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Teacher quality
Principal leadership
Parent involvement
Not very diverse school that does not feature programs unlike the other high schools in the district.
—Submitted by a parent
All my kids attended Sachse High School so we have been involved since the doors opened. Parents seem to be irritated about the dress code. Why? If you want your child to think she can go to work in slippers then send her to Naaman. I am amazed when I see the degrading comments towards the principal. Yes, he is strict but what is wrong with that? He is by the book but he is fair. He is more than willing to meet with any parent or student when they have a problem and resolve the issue. It may not be exactly how you would like it but you are not in charge and you are not handling the many problems he faces everyday. This school is large but he is experienced and doing the very best he can. Isn't that what we want from anyone?
—Submitted by a parent
Well I am a senior at Sachse High School and I love that there is no problems in this school. The teachers are the best because they help you and they incourage you to the the best you can. I know that some people say that sachse hs is strict but that makes this school better then any other
—Submitted by a student
One of the best schools in the district. I am now an alumni, and I will tell you that parents saying the school is bad based on their kids opinions of dress code are wrong. The school cracks down hard on dress code, yes, but that is important. This teaches kids morality as well as etiquette. If your kid can is smarter than the average bear and takes honors classes, he/she will learn more than just what is needed for the TAKS test (state test). Great school, with a great faculty, and the best administration I have ever seen or heard of. The principal even meets with every single senior in groups of about ten every year to hear their opinions on the school. He takes every bit of it to heart, and uses it to make the school better.
great school and faculty. students are expected to b3 moralally on the ball. csn't imagine why someone does no like it.
most of these teachers have 1 year of experience,too young. they focus on dress code too much my daughter did not like this school,she transferred her 2nd year to naaman. and she is glad she did not stay here
—Submitted by a parent
My son is a senior and things have gotten a little bit better. The dress code is ridiculous and constantly being watched - instead of academics! The teachers have tutorials, but seldom are they on time and/or show up. I wonder what this teaches my child? Most teachers do not care about the students - it is all about those stupid state-wide tests that don't teach them a thing. They need to teach these children what the real world is like and how to live in such an environment. They have gotten better about college information, etc. You just have to go for it and keep on top of things - otherwise they don't show care or concern.
—Submitted by Concerned Parent, a parent
The school spends more time worrying about the overly-strict dress code than actually teaching. Also, as with most schools now, teaching students to pass the TAKS test is all the education they are receiving. The school is too large for students to get to their lockers between classes. Tutorials are offered (and required in some cases) but are not effective. The facility itself is nice.
—Submitted by a parent
This school is the best. 5 stars. Principal Hammerle rate 10 stars. He is the best principal ever.
—Submitted by a parent
The head principal came with Sachse with a wonderful reputation for being a disciplinarian with high academic standards. After 3 years I am not impressed with him. A core subject was taught by someone who was not certified in the subject, and did not teach it well enough for the class to pass. The teachers seem afraid to stand up to the students who disrupt the learning environment. Many of the teachers are not willing to go the extra mile it takes to educate a special needs child. I am deeply disappointed with the school.
—Submitted by a parent
I have a cornucopia of children enrolled in Sachse High School, and I am very pleased with their choir program. The majority of my children are enrolled in the program, and are very pleased. Kuddos to the choir program, yall are doing a great job.
—Submitted by a parent
We have several children at Sachse and all of them have received a wonderful education. The band program is one of the best I have seen and I'm certain that the influence of their directors has played a tremendous role in their attitude as well as their grades. We have been very fortunate to have such an involved group of teachers who are not only teaching but providing an environment where the children are encouraged to excel.
—Submitted by a parent
I would have to agree with all that has been said by everyone that has written a review. Some more than others. It seems that A lot of the teachers & principles are mainly concerned about the dress codes. I'm sorry to say but,I don't have a clue as to what the school specializes in except dress code. I too am sorry that my daughter has to spend another year there but, due to transportation we are stuck as well. They are not focused enough to help guide our kids toward a future that includes real life issues or college and that is a shame. I would love to see this school do well but until some of these issues are corrected it will continue to be just a school. Too bad! **GS
—Submitted by a parent
Overall we are happy with Sachse High School. I would like to see them go to a uniform.
—Submitted by a parent
Frankly I like the head principle. Basically overall this school needs a big change and very soon.
—Submitted by a parent
Sachse High School could be very good if all the teachers would love what they are doing as there job instead of a pay check.This school needs to inform there seniors about colleges. Racism has to go from Sachse because anywhere you go go will find black people. I can name the Teachers that love their jobs. My daughter has learn a lot by studying very hard and always asking for help although some of the teachers would make it difficult for her to get her answer. If some of the students has a low self esteem they will have a very hard time at this school. Parents have to pray hard and always for there kids to make it through this school. We need a big change in the staff of this school. I am praying for a huge change and I know God is going to answer. Thank you
—Submitted by M DB, a parent
My child is a junior at Sachse. We have had more bad moments than good with regards to the teaching staff and principal. We would have switched after freshman year but we have not had a way for our child to get to another school. Sachse is in dire need of change in the staff.
—Submitted by a parent
Great School, Fantastic Principal who keeps things running well.
—Submitted by a parent
The school appears well organized at the front office. I would like to see opportunities for off campus P.E. for those who are athletes, in all disciplines, such as Equestrian, Swimming, and other disciplines where the school offers no support to those students who have these abilities.
—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.
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 state average for Math was 70% in 2011.
673 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 89% in 2011.
673 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for English Language Arts was 91% in 2011.
665 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Math was 74% in 2011.
654 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 76% in 2011.
655 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Social Studies was 93% in 2011.
656 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for English Language Arts was 95% in 2011.
547 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Math was 90% in 2011.
543 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 91% in 2011.
542 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Social Studies was 99% in 2011.
549 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
| All Students | 78% |
| Female | 77% |
| Male | 78% |
| Black or African American | 67% |
| Asian | 90% |
| Hispanic | 70% |
| American Indian or Alaska Native | n/a |
| White | 85% |
| Economically disadvantaged | 69% |
| Not economically disadvantaged | 83% |
| Special education | 43% |
| Not special education | 79% |
| Limited English proficient (LEP) | 29% |
| Proficient in English | 80% |
| Migrant | n/a |
| Non-migrant | 78% |
| Gifted/talented | 97% |
| All Students | 91% |
| Female | 93% |
| Male | 89% |
| Black or African American | 95% |
| Asian | 88% |
| Hispanic | 84% |
| American Indian or Alaska Native | n/a |
| White | 96% |
| Economically disadvantaged | 86% |
| Not economically disadvantaged | 94% |
| Special education | 64% |
| Not special education | 92% |
| Limited English proficient (LEP) | 27% |
| Proficient in English | 94% |
| Migrant | n/a |
| Non-migrant | 91% |
| Gifted/talented | 100% |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. 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
| All Students | 93% |
| Female | 97% |
| Male | 89% |
| Black or African American | 93% |
| Asian | 94% |
| Hispanic | 89% |
| American Indian or Alaska Native | n/a |
| White | 95% |
| Economically disadvantaged | 89% |
| Not economically disadvantaged | 95% |
| Special education | 72% |
| Not special education | 94% |
| Limited English proficient (LEP) | 54% |
| Proficient in English | 95% |
| Migrant | n/a |
| Non-migrant | 93% |
| Gifted/talented | 100% |
| All Students | 79% |
| Female | 80% |
| Male | 77% |
| Black or African American | 74% |
| Asian | 88% |
| Hispanic | 71% |
| American Indian or Alaska Native | n/a |
| White | 86% |
| Economically disadvantaged | 75% |
| Not economically disadvantaged | 81% |
| Special education | 43% |
| Not special education | 79% |
| Limited English proficient (LEP) | 41% |
| Proficient in English | 80% |
| Migrant | n/a |
| Non-migrant | 79% |
| Gifted/talented | 94% |
| All Students | 85% |
| Female | 87% |
| Male | 84% |
| Black or African American | 82% |
| Asian | 92% |
| Hispanic | 77% |
| American Indian or Alaska Native | n/a |
| White | 93% |
| Economically disadvantaged | 78% |
| Not economically disadvantaged | 90% |
| Special education | 59% |
| Not special education | 86% |
| Limited English proficient (LEP) | 36% |
| Proficient in English | 88% |
| Migrant | n/a |
| Non-migrant | 85% |
| Gifted/talented | 97% |
| All Students | 97% |
| Female | 98% |
| Male | 96% |
| Black or African American | 97% |
| Asian | 98% |
| Hispanic | 95% |
| American Indian or Alaska Native | n/a |
| White | 99% |
| Economically disadvantaged | 94% |
| Not economically disadvantaged | 98% |
| Special education | 95% |
| Not special education | 97% |
| Limited English proficient (LEP) | 65% |
| Proficient in English | 98% |
| Migrant | n/a |
| Non-migrant | 97% |
| Gifted/talented | 100% |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. 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
| All Students | 96% |
| Female | 97% |
| Male | 95% |
| Black or African American | 97% |
| Asian | 90% |
| Hispanic | 94% |
| American Indian or Alaska Native | n/a |
| White | 99% |
| Economically disadvantaged | 92% |
| Not economically disadvantaged | 98% |
| Special education | 87% |
| Not special education | 97% |
| Limited English proficient (LEP) | 58% |
| Proficient in English | 98% |
| Migrant | n/a |
| Non-migrant | 96% |
| Gifted/talented | 100% |
| All Students | 97% |
| Female | 95% |
| Male | 98% |
| Black or African American | 99% |
| Asian | 95% |
| Hispanic | 94% |
| American Indian or Alaska Native | n/a |
| White | 98% |
| Economically disadvantaged | 93% |
| Not economically disadvantaged | 98% |
| Special education | 83% |
| Not special education | 97% |
| Limited English proficient (LEP) | 91% |
| Proficient in English | 97% |
| Migrant | n/a |
| Non-migrant | 97% |
| Gifted/talented | 100% |
| All Students | 96% |
| Female | 94% |
| Male | 98% |
| Black or African American | 95% |
| Asian | 97% |
| Hispanic | 92% |
| American Indian or Alaska Native | n/a |
| White | 99% |
| Economically disadvantaged | 91% |
| Not economically disadvantaged | 98% |
| Special education | 100% |
| Not special education | 96% |
| Limited English proficient (LEP) | 82% |
| Proficient in English | 96% |
| Migrant | n/a |
| Non-migrant | 96% |
| Gifted/talented | 100% |
| All Students | 100% |
| Female | 100% |
| Male | 100% |
| Black or African American | 100% |
| Asian | 100% |
| Hispanic | 99% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 99% |
| Not economically disadvantaged | 100% |
| Special education | 100% |
| Not special education | 100% |
| Limited English proficient (LEP) | 96% |
| Proficient in English | 100% |
| Migrant | n/a |
| Non-migrant | 100% |
| Gifted/talented | 100% |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. 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
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
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Hispanic
White
All students
Economically disadvantaged
Not economically disadvantaged
Special education
Not special education
English language learners
Proficient in English
Non-migrant
Gifted/talented
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 49% | 34% | ||
| Hispanic | 27% | 48% | ||
| Black | 16% | 14% | ||
| Asian/Pacific Islander | 7% | 4% | ||
| American Indian/Alaska Native | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Special education | 10% | N/A | 10% |
| Gifted/talented students | 5% | N/A | 8% |
| Limited English proficient (LEP) | 8% | N/A | 17% |
| Economically disadvantaged | 22% | N/A | 55% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 16 | N/A | 15 |
| This school | District average | State average | |
|---|---|---|---|
| Beginning teachers | 9% | N/A | 8% |
| 1 to 5 years | 40% | N/A | 30% |
| 6 to 10 years | 18% | N/A | 20% |
| 11 to 20 years | 23% | N/A | 23% |
| 21 or more years | 10% | N/A | 19% |
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3109 Miles Rd
Sachse,
TX 75048
Website: Click here
Phone: (972) 414-7450
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