50%
Black 35% 13%
Asian 12% 3%
American Indian/Alaska Native 7% 0%
White 7% 31%
Two or more races 2% 2%
Hawaiian Native/Pacific Islander 0% 0%
Source: NCES, 2010-2011

Teacher resources

Special staff resources available to students School social worker/counselors(s)
Special education coordinator
Read more about programs at this school
Source: Provided by school community.

Let your school shine!

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Special education / special needs

Staff resources available to students
  • Special education coordinator

Arts & music

Visual arts
  • Ceramics
  • Drawing / sketching
  • Painting
  • Sculpture
Music
  • Band
  • Choir / Chorus
  • Orchestra
  • Vocal lessons / coaching
Performing and written arts
  • Dance
  • Drama

Language learning

Foreign languages taught
  • French
  • Spanish

Health & athletics

School facilities
  • Access to sports fields
  • Gym
Note: Data provided by community members,
needs to be verified by school leaders.

Let your school shine!

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

School basics

School Leader's name
  • Cecilia Crear
Fax number
  • (281) 634-6066

Programs

Foreign languages taught
  • French
  • Spanish

Resources

Staff resources available to students
  • School social worker/counselors(s)
  • Special education coordinator
Transportation options
  • Buses/vans for students only
School facilities
  • Access to sports fields
  • Gym
Note: Data provided by community members,
needs to be verified by school leaders.

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Sports

Boys sports
  • Basketball
  • Football
Girls sports
  • Basketball
  • Cheerleading

Arts & music

Visual arts
  • Ceramics
  • Drawing / sketching
  • Painting
  • Sculpture
Music
  • Band
  • Choir / Chorus
  • Orchestra
  • Vocal lessons / coaching
Performing arts
  • Dance
  • Drama
Note: Data provided by community members,
needs to be verified by school leaders.

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6707 Fm 1464
Richmond, TX 77407
Website: Click here
Phone: (281) 634-6060

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