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Teacher quality
Principal leadership
Parent involvement
I am one of three members of my family to go to Johnson High School. It has some excellent qualities, but unlike the student below, I cannot state that it is "amazing." IMO, quite frankly, in several cases, teachers and administrators promise, but don't come close to delivering (and some just don't tell the truth at all). A lot of talk, very little action. Don't even get me started on such items as the school Web site, or any communication at all. Some teachers do a fantastic job in preparing you for such things as AP exams, others are clueless. From everything I hear, the JROTC program is a mess and best avoided (some fellow students complained about everything there). The actual counselors are very competent, but weird rules. One thing is for absolute sure: most administrators or teachers never get back to you, either in a timely fashion or ever, which is a hypocritical double standard as they sure expected us to turn things in on time. And they seem to all act like they are too busy, as if no one else on the planet actually works for a living. Always excuses. Also, while I'm no expert on the English language, can someone/anyone at this school actually spell-check? - Graduate
This school has the worst leadership I have ever experienced. Their response time is horrible and the principle does a whole bunch of talking when dealing with an issue but lacks substance or solutions. Don't even get me started on the spirit clubs-- The people running these programs were either the real unpopular ladies when they were in HS trying to prove something or they are trying to relive highschool through their girls. Either way it is pathetic! How the funding is handled for the extracurricular clubs is a mystery. And what is the success criteria for the school--- how many students have graduated and got accepted to or are going to AAU schools??? I would guess few but who knows because the joke of a principle is more concerned about baseball....... Enough said!
Right now i'm going to be a senior and I've been here since I was a freshman. I'm going to give you the whole truth from experience. There is one word to describe this school- AMAZING. Of couse there are little glitches, just like there are in every other school, BUT the students strive to succeed and the teachers give them tools to do so. Academicly, the school IS the best public school in San Antonio. Not only that, but the band, sport teams, dance, and rotc (and more) ARE one of the best in the state, if not, the country.
—Submitted by a student
un-friendly staffs, laughable "credit recovery program", terrible Vice-principals, secretaries, teachers that seems to not give a snap about the success of their students.
—Submitted by a parent
With all the PhD and Master's degree in Johnson High School, the only smart person that I encountered there is the school policeman. Our children might not have a good principal, assistant principals and teachers but by God we have the best policeman in NEISD serving the school. There's no rating for the policeman I would have given him 5 stars.
—Submitted by a parent
The school has gone from bad to worse when the current principal assumed the position. There very few teachers who are dedicated to their calling as a teacher. I question the way the principal manage the school or there lack of. Not only the JROTC is problematic but also the Spirit/Cheerleading. This school is an accident waiting to happen.
—Submitted by a parent
I am a two-year attendee Senior at Johnson, and a high ranking member in the school's AJROTC. The education at this school is one of the best, but extremely competitive, to the point that students who are not the most studious or smartest in the class, get left out of a lot of opportunities that the rest receives. Also, the school is immature in its administration and has difficultly handling the problems that arise in any high school. Also, sadly the ROTC is problematic. There is a non-stop flow of gossip and un-cadet-like behavior that is a huge turn-off for anyone who accidentally gets involved.
—Submitted by a student
Johnson High School has excellent academics, but has problems in certain areas. Most teachers are really, really poor in responding to emails or calls and they don't even seem to care about updating websites (has nothing to do with "hand-holding" as it does with working with parents/guardians as an education team). Therefore, it's hard to figure out what on earth is going on. Bluntly, no excuse for that. There are reported problems with the JROTC program, so this may be an area to avoid. Because the school is new, they seem to want to hang their hat on athletics to build a reputation, which is rather idiotic. They should be spending their time promoting their academics and the academic successes of their students to make sure their students go to excellent universities. Counselors seem to talk only about Texas colleges. Have/had couple children at this school, so seen it all. As another parent said, no one seems to want to rock the boat in this entire school district at all. School district administrators appear completely clueless. They spent more time getting money from homeowners than seeking cutting edge solutions to advancing education for their students.
—Submitted by a parent
I have had the experience to be in several schools in the NEISD district and speak with many parents. My children attend Johnson High and love it. The principal is a bit strict with the kids but the parents all seem to get along well with him. I like that better than the principal catering to the kids and being a pushover. The admin staff is excellent. Thorough, experienced, and dedicated. Some tasks may take them a little longer to accomplish but that is so with any office when prioritizing each situation. The faculty seem to really enjoy their jobs and some parts of their job more than others which I can relate to. When it comes to taking care of my children and their needs, they seem to do a wonderful job. Some spend little time hand holding the parents and others are readily available. I think that may involve the individual student. I have one child that struggles, one that excels and I see how they use different approaches. I think they have such great groups of kids because they are kept busy and involved. There are tons of other clubs and groups besides sports and they do get a lot of attention too.What they lack in one area, clerical/software they make up for in another.
—Submitted by a parent
The school is very beautiful, but it is a glaring example of the mismanagement of funds the NEISD school district receives. Sports programs are over funded while other programs do without. I have 3 kids at Johnson. They have 7 classes each. Only 7 of their teachers' web pages had updated, useful information. The school district administration & school administrators are close-minded to new ideas that are proven efficient & effective in other school systems. For example, the school's mainframe computer system runs on DOS programming. It takes 2 to 3 weeks to complete a schedule change at the beginning of the year! This school is excellent compared to other Texas schools, but that is not saying much considering the low national rankings of the Texas schools. My kids like Johnson although they are micromanaged. As a parent and former educator, I am not too impressed.
—Submitted by a parent
We are so glad we chose this school. We bought our house in this area so our 3 children could go to Johnson (ages 5, 13 and 16). It was the best decision ever. The band program is outstanding. The band director as well as the teachers are very eager and enthusiastic. The work is demanding but the results are rewarding. The buildings are new and beautiful. This is trully an outstanding school
—Submitted by a parent
Parent involvement in this school is great, but what is the involvement surrounding? Extracurricular activities mostly.... Teachers are average, some with very poor attitudes, one fired for cussing out students, after the 3rd time, another discriminating or favoring some students over others. Some teachers have little if any control over their students, and as far as correcting behavior and punishing mis-behavior, it goes without saying that this districts clean record is a result of brushing these under the table! Female sudents seem more concerned over matching their Coach shoes to their purse than their education.
—Submitted by a parent
Priorty is the student, i am a grandma of a student. And these young adults are the future. Thank you johnson high.
Johnson is a great school to go to. Most of the kids really want to succeed and the teachers are all very eager to help. We don't really have any major drug, gang, fighting or any of those problems at school. There are also so many different clubs and orginizations you can join and there are a lot of different electives you can take for all different types of intrests. The best part however is that there so many different AP courses that you can take!
—Submitted by a student
Johnson H S is Great. The Staff of the School from the top adminstrator down to the custodians, work with their hearts and souls to make sure the students have only the best. Everyone is friendly and caring and as a parent you know when your child is at school they are in the BEST of hands.
—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.
596 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 89% in 2011.
604 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.
572 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Math was 74% in 2011.
577 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 76% in 2011.
576 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Social Studies was 93% in 2011.
570 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.
602 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Math was 90% in 2011.
593 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 91% in 2011.
596 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Social Studies was 99% in 2011.
599 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 | 92% |
| Female | 91% |
| Male | 93% |
| Black or African American | 96% |
| Asian | 96% |
| Hispanic | 88% |
| American Indian or Alaska Native | n/a |
| White | 95% |
| Economically disadvantaged | 86% |
| Not economically disadvantaged | 93% |
| Special education | 55% |
| Not special education | 93% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 92% |
| Migrant | n/a |
| Non-migrant | 92% |
| Gifted/talented | 100% |
| All Students | 97% |
| Female | 100% |
| Male | 95% |
| Black or African American | 96% |
| Asian | 96% |
| Hispanic | 96% |
| American Indian or Alaska Native | n/a |
| White | 99% |
| Economically disadvantaged | 95% |
| Not economically disadvantaged | 98% |
| Special education | 82% |
| Not special education | 98% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 97% |
| 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 | 95% |
| Female | 97% |
| Male | 91% |
| Black or African American | 79% |
| Asian | 100% |
| Hispanic | 94% |
| American Indian or Alaska Native | n/a |
| White | 95% |
| Economically disadvantaged | 92% |
| Not economically disadvantaged | 95% |
| Special education | 67% |
| Not special education | 96% |
| Limited English proficient (LEP) | 57% |
| Proficient in English | 95% |
| Migrant | n/a |
| Non-migrant | 95% |
| Gifted/talented | 100% |
| All Students | 88% |
| Female | 90% |
| Male | 86% |
| Black or African American | 76% |
| Asian | 93% |
| Hispanic | 84% |
| American Indian or Alaska Native | n/a |
| White | 91% |
| Economically disadvantaged | 82% |
| Not economically disadvantaged | 89% |
| Special education | 52% |
| Not special education | 90% |
| Limited English proficient (LEP) | 43% |
| Proficient in English | 89% |
| Migrant | n/a |
| Non-migrant | 88% |
| Gifted/talented | 100% |
| All Students | 93% |
| Female | 94% |
| Male | 91% |
| Black or African American | 80% |
| Asian | 93% |
| Hispanic | 90% |
| American Indian or Alaska Native | n/a |
| White | 95% |
| Economically disadvantaged | 89% |
| Not economically disadvantaged | 93% |
| Special education | 65% |
| Not special education | 94% |
| Limited English proficient (LEP) | 57% |
| Proficient in English | 93% |
| Migrant | n/a |
| Non-migrant | 93% |
| Gifted/talented | 100% |
| All Students | 99% |
| Female | 99% |
| Male | 99% |
| Black or African American | 100% |
| Asian | 100% |
| Hispanic | 100% |
| American Indian or Alaska Native | n/a |
| White | 98% |
| Economically disadvantaged | 98% |
| Not economically disadvantaged | 99% |
| Special education | 86% |
| Not special education | 99% |
| Limited English proficient (LEP) | 83% |
| Proficient in English | 99% |
| Migrant | n/a |
| Non-migrant | 99% |
| 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 | 98% |
| Male | 95% |
| Black or African American | 93% |
| Asian | 88% |
| Hispanic | 96% |
| American Indian or Alaska Native | n/a |
| White | 98% |
| Economically disadvantaged | 93% |
| Not economically disadvantaged | 97% |
| Special education | 82% |
| Not special education | 97% |
| Limited English proficient (LEP) | 50% |
| Proficient in English | 97% |
| Migrant | n/a |
| Non-migrant | 96% |
| Gifted/talented | 100% |
| All Students | 95% |
| Female | 97% |
| Male | 93% |
| Black or African American | 100% |
| Asian | 96% |
| Hispanic | 94% |
| American Indian or Alaska Native | n/a |
| White | 96% |
| Economically disadvantaged | 89% |
| Not economically disadvantaged | 96% |
| Special education | 79% |
| Not special education | 96% |
| Limited English proficient (LEP) | 78% |
| Proficient in English | 96% |
| Migrant | n/a |
| Non-migrant | 95% |
| Gifted/talented | 100% |
| All Students | 97% |
| Female | 98% |
| Male | 96% |
| Black or African American | 89% |
| Asian | 96% |
| Hispanic | 96% |
| American Indian or Alaska Native | n/a |
| White | 98% |
| Economically disadvantaged | 93% |
| Not economically disadvantaged | 97% |
| Special education | 78% |
| Not special education | 97% |
| Limited English proficient (LEP) | 67% |
| Proficient in English | 97% |
| Migrant | n/a |
| Non-migrant | 97% |
| 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 | 98% |
| Not economically disadvantaged | 100% |
| Special education | 100% |
| Not special education | 100% |
| Limited English proficient (LEP) | 89% |
| 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 | 53% | 34% | ||
| Hispanic | 33% | 48% | ||
| Black | 7% | 14% | ||
| Asian/Pacific Islander | 6% | 4% | ||
| American Indian/Alaska Native | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 15 | N/A | 15 |
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23203 Bulverde Rd
San Antonio,
TX 78259
Website: Click here
Phone: (210) 356-0400
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