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GreatSchools Rating

Royse City High School

Public | 9-12 | 1207 students

 
 

Last modified
Community Rating

3 stars

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

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9 reviews of this school


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Posted May 31, 2011

I have a daughter who has a terminal ilness which requires her to be hospitalized frequently. A teacher from the school who is wonderful comes to the hospital and we sign a paper showing she was there. My daughter has been in this district for years in the same situation. Middle school was a breeze and they were amazing. The admin office at the highschool is a NIGHTMARE. We got a letter from a judge saying we have to go to court for her absences and she (my ill daughter)is being charged with a misdemenor crime? My daughter has completed her work and is passing her classes? So thinking this is an error I call the school and they could care less. They have no record of anything a(even though there staff member has taught her at the hospital numerous times? The teachers at this school are great but the office and administration really drops the ball and has absolutly no compasion. I highly suggest if your child needs anything extra at all besides normal teaching DO NOT COME TO THIS SCHOOL!
—Submitted by a parent


Posted June 12, 2010

If someone were to ask my opinion of RCHS , I'd just shrug my shoulders. It's not a bad school, not a good school. If your child is an outstanding student, they still can be here, but they will have to do it on their own. Average seems to be just fine here. The stats show English classes having an average of 19 students. My son's class had over 30 students from day one, with not a move made to remedy the situation. He spent a year in what amounted to a loud distraction at the end of every day. The usual impression is the staff is overwhelmed.
—Submitted by a parent


Posted September 16, 2009

I have 2 nephews who have graduated from there and a niece still there.


Posted January 16, 2009

I've gone to royse city since 4th grade. I am now a sophmore at the high school. RCHS is okay there are some great teachers, and coaches. But the dress code seems to be the only thing the teachers and staff care about. What about education? And the elective classes, there are way to few! Hopefully they will improve.
—Submitted by a student


Posted April 29, 2008

i have been going to rc since 3rd grade and i am now a sophmore it is a great school district but ever since we have gone to standerized dress code the teacher and adminastraders have been worrying more about if we are in dress code rather then are education
—Submitted by a student


Posted April 7, 2008

Most of the teachers are excellent and I am capable of getting a good education, but I am constantly stressed and unable to concentrate now not only because people stereotype me even more harshly with the standardized dress but it just doesn't feel like the school environment I was accustomed to.
—Submitted by a student


Posted January 17, 2008

I'm about to graduate in May, and I've been a student and RCHS since my sophomore year. I came from a very urban high school, and Royse City is a nice change. The teachers (most) are great, and they treat you as an individual. I've made some great friends along the way and I wouldn't trade it for the world!
—Submitted by a student


Posted February 13, 2007

RCHS is an great school and its getting better in some ways but they need to lighten up and see that before this year no one worried what others wore or concentrated so little at school.
—Submitted by a student


Posted January 16, 2007

i just moved hear and im not to impressed this school doent have as many drugs in it as my old one but kids here are alright the lunch room is big teachers are alright but you get punished way to harshly and wearing uniforms are a drag!
—Submitted by a student


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.

303 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
96%
Math

The state average for Math was 70% in 2011.

302 students were tested at this school in 2011.

2011

 
 
73%

2010

 
 
68%
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.

297 students were tested at this school in 2011.

2011

 
 
91%

2010

 
 
93%
Math

The state average for Math was 74% in 2011.

295 students were tested at this school in 2011.

2011

 
 
71%

2010

 
 
74%
Science

The state average for Science was 76% in 2011.

299 students were tested at this school in 2011.

2011

 
 
70%

2010

 
 
73%
Social Studies

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

292 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
93%
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.

283 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
95%

2011

 
 
94%

2010

 
 
95%
Math

The state average for Math was 89% in 2013.

281 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
87%

2011

 
 
93%

2010

 
 
91%
Science

The state average for Science was 95% in 2013.

280 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
94%

2011

 
 
90%

2010

 
 
91%
Social Studies

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

280 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
98%

2011

 
 
98%

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 Students96%
Female98%
Male95%
Black or African American94%
Asiann/a
Hispanic99%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged94%
Special education64%
Limited English proficient (LEP)n/a

Math

All Students90%
Female94%
Male86%
Black or African American90%
Asiann/a
Hispanic87%
American Indian or Alaska Nativen/a
White91%
Economically disadvantaged83%
Special education62%
Limited English proficient (LEP)n/a

Science

All Students95%
Female97%
Male94%
Black or African American91%
Asiann/a
Hispanic93%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged89%
Special education54%
Limited English proficient (LEP)n/a

Social Studies

All Students97%
Female98%
Male96%
Black or African American91%
Asiann/a
Hispanic96%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged92%
Special education62%
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 "Academically Acceptable".
  • 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.

322 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
67%
Algebra II

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

73 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
n/a
Biology I

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

406 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
80%
Chemistry

The state average for Chemistry was 84% in 2013.

307 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
n/a
English I Reading

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

424 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
67%
English I Writing

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

438 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
61%
English II Reading

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

334 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
n/a
English II Writing

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

334 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
n/a
English III Reading

The state average for English III Reading was 63% in 2013.

2013

 
 
n/a

2012

 
 
69%
English III Writing

The state average for English III Writing was 42% in 2013.

2013

 
 
n/a

2012

 
 
49%
Geometry

The state average for Geometry was 86% in 2013.

279 students were tested at this school in 2013.

2013

 
 
92%

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.

413 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
75%
World History

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

330 students were tested at this school in 2013.

2013

 
 
64%

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 Students74%
Female78%
Male70%
Black or African American65%
Asiann/a
Hispanic69%
Multiracial83%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White77%
Economically disadvantaged61%
Not economically disadvantaged82%
Special education35%
Not special education76%
Limited English proficient (LEP)n/a
Proficient in English75%
Migrantn/a
Non-migrant74%
Gifted/talented100%
Non-Gifted72%
Bilingualn/a

Algebra II

All Students100%
Female100%
Male100%
Black or African Americann/a
Asiann/a
Hispanic100%
Multiracialn/a
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

Biology I

All Students80%
Female82%
Male78%
Black or African American64%
Asiann/a
Hispanic75%
Multiracial67%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White84%
Economically disadvantaged71%
Not economically disadvantaged85%
Special education31%
Not special education83%
Limited English proficient (LEP)n/a
Proficient in English81%
Migrantn/a
Non-migrant80%
Gifted/talented100%
Non-Gifted77%
Bilingualn/a

Chemistry

All Students73%
Female78%
Male67%
Black or African American73%
Asiann/a
Hispanic69%
Multiracial75%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White74%
Economically disadvantaged60%
Not economically disadvantaged79%
Special educationn/a
Not special education74%
Limited English proficient (LEP)n/a
Proficient in English73%
Migrantn/a
Non-migrant73%
Gifted/talented92%
Non-Gifted70%
Bilingualn/a

English I Reading

All Students69%
Female79%
Male61%
Black or African American64%
Asiann/a
Hispanic62%
Multiracial20%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White73%
Economically disadvantaged57%
Not economically disadvantaged76%
Special education26%
Not special education72%
Limited English proficient (LEP)17%
Proficient in English70%
Migrantn/a
Non-migrant69%
Gifted/talented100%
Non-Gifted65%
Bilingualn/a

English I Writing

All Students56%
Female69%
Male45%
Black or African American50%
Asiann/a
Hispanic50%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White58%
Economically disadvantaged40%
Not economically disadvantaged65%
Special education13%
Not special education58%
Limited English proficient (LEP)0%
Proficient in English57%
Migrantn/a
Non-migrant56%
Gifted/talented98%
Non-Gifted50%
Bilingualn/a

English II Reading

All Students78%
Female82%
Male75%
Black or African American74%
Asiann/a
Hispanic75%
Multiracial80%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White80%
Economically disadvantaged69%
Not economically disadvantaged83%
Special education25%
Not special education80%
Limited English proficient (LEP)20%
Proficient in English79%
Migrantn/a
Non-migrant78%
Gifted/talented100%
Non-Gifted76%
Bilingualn/a

English II Writing

All Students52%
Female59%
Male45%
Black or African American52%
Asiann/a
Hispanic42%
Multiracial70%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White55%
Economically disadvantaged39%
Not economically disadvantaged59%
Special education0%
Not special education54%
Limited English proficient (LEP)0%
Proficient in English53%
Migrantn/a
Non-migrant52%
Gifted/talented82%
Non-Gifted48%
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 Students92%
Female94%
Male90%
Black or African American95%
Asiann/a
Hispanic86%
Multiracial83%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White94%
Economically disadvantaged87%
Not economically disadvantaged94%
Special education71%
Not special education92%
Limited English proficient (LEP)n/a
Proficient in English92%
Migrantn/a
Non-migrant92%
Gifted/talented98%
Non-Gifted90%
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 Students77%
Female76%
Male78%
Black or African American65%
Asiann/a
Hispanic74%
Multiracial67%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White79%
Economically disadvantaged66%
Not economically disadvantaged83%
Special education33%
Not special education80%
Limited English proficient (LEP)n/a
Proficient in English78%
Migrantn/a
Non-migrant77%
Gifted/talented100%
Non-Gifted74%
Bilingualn/a

World History

All Students64%
Female63%
Male65%
Black or African American50%
Asiann/a
Hispanic65%
Multiracial67%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White64%
Economically disadvantaged52%
Not economically disadvantaged70%
Special education29%
Not special education65%
Limited English proficient (LEP)n/a
Proficient in English64%
Migrantn/a
Non-migrant64%
Gifted/talented95%
Non-Gifted59%
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
White 65% 31%
Hispanic 25% 50%
Black 8% 13%
American Indian/Alaska Native 1% 0%
Asian 1% 3%
Two or more races 1% 2%
Hawaiian Native/Pacific Islander 0% 0%
Source: NCES, 2010-2011

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

This school has not yet provided program information.


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700 Fm 2642
Royse City, TX 75189
Website: Click here
Phone: (972) 636-9991

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