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GreatSchools Rating

Ridgeview Middle School

Public | 6-8 | 1361 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 3 ratings
2012:
Based on 1 rating
2011:
Based on 4 ratings

Teacher quality

Principal leadership

Parent involvement

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28 reviews of this school


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Posted August 6, 2014

Just look at all of the posts made by students. Isn't their terrible grammar enough to show you that this school is horrible? I'm not going to name who, but certain teachers would rather sit there and play Clash of Clans on the projector rather than teach the students. Instead of having lesson plans, they would just go on Google or Youtube and look up the concept for that day. Overall, very un-satisfactory.


Posted July 28, 2014

This school is a mess. I have taught here for 10 years and there have been 5 Principals. The Assistant Principal's are a complete mess, which is ultimately the Principal's fault. Either she isn't holding them accountable for what they do, or they are kept in the dark by her. There is no communication from the administration to the teachers about anything, and thus there isn't any with the Parents. Most of the teacher's I work with are great & innovative, but the kids are not challenged. Teachers are forced by administration to make things easier, so no one fails and parents don't complain. Kids's that are disruptive, even a few that are somewhat dangerous, are never punished. The inmates run the asylum, and the teachers are powerless because the kids know that they will never get in trouble.
—Submitted by a teacher


Posted October 8, 2013

I'm in 8th grade at this school, and I've enjoyed it a lot in the years I've been here. We just got a new principal who is very involved in what's going on around school, and most of the administration is friendly. The teachers I've had were friendly and helpful, and they are constantly pushing you to try your best in each of your classes. And the teachers like to bring technology into the classroom. Every student here has a Google account provided by the district. However, some teachers like to swear a lot, and there were a few teachers who will make fun of other faculty members in front of students. And while the school is usually very helpful and receptive towards new students, there are very obvious social classes among the students, and if you can think of a stereotype for a social class (i.e. jocks, populars), it's usually true here. Overall, Ridgeview is a great school and I would recommend it for anyone looking at middle schools. Hope this helps :) Go Panthers! (P.S. Blackland Prairie Elementary, which is right across the street; Gattis Elementary; and Forest Creek Elementary all feed into Ridgeview. Then students here go to Cedar Ridge High School. Just FYI :D)


Posted July 20, 2013

I would start by syaing this school is overcrowded and stretched to its limits trying to resolve it many issues. It is currently the largest middle school in Round Rock. However, it is a great school, with great students, teachers and administration. Standardidized scores are show that students continue to be successful in their learning and more electives such as Spanish for 6th graders are available this new school year. I love the family atmosphere and the constant efforts to reach all students. However, I do wish the school district would investigate ways to help with the high stuent enrollment.
—Submitted by a teacher


Posted July 16, 2013

2 of my children went to ridge view and loved it- though I must say the school is on the decline. This isn't the teachers fault or the principals, it's the influx of people moving to these parts and the school boundaries that like to bus people here from other places... Back in 2005-8 the school was fabulous and is getting worse each year. You can see it in the type of student that goes there. Back in "05 and 06" you didn't see saggy pants and oversized clothes... I gave the school 5 stars for the experience WE had 6 years ago, not from what I am seeing and hearing now. As for the mention of a teacher (ms Conner) hahaha well, as rude as it is to mention a teachers name, I must admit that BOTH my children (both honor students) had problems with ms Conner, and referred to her as the meanest teacher EVER.
—Submitted by a parent


Posted April 20, 2012

I was floored when I read these comments about lack of principal involvement-I see them all the time in the halls and classrooms. I also couldn't believe the parent who mentioned a teacher's name on this website-that is extremely disrespectful. I've never met the teacher mentioned, but it's just basic respect to not write a name. Most of the teachers that I work with are positive, hard-working, and diligent. This school is too overcrowded, but that is the district's problem due to a lack of $ from the government. Most of the students follow the Panther Creed-ie. don't shove and push going down the hallway or stairs, walk on the correct side of the hallway so they can get to class, respect their teacher, etc. The staff in the office is always welcoming and friendly. I just had to take a moment to write all the positives that go on at this middle school. Just like most reviews, more people take the time to write the negative and don't take the time to write all the positives. iIm glad to take that time.
—Submitted by a teacher


Posted December 13, 2011

I have lived in the area for a long time and know the history of the schools around RR (25yrs). I can honestly say RidgeView has become the one single school in the district that is in need of leadership. the principals allow their teaching staff to not respond to parents, or counsiling inquiries. Parent teacher confrences are not accepted ever. Sent 6 different types of communication to sixth grade principal and two and half weeks later finally recieved a canned excuse and our student concerns are still not addressed. What is it with a teacher who openly texts in class and stops learning to respond to her personal life. Thanks Ms Conner. I am sure that is what our kids need, a lesson on facebooking with your friends. The school strives for mediocore at best, and is suspect to how they achieve thier low performance goals anyway. However if have your kids bullied by teachers and peers this is a school for you and your child.
—Submitted by a parent


Posted October 23, 2011

This school needs leadership and organization badly. No one in the counselor's office, the main office or principal's themselves seems to know what is going on. This school cannot figure out it's grading system, no one has any answers, and the Principal talks like she knows what she is doing, but it is all talk. I am pulling my kid out of this school.
—Submitted by a parent


Posted October 18, 2011

Our child attended this school last year. Character of a large group of students is poor and disruptive in the classroom. There also seems to be lack of parental involvement of those students who are not at school to learn, and the discipline techniques used by teachers and administration are not effective. School administration considers students who have a GPA of 85% or higher Honor Roll Students. Most schools in the state consider Honor Roll as the top 5%-10% of the student body. Because of this, many students strive for mediocre and are content with that because they 'made' honor roll. Doesn't help parents who want and know their child can do better than 85%-95% GPA. This year the school implemented a new grading system called, 'Standards Based Grading' which is causing quite a buzz in RRISD. As a parent we are thankful we decided to place our child in a different school for the 2011-2012 school year.
—Submitted by a parent


Posted August 10, 2011

Took my son to register and the the person on the counseling staff doing the registration was less than friendly or helpful. Referred me to the school website for information. When I explained that there was conflicting information, she merely responded by saying that all the information was there. Also, website information compared to information given to secretary that answers the phone compared to actual goings-on at the school are ALL in conflict with each other. What a shame!!
—Submitted by a parent


Posted March 19, 2010

Take it from someone who goes here 5 days a week, 9 months a year. This school has standards that could be higher. The teachers are nice, but principal involvement is low. I've been going to school here for 2 years now, and I've only seen the principal twice, at academic ceremonies. The teachers try hard, but all the lessons are easy, and we are not challenged at all. This school could be better, but if you're into athletics, I would recommend it. Elective options are not varied much, though they are offering new classes for 2010. The computers are very slow, and take away class time used for research because of the time they take to load everything. Overall, this school is okay, but needs help, maybe from the district.
—Submitted by a student


Posted January 3, 2010

I love this school and its academics
—Submitted by a parent


Posted November 19, 2009

I think that the principal and some of the teachers is a little bit to harsh on the students at this school, but over all this school is a very good school.
—Submitted by a student


Posted February 5, 2009

What should and could be an excellent school is awful due to the current principal (new in 2007). Academics and student morale are starting to suffer. The administration demonstrates an inability to manage a large school, focus on priorities, and show proper respect for students and parents. Teaching staff is outstanding overall, and having to compensate for too many shortcomings.
—Submitted by a parent


Posted February 3, 2009

Well, there is a lot of bullying that goes on 'under the desk' at our school, but that only happens to people who look for a fight. The technology used at this school is primitive - if our school district were to migrate to a new operating system (ours is currently Windows XP), I would suggest the free Ubuntu operating system. The mathematics taught at this school is also fairly easy. I got thru my first two years here without difficulty. I was replaced into the TAG Geometry class in my last year, and it was slightly challenging. The standards at this school are pretty average. I wouldn't be surprised if this school became beat-down and poor several years from now.
—Submitted by a student


Posted October 20, 2008

My son is a 6th grader and loves the school. He is very involved in activities and has lots of good friends. Academically, he is pretty strong. I'm not sure about the principal and some staff...have had some concerns so far. Most teachers seem to be very good and care for the kids. Very nice facility.
—Submitted by a parent


Posted October 24, 2007

excellent district and a very good school. has been principal turn over- teachers committed, tutorials always available. counselors also. if parents get more involved there would be less nonsense during school day. same issues you'd find at any school (we've been in private) and far better levels of academics offered!
—Submitted by a parent


Posted April 11, 2007

A good school, the current principal is not as good as those in the past. The teachers are good, but the extracurriculars could be more fun and more availible.
—Submitted by a student


Posted January 4, 2007

Not impressed! This school needs leadership. High teacher turnover every year. Lots of discipline problems.
—Submitted by a parent


Posted November 1, 2006

currently have a 6th grader at the school- we are new to texas. the school is new and very nice. the staff is nice and helpful and i dont have any complaints about any of his teachers, they are nice and involved and seem happy to be doing their job. the teachers go above and beyond offering morning tutoring and are willing to stay after for extra help too- i am very satisfied. my son loves it too
—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.

423 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
89%
Math

The state average for Math was 83% in 2011.

422 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
92%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 86% in 2011.

426 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
90%
Math

The state average for Math was 81% in 2011.

423 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
88%
Writing

The state average for Writing was 94% in 2011.

417 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
96%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

451 students were tested at this school in 2011.

2011

 
 
98%

2010

 
 
97%
Math

The state average for Math was 73% in 2011.

454 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
92%
Science

The state average for Science was 79% in 2011.

452 students were tested at this school in 2011.

2011

 
 
88%

2010

 
 
88%
Social Studies

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

450 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
97%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

All Students90%
Female94%
Male86%
Black or African American77%
Asian94%
Hispanic87%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged77%
Not economically disadvantaged93%
Special education50%
Not special education92%
Limited English proficient (LEP)50%
Proficient in English92%
Migrantn/a
Non-migrant90%
Gifted/talented100%

Math

All Students94%
Female95%
Male92%
Black or African American84%
Asian100%
Hispanic91%
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged88%
Not economically disadvantaged95%
Special education87%
Not special education94%
Limited English proficient (LEP)75%
Proficient in English94%
Migrantn/a
Non-migrant94%
Gifted/talented100%
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students93%
Female98%
Male88%
Black or African American71%
Asian96%
Hispanic92%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged86%
Not economically disadvantaged95%
Special education50%
Not special education95%
Limited English proficient (LEP)40%
Proficient in English93%
Migrantn/a
Non-migrant93%
Gifted/talented100%

Math

All Students90%
Female90%
Male90%
Black or African American70%
Asian96%
Hispanic86%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged81%
Not economically disadvantaged92%
Special education62%
Not special education91%
Limited English proficient (LEP)40%
Proficient in English91%
Migrantn/a
Non-migrant90%
Gifted/talented100%

Writing

All Students96%
Female100%
Male92%
Black or African American88%
Asian96%
Hispanic96%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged93%
Not economically disadvantaged97%
Special education68%
Not special education98%
Limited English proficient (LEP)n/a
Proficient in English97%
Migrantn/a
Non-migrant96%
Gifted/talented98%
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 Students98%
Female98%
Male97%
Black or African American93%
Asian97%
Hispanic98%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged96%
Not economically disadvantaged98%
Special education83%
Not special education98%
Limited English proficient (LEP)80%
Proficient in English98%
Migrantn/a
Non-migrant98%
Gifted/talented100%

Math

All Students95%
Female96%
Male94%
Black or African American80%
Asian100%
Hispanic95%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged87%
Not economically disadvantaged97%
Special education77%
Not special education96%
Limited English proficient (LEP)60%
Proficient in English95%
Migrantn/a
Non-migrant95%
Gifted/talented100%

Science

All Students88%
Female88%
Male88%
Black or African American63%
Asian93%
Hispanic90%
American Indian or Alaska Nativen/a
White91%
Economically disadvantaged73%
Not economically disadvantaged91%
Special education43%
Not special education91%
Limited English proficient (LEP)n/a
Proficient in English89%
Migrantn/a
Non-migrant88%
Gifted/talented100%

Social Studies

All Students97%
Female99%
Male96%
Black or African American88%
Asian97%
Hispanic99%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged94%
Not economically disadvantaged98%
Special education81%
Not special education98%
Limited English proficient (LEP)n/a
Proficient in English97%
Migrantn/a
Non-migrant97%
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.

462 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
83%
Math

The state average for Math was 74% in 2013.

416 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
90%
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.

439 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
89%
Math

The state average for Math was 71% in 2013.

202 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
69%
Writing

The state average for Writing was 70% in 2013.

437 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
83%
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.

410 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
90%
Math

The state average for Math was 77% in 2013.

402 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
83%
Science

The state average for Science was 75% in 2013.

416 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
83%
Social Studies

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

414 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
83%
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.

242 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
96%
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.

47 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 Students84%
Female86%
Male82%
Black or African American68%
Asian93%
Hispanic78%
Multiracial88%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged66%
Not economically disadvantaged88%
Special education18%
Not special education87%
Limited English proficient (LEP)56%
Proficient in English85%
Migrantn/a
Non-migrant84%
Gifted/talented100%
Non-Gifted82%
Bilingualn/a

Math

All Students83%
Female83%
Male83%
Black or African American68%
Asian91%
Hispanic82%
Multiracial86%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged69%
Not economically disadvantaged87%
Special education38%
Not special education86%
Limited English proficient (LEP)75%
Proficient in English84%
Migrantn/a
Non-migrant83%
Gifted/talented100%
Non-Gifted83%
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 Students91%
Female94%
Male88%
Black or African American87%
Asian88%
Hispanic89%
Multiracial91%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged88%
Not economically disadvantaged91%
Special education35%
Not special education93%
Limited English proficient (LEP)33%
Proficient in English92%
Migrantn/a
Non-migrant91%
Gifted/talented100%
Non-Gifted89%
Bilingualn/a

Math

All Students72%
Female72%
Male72%
Black or African American60%
Asian78%
Hispanic73%
Multiracial56%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White78%
Economically disadvantaged68%
Not economically disadvantaged73%
Special education27%
Not special education75%
Limited English proficient (LEP)38%
Proficient in English73%
Migrantn/a
Non-migrant72%
Gifted/talented100%
Non-Gifted64%
Bilingualn/a

Writing

All Students86%
Female92%
Male81%
Black or African American81%
Asian92%
Hispanic83%
Multiracial85%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged77%
Not economically disadvantaged89%
Special education19%
Not special education89%
Limited English proficient (LEP)44%
Proficient in English87%
Migrantn/a
Non-migrant86%
Gifted/talented98%
Non-Gifted84%
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 Students91%
Female94%
Male88%
Black or African American76%
Asian97%
Hispanic88%
Multiracial94%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White95%
Economically disadvantaged74%
Not economically disadvantaged94%
Special education35%
Not special education93%
Limited English proficient (LEP)n/a
Proficient in English92%
Migrantn/a
Non-migrant91%
Gifted/talented100%
Non-Gifted90%
Bilingualn/a

Math

All Students89%
Female90%
Male88%
Black or African American73%
Asian100%
Hispanic89%
Multiracial86%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged78%
Not economically disadvantaged92%
Special education56%
Not special education90%
Limited English proficient (LEP)n/a
Proficient in English89%
Migrantn/a
Non-migrant89%
Gifted/talented85%
Non-Gifted89%
Bilingualn/a

Science

All Students89%
Female91%
Male88%
Black or African American73%
Asian97%
Hispanic82%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White95%
Economically disadvantaged71%
Not economically disadvantaged93%
Special education39%
Not special education92%
Limited English proficient (LEP)n/a
Proficient in English90%
Migrantn/a
Non-migrant89%
Gifted/talented100%
Non-Gifted88%
Bilingualn/a

Social Studies

All Students86%
Female85%
Male87%
Black or African American70%
Asian82%
Hispanic79%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White94%
Economically disadvantaged68%
Not economically disadvantaged90%
Special education41%
Not special education88%
Limited English proficient (LEP)n/a
Proficient in English87%
Migrantn/a
Non-migrant86%
Gifted/talented100%
Non-Gifted84%
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%
Asian100%
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
Asian100%
Hispanic100%
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 46% 29%
Hispanic 30% 52%
Black 11% 13%
Asian or Pacific Islander 6% 4%
Two or more races 5% 2%
American Indian/Alaska Native 0% 0%
Hawaiian Native/Pacific Islander 0% 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 3%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

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

Teacher resources

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

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Arts & music

Music
  • Band
  • Choir / Chorus
Performing and written arts
  • Dance
  • Drama

Health & athletics

Staff resources available to students
  • Nurse(s)
School facilities
  • Access to sports fields
  • 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
  • TIFFANY TERRELL-SPICER
Fax number
  • (512) 424-8540

Resources

Staff resources available to students
  • Nurse(s)
  • School social worker/counselors(s)
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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School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Basketball
  • Football
Girls sports
  • Basketball

Arts & music

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

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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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2000 Via Sonoma Trail
Round Rock, TX 78665
Website: Click here
Phone: (512) 424-8400

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