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GreatSchools Rating

Hopewell Middle School

Public | 6-8 | 895 students

 

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Last modified
Community Rating

3 stars

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

Teacher quality

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Parent involvement

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16 reviews of this school


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Posted February 15, 2013

The majority of my son's current teachers really care about the success of the students. This was also my experience when my high schooler attended Hopewell 5-6 years ago. I initally heard negative things about this school but my experience has been mostly positive. Both my middle school child and high school child are and have continuously been "A" students.
—Submitted by a parent


Posted June 2, 2012

My son is doing fantastic and stays challenged by the teachers. The principal Watson, is extremely involved and handles situations promptly. Would not move... : )
—Submitted by a teacher


Posted December 20, 2011

I have attended a couple of sports activities (football/basketball) this month and was sad to see that there were not many parents attending. Why is this? As a future parent of a child who will attend this school, this is concerning to me. Based on parental involvement, I would have to rate this school with only one star. The one star is for the parents that are involved.


Posted September 11, 2011

I rate this school as a 5 star my son attended 6 and now 8th. Grade. My daughter is in 6th.grade this year. I love this school we are born and raised in Austin moved here 8 years ago. Teachers do their best with what little is given to them. Athletics football is great and the coaches are great my son has played two years. Bullying is not tolerated. I highly recommend Hopewell.
—Submitted by a parent


Posted November 12, 2010

What a mess this place is. I have five kids. There was a good year in therewith one my kids with good team of teachers the next year for some reason they were broke up and my younger kidgot stuck with a bad team then for some reason some of the best teachers were gone form the school completely!!! Figures all the good ones always left after a few years around that mess of a place .
—Submitted by a parent


Posted August 27, 2010

We are very happy with Hopewell Middle School. It is one of the reasons we chose the community we live in.


Posted March 26, 2010

As a person of color (white) my daughter is a minority, 80% Hispanic and Black. The school does not feel safe and is dirty. Bad school that does not care. English is almost the second language.
—Submitted by a parent


Posted August 18, 2009

I have 2 boys that have moved on to highschool and 2 boys still in Hopewell. I have been very pleased for the most part, easy to get in touch and easy to set up conferences with all the teachers at one time.
—Submitted by a parent


Posted July 29, 2009

Both of my kids have attended Hopewell. All the bad reviews are about parent/school communications. I found that not to be the case. The administration and teachers have always sent me e-mails or phone calls. After my oldest daughter left there and went to SPHS the vice principal and her Hopewell teachers continued to inquire as to how she was doing. This school has been a great experience for my kids. Parent involvement has a lot to do with what you get out of your school.
—Submitted by a parent


Posted June 25, 2009

My child has been going here for a year and he loves it. The teachers are great and the faculty is so welcoming!
—Submitted by a parent


Posted June 25, 2008

Discpline problems, weak principal, weak teachers, overcrowded. I will be very glad when my child is out of this school
—Submitted by a parent


Posted May 21, 2008

We moved this past summer from San Antonio, Tx expecting that the schools in Round Rock would be a better learning environment for our son. The learning environment I found to be that same as the middle school in San Antonio...poor. The communication between the school office and parents is unsatisfactory. There are no notices sent out for PTA meetings. The communication between teachers and parents is acceptable. There are a couple of teachers that do not respond to emails but for the most part the teachers appreciate parent involvement.
—Submitted by a parent


Posted February 29, 2008

I have nothing positive to say about this school. My son is in NJHS, and they are very disorganized. The children showed up for a meeting and the teacher left and never came back. My son spent almost an entire year in a school mandated class which was a joke and a waste of time and learned nothing. The counselors did nothing and I was not able to pull him out of it until the 6 weeks of school. The communication is AWFUL! I do not receive notices of upcoming important meetings until after they have happened or the day before or day of. I will be very happy when my son leaves this school. Though I am not sure Stoney Point will be much better.
—Submitted by a parent


Posted February 16, 2008

Awful school, awful leadership, and awful communication.
—Submitted by a parent


Posted May 17, 2007

Not a great school I am getting my child out of this school as soon as possible
—Submitted by a parent


Posted January 28, 2006

I like the way Hopewell keeps the parents informed. When our son started middle school we thought the communication between school and home would cease. Instead I receive E-mails on school news, up coming test and reports due. Thank you for keeping us parents involved in our childrens education.
—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 84% in 2011.

265 students were tested at this school in 2011.

2011

 
 
86%

2010

 
 
82%
Math

The state average for Math was 83% in 2011.

266 students were tested at this school in 2011.

2011

 
 
85%

2010

 
 
85%
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 86% in 2011.

254 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
85%
Math

The state average for Math was 81% in 2011.

255 students were tested at this school in 2011.

2011

 
 
79%

2010

 
 
82%
Writing

The state average for Writing was 94% in 2011.

249 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
94%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

247 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
96%
Math

The state average for Math was 73% in 2011.

247 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
93%
Science

The state average for Science was 79% in 2011.

246 students were tested at this school in 2011.

2011

 
 
82%

2010

 
 
80%
Social Studies

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

246 students were tested at this school in 2011.

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 Students86%
Female90%
Male81%
Black or African American81%
Asian100%
Hispanic84%
American Indian or Alaska Nativen/a
White90%
Economically disadvantaged83%
Not economically disadvantaged88%
Special education69%
Not special education87%
Limited English proficient (LEP)53%
Proficient in English88%
Migrantn/a
Non-migrant86%
Gifted/talented100%

Math

All Students85%
Female85%
Male84%
Black or African American81%
Asian100%
Hispanic84%
American Indian or Alaska Nativen/a
White86%
Economically disadvantaged79%
Not economically disadvantaged89%
Special education21%
Not special education88%
Limited English proficient (LEP)93%
Proficient in English83%
Migrantn/a
Non-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

All Students89%
Female88%
Male91%
Black or African American90%
Asian92%
Hispanic89%
American Indian or Alaska Nativen/a
White89%
Economically disadvantaged81%
Not economically disadvantaged95%
Special education50%
Not special education91%
Limited English proficient (LEP)64%
Proficient in English91%
Migrantn/a
Non-migrant90%
Gifted/talented100%

Math

All Students79%
Female77%
Male82%
Black or African American73%
Asian92%
Hispanic75%
American Indian or Alaska Nativen/a
White86%
Economically disadvantaged70%
Not economically disadvantaged85%
Special education31%
Not special education82%
Limited English proficient (LEP)50%
Proficient in English82%
Migrantn/a
Non-migrant80%
Gifted/talented100%

Writing

All Students94%
Female98%
Male91%
Black or African American87%
Asian100%
Hispanic92%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged88%
Not economically disadvantaged99%
Special education69%
Not special education96%
Limited English proficient (LEP)71%
Proficient in English96%
Migrantn/a
Non-migrant95%
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 Students97%
Female98%
Male95%
Black or African American97%
Asian92%
Hispanic96%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged95%
Not economically disadvantaged98%
Special education80%
Not special education97%
Limited English proficient (LEP)70%
Proficient in English98%
Migrantn/a
Non-migrant97%
Gifted/talented100%

Math

All Students96%
Female95%
Male97%
Black or African American89%
Asian100%
Hispanic97%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged93%
Not economically disadvantaged98%
Special education80%
Not special education97%
Limited English proficient (LEP)90%
Proficient in English96%
Migrantn/a
Non-migrant96%
Gifted/talented100%

Science

All Students82%
Female80%
Male85%
Black or African American75%
Asian83%
Hispanic81%
American Indian or Alaska Nativen/a
White85%
Economically disadvantaged73%
Not economically disadvantaged88%
Special education70%
Not special education83%
Limited English proficient (LEP)30%
Proficient in English85%
Migrantn/a
Non-migrant82%
Gifted/talented100%

Social Studies

All Students99%
Female98%
Male99%
Black or African American100%
Asian100%
Hispanic99%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged100%
Not economically disadvantaged98%
Special education90%
Not special education99%
Limited English proficient (LEP)100%
Proficient in English99%
Migrantn/a
Non-migrant99%
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 71% in 2013.

285 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
82%
Math

The state average for Math was 74% in 2013.

270 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
85%
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 77% in 2013.

281 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
87%
Math

The state average for Math was 71% in 2013.

202 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
71%
Writing

The state average for Writing was 70% in 2013.

279 students were tested at this school in 2013.

2013

 
 
83%

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 84% in 2013.

281 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
86%
Math

The state average for Math was 77% in 2013.

294 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
84%
Science

The state average for Science was 75% in 2013.

276 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
77%
Social Studies

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

275 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
81%
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.

59 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.

15 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%
Physics

The state average for Physics was 81% in 2013.

2013

 
 
n/a

2012

 
 
n/a
U.S. History

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

2013

 
 
n/a

2012

 
 
n/a
World Geography

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

2013

 
 
n/a

2012

 
 
n/a
World History

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

2013

 
 
n/a

2012

 
 
n/a
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

All Students86%
Female89%
Male83%
Black or African American74%
Asian95%
Hispanic81%
Multiracial85%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White92%
Economically disadvantaged77%
Not economically disadvantaged91%
Special education31%
Not special education89%
Limited English proficient (LEP)43%
Proficient in English89%
Migrantn/a
Non-migrant86%
Gifted/talented100%
Non-Gifted85%
Bilingualn/a

Math

All Students88%
Female88%
Male87%
Black or African American88%
Asian100%
Hispanic86%
Multiracial92%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged85%
Not economically disadvantaged91%
Special education46%
Not special education90%
Limited English proficient (LEP)75%
Proficient in English89%
Migrantn/a
Non-migrant88%
Gifted/talented90%
Non-Gifted88%
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 Students82%
Female85%
Male78%
Black or African American67%
Asian80%
Hispanic78%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged75%
Not economically disadvantaged86%
Special education29%
Not special education85%
Limited English proficient (LEP)17%
Proficient in English83%
Migrantn/a
Non-migrant82%
Gifted/talented100%
Non-Gifted80%
Bilingualn/a

Math

All Students74%
Female75%
Male73%
Black or African American55%
Asian63%
Hispanic74%
Multiracial83%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White81%
Economically disadvantaged67%
Not economically disadvantaged79%
Special education33%
Not special education77%
Limited English proficient (LEP)60%
Proficient in English74%
Migrantn/a
Non-migrant74%
Gifted/talented100%
Non-Gifted72%
Bilingualn/a

Writing

All Students83%
Female86%
Male80%
Black or African American64%
Asian70%
Hispanic82%
Multiracial89%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White92%
Economically disadvantaged78%
Not economically disadvantaged86%
Special education36%
Not special education85%
Limited English proficient (LEP)50%
Proficient in English84%
Migrantn/a
Non-migrant83%
Gifted/talented100%
Non-Gifted81%
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 Students90%
Female95%
Male86%
Black or African American91%
Asian100%
Hispanic89%
Multiracial92%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged90%
Not economically disadvantaged91%
Special education29%
Not special education94%
Limited English proficient (LEP)87%
Proficient in English91%
Migrantn/a
Non-migrant90%
Gifted/talented100%
Non-Gifted90%
Bilingualn/a

Math

All Students91%
Female92%
Male91%
Black or African American84%
Asian100%
Hispanic90%
Multiracial88%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White96%
Economically disadvantaged86%
Not economically disadvantaged95%
Special education73%
Not special education92%
Limited English proficient (LEP)73%
Proficient in English92%
Migrantn/a
Non-migrant91%
Gifted/talented100%
Non-Gifted91%
Bilingualn/a

Science

All Students86%
Female83%
Male89%
Black or African American83%
Asian100%
Hispanic75%
Multiracial92%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White94%
Economically disadvantaged80%
Not economically disadvantaged89%
Special education50%
Not special education88%
Limited English proficient (LEP)45%
Proficient in English87%
Migrantn/a
Non-migrant86%
Gifted/talented100%
Non-Gifted85%
Bilingualn/a

Social Studies

All Students80%
Female76%
Male83%
Black or African American81%
Asian92%
Hispanic66%
Multiracial75%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged66%
Not economically disadvantaged88%
Special education39%
Not special education82%
Limited English proficient (LEP)45%
Proficient in English81%
Migrantn/a
Non-migrant80%
Gifted/talented100%
Non-Gifted78%
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 American100%
Asiann/a
Hispanic100%
Multiracial100%
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 Students100%
Female100%
Male100%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantagedn/a
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant100%
Gifted/talented100%
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 "Academically Acceptable".
  • In 2009-2010, this school was rated "Recognized".
  • In 2008-2009, this school was rated "Academically Acceptable".

About the tests


Texas uses Accountability Ratings to indicate the overall performance of each school and district. The ratings are based on TAKS test results, dropout rates for grades 7 and 8 and school completion rates for grades 9 through 12. Schools and districts rated under standard accountability procedures are designated as Exemplary, Recognized, Academically Acceptable or Academically Unacceptable. Schools and districts rated under alternative education accountability (AEA) procedures are designated as either AEA: Academically Acceptable or AEA: Academically Unacceptable.

Source: Texas Education Agency

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
White 39% 29%
Hispanic 38% 52%
Black 13% 13%
Asian or Pacific Islander 5% 4%
Two or more races 4% 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) 4%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 4%N/AN/A
Source: CRDC, 2011-2012

Teacher resources

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

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Special education / special needs

Staff resources available to students
  • Special education coordinator

Arts & music

Music
  • Choir / Chorus
  • Orchestra
Performing and written arts
  • Drama

Health & athletics

Staff resources available to students
  • Nurse(s)
School facilities
  • Gym
Note: Data provided by community members,
needs to be verified by school leaders.

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

School basics

School Leader's name
  • ANTHONY WATSON
Fax number
  • (512) 464-5349

Resources

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

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

Sports

Boys sports
  • Basketball
  • Football
  • Soccer
  • Track
Girls sports
  • Basketball
  • Soccer
  • Track
  • Volleyball

Arts & music

Music
  • Choir / Chorus
  • Orchestra
Performing arts
  • Drama
Note: Data provided by community members,
needs to be verified by school leaders.

Upcoming Events

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School culture

Parent involvement
  • Join PTO/PTA
Note: Data provided by community members,
needs to be verified by school leaders.

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1535 Gulf Way
Round Rock, TX 78665
Website: Click here
Phone: (512) 464-5200

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