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GreatSchools Rating

Royse City Middle School

Public | 7-8 | 729 students

 
 

Last modified
Community Rating

3 stars


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8 reviews of this school


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Posted May 25, 2010

I agree that there are some drugs at the school, there are also fights at the school. There are drugs, fights, bad kids, good kids, etc. at every school. I can promise that the problems we have pale in comparison to surrounding school districts. The teachers are there before and after school to help the kids that want help. For the first time, my son scored "commended" on all of the 8th grade level TAKS tests. This is a reflection on the teachers and administration of the school. My son loves the school. They have teaght him how to excell at academics, not just athletics.
—Submitted by a parent


Posted April 21, 2010

Drugs,and bad kids,thats all this school offers.Cussing,fights horrible teachers.My daughter has been going to RC for 4 years and crys atleast once a week,i do not recommend this school
—Submitted by a parent


Posted December 23, 2009

I truly agree, I had to pull my son out of that school they lack in professionalism and even more so in educating. My son is much happier and is succeeding at his new school. overall RCMS is a horrible place and a big waste of federal/state funds.
—Submitted by a parent


Posted September 26, 2008

The teachers at this school are wonderful! The school is open to new ideas and interesting projects. Most of the teachers that I have seen are on their feet and busy interacting with students. Middle school is a difficult age group, how could any teacher slack with at least 25 curious students in their rooms. The computer is a portle to knowlege at your fingertips. The staff is very dedicated to being up to date with thier curriculum and making learning fun for the student.
—Submitted by a parent


Posted September 24, 2008

Terrible school with hostile environment, my son does not feel safe in this school and cries for me to get him in a new school, we recently moved from canada and i have seen his attitude and his life change, he never smiles after the move, i am beginningto wonder if imade a bad choic emoving here
—Submitted by a parent


Posted February 25, 2008

We moved to Royse City in July of 07 and our son started middle school here in the 8th grade. The teachers have all been very helpful and made sure that he picked up where he left off at his old school. In a conference with the asst. principal she seemed just as concerned as I about his future, not only in high school but in college as well.
—Submitted by a parent


Posted February 24, 2008

Very poor leadership. The Principle is not available to parents wanting a conference. The Asst Principle is more concerened over dress code than academics. Teachers play on computers while they are suppose to be teaching the children. Poor leadership leads to poor facility. 2 star is generous at this school.
—Submitted by a parent


Posted August 11, 2007

This is the beginning of the second year for the middle school to be located in the old high school building. The staff is dedicated to quality teaching.
—Submitted by a teacher


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 86% in 2011.

347 students were tested at this school in 2011.

2011

 
 
87%

2010

 
 
83%
Math

The state average for Math was 81% in 2011.

347 students were tested at this school in 2011.

2011

 
 
84%

2010

 
 
81%
Writing

The state average for Writing was 94% in 2011.

341 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
95%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

320 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
97%
Math

The state average for Math was 73% in 2011.

320 students were tested at this school in 2011.

2011

 
 
83%

2010

 
 
89%
Science

The state average for Science was 79% in 2011.

329 students were tested at this school in 2011.

2011

 
 
72%

2010

 
 
74%
Social Studies

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

328 students were tested at this school in 2011.

2011

 
 
93%

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 Students87%
Female90%
Male85%
Black or African American71%
Asiann/a
Hispanic85%
American Indian or Alaska Nativen/a
White89%
Economically disadvantaged81%
Not economically disadvantaged91%
Special education29%
Not special education88%
Limited English proficient (LEP)n/a
Proficient in English88%
Migrantn/a
Non-migrant87%
Gifted/talented100%

Math

All Students84%
Female80%
Male88%
Black or African American86%
Asiann/a
Hispanic80%
American Indian or Alaska Nativen/a
White85%
Economically disadvantaged79%
Not economically disadvantaged87%
Special education57%
Not special education85%
Limited English proficient (LEP)n/a
Proficient in English85%
Migrantn/a
Non-migrant84%
Gifted/talented100%

Writing

All Students95%
Female96%
Male94%
Black or African American100%
Asiann/a
Hispanic98%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged91%
Not economically disadvantaged98%
Special education50%
Not special education96%
Limited English proficient (LEP)n/a
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 Students94%
Female96%
Male91%
Black or African American86%
Asiann/a
Hispanic92%
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged88%
Not economically disadvantaged97%
Special education42%
Not special education96%
Limited English proficient (LEP)60%
Proficient in English95%
Migrantn/a
Non-migrant94%
Gifted/talented100%

Math

All Students83%
Female84%
Male82%
Black or African American76%
Asiann/a
Hispanic75%
American Indian or Alaska Nativen/a
White87%
Economically disadvantaged74%
Not economically disadvantaged89%
Special education25%
Not special education85%
Limited English proficient (LEP)17%
Proficient in English85%
Migrantn/a
Non-migrant83%
Gifted/talented100%

Science

All Students72%
Female69%
Male75%
Black or African American59%
Asiann/a
Hispanic62%
American Indian or Alaska Nativen/a
White78%
Economically disadvantaged62%
Not economically disadvantaged80%
Special education14%
Not special education76%
Limited English proficient (LEP)14%
Proficient in English75%
Migrantn/a
Non-migrant72%
Gifted/talented100%

Social Studies

All Students93%
Female94%
Male91%
Black or African American91%
Asiann/a
Hispanic89%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged86%
Not economically disadvantaged97%
Special education52%
Not special education95%
Limited English proficient (LEP)71%
Proficient in English94%
Migrantn/a
Non-migrant93%
Gifted/talented100%
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 77% in 2013.

360 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
82%
Math

The state average for Math was 71% in 2013.

357 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
85%
Writing

The state average for Writing was 70% in 2013.

359 students were tested at this school in 2013.

2013

 
 
84%

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.

354 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
86%
Math

The state average for Math was 77% in 2013.

267 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
80%
Science

The state average for Science was 75% in 2013.

356 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
73%
Social Studies

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

354 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
67%
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.

86 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.

2013

 
 
n/a

2012

 
 
n/a
Physics

The state average for Physics was 81% in 2013.

2013

 
 
n/a

2012

 
 
n/a
U.S. History

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

2013

 
 
n/a

2012

 
 
n/a
World Geography

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

2013

 
 
n/a

2012

 
 
n/a
World History

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

2013

 
 
n/a

2012

 
 
n/a
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

All Students86%
Female92%
Male80%
Black or African American83%
Asiann/a
Hispanic84%
Multiracial86%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged81%
Not economically disadvantaged90%
Special education50%
Not special education87%
Limited English proficient (LEP)24%
Proficient in English89%
Migrantn/a
Non-migrant86%
Gifted/talented100%
Non-Gifted85%
Bilingualn/a

Math

All Students87%
Female91%
Male82%
Black or African American65%
Asiann/a
Hispanic85%
Multiracial86%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged80%
Not economically disadvantaged90%
Special education50%
Not special education87%
Limited English proficient (LEP)43%
Proficient in English88%
Migrantn/a
Non-migrant87%
Gifted/talented100%
Non-Gifted85%
Bilingualn/a

Writing

All Students84%
Female94%
Male74%
Black or African American74%
Asiann/a
Hispanic80%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged78%
Not economically disadvantaged88%
Special education20%
Not special education85%
Limited English proficient (LEP)18%
Proficient in English87%
Migrantn/a
Non-migrant84%
Gifted/talented100%
Non-Gifted82%
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%
Female92%
Male88%
Black or African American79%
Asiann/a
Hispanic94%
Multiracial83%
American Indian or Alaska Native83%
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged87%
Not economically disadvantaged93%
Special education22%
Not special education92%
Limited English proficient (LEP)n/a
Proficient in English90%
Migrantn/a
Non-migrant90%
Gifted/talented100%
Non-Gifted88%
Bilingualn/a

Math

All Students80%
Female79%
Male80%
Black or African American69%
Asiann/a
Hispanic74%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White84%
Economically disadvantaged73%
Not economically disadvantaged88%
Special education25%
Not special education81%
Limited English proficient (LEP)20%
Proficient in English81%
Migrantn/a
Non-migrant80%
Gifted/talented95%
Non-Gifted79%
Bilingualn/a

Science

All Students78%
Female72%
Male83%
Black or African American68%
Asiann/a
Hispanic67%
Multiracial77%
American Indian or Alaska Native67%
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged69%
Not economically disadvantaged85%
Special education6%
Not special education81%
Limited English proficient (LEP)0%
Proficient in English79%
Migrantn/a
Non-migrant78%
Gifted/talented100%
Non-Gifted73%
Bilingualn/a

Social Studies

All Students68%
Female63%
Male73%
Black or African American68%
Asiann/a
Hispanic59%
Multiracial85%
American Indian or Alaska Native50%
Native Hawaiian/Pacific Islandern/a
White72%
Economically disadvantaged57%
Not economically disadvantaged77%
Special education13%
Not special education70%
Limited English proficient (LEP)0%
Proficient in English69%
Migrantn/a
Non-migrant68%
Gifted/talented93%
Non-Gifted63%
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 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

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 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

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 60% 31%
Hispanic 29% 50%
Black 7% 13%
Two or more races 2% 2%
American Indian/Alaska Native 1% 0%
Asian 0% 3%
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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1310 E Hwy 66
Royse City, TX 75189
Website: Click here
Phone: (972) 636-9544

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