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GreatSchools Rating

Mccollum High School

Public | 9-12 | 1775 students

 

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4 stars


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12 reviews of this school


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Posted October 10, 2010

To me there isn't anything special about this school. I can definitely highlight the negatives better than the positives. The administrators focus way too much attention on things like dress code, and not enough on academics. Some of the administrators are very rude, and assuming. On the bright side, the school has a great leadership program, but the district needs to access other issues rather than construction.
—Submitted by a student


Posted December 5, 2008

I loved attending this school. I recieved an internship my senior year and was able to join a lot of the clubs McCollm has to offer. I was very happy and I will send m children here in the future.
—Submitted by a student


Posted October 27, 2008

this school is cool but it has its problems. like the rule about the VPs keeping your phone until Friday? its weaird but the students are awesome and so are the Teachers!!!!
—Submitted by a student


Posted September 6, 2008

This school is great the teachers,staff,and administration we have a fun learning experience here all the teachers are great and if we have any problems either personal or educational they always help and lend a helping hand all the teachers have nice personalities and its very easy to get along with them
—Submitted by a student


Posted August 26, 2007

I like this school! I have wonderful teachers. Everything goes by really fast because I'm having fun!
—Submitted by a student


Posted August 14, 2007

I hate this school because i really want to learn things about the real world but the only thing we learn here is about Taks...and I know more than the teachers that is truly sad.
—Submitted by a student


Posted September 25, 2006

McCollum is growing and it is getting better. My sister graduated in 2003 and is now working at a news station and living a successful life. I'm currently a senior and yes McCollum has its problems but the same can be said for any other school.
—Submitted by a student


Posted September 20, 2006

I feel that McCollum High School is one of the most friendliest school that a student can attend. They are always introducing more numerous ways for students to get a higher education. The School for Leadership and Public Service is also a great addition to the school, as it has now seen throught five graduating classes. McCollum also has a great extra curricular activities and programs. They have a great band, drama tean, and excellent sport teams. The only thing I am disatisfied about is the lack of parent involvement at McCollum High School. There should be more parents suopporting a great high school in thier community.
—Submitted by a former student


Posted April 14, 2005

I am actually a senior at MHS in the Leadership program. MHS has a great potential to be a good school, but there are just setbacks such as not enough money for materials. Many classes do not even have a full set of textbooks for one class. I think before HISD's schools become great, the school board has to clean up their act. However, I do think the Leadership program at MHS is great! I'm not saying it's better than being a regular student, but it does insure you get a higher level of learning. The Dual Credit and the Advanced Placement programs at McCollum is a real privelege to students and it gives them a head start before entering college. I think scores are low simply because our students don't have the drive. The students are smart!
—Submitted by a student


Posted November 3, 2004

I am not a parent, but actually a 2003 graduate of The School for Leadership and Public Service at McCollum. I think it is utter bull that McCollum has dropped considerably low in scores. I just wish parents were more aware of their children's productivity at McCollum. Atleast out of the seventy somethin who graduated from LPS and McCollum , 85% are attending a four year University and the others are at community college. Whoa! Lets get on the ball now!
—Submitted by a former student


Posted November 3, 2004

Atleast the school for leadership and public service is a good outcome of this school. I think about 90% attend a four year university, the others attend community college or went into the service. About 2% is taking a year off or two. mccollum should take some leadership and find out where they are lacking in skill.
—Submitted by a former student


Posted April 23, 2004

I am a graduate of mccollum hs (84) looking at stats online i am now ashamed to admit this. Standards are extremely low. Heck!!! harlendale hs is defeating us. Where the heck is the 'cowboy' pride???? Looking at past tests i sure as heck dont see it. Now i won't even tell anyone where i grauated from i would rather state lanier hs or burbank than mccollum high gosg i wish principle flint were still there or gonzo himself ( in fact tell gonzo pammie's tummy hurts' lol) good luck cleaning up the mess ya'll made sincerely a former student
—Submitted by a former 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.

443 students were tested at this school in 2011.

2011

 
 
86%

2010

 
 
90%
Math

The state average for Math was 70% in 2011.

438 students were tested at this school in 2011.

2011

 
 
60%

2010

 
 
62%
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.

383 students were tested at this school in 2011.

2011

 
 
87%

2010

 
 
88%
Math

The state average for Math was 74% in 2011.

355 students were tested at this school in 2011.

2011

 
 
65%

2010

 
 
63%
Science

The state average for Science was 76% in 2011.

361 students were tested at this school in 2011.

2011

 
 
63%

2010

 
 
60%
Social Studies

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

363 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
91%
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.

355 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
95%

2011

 
 
97%

2010

 
 
92%
Math

The state average for Math was 89% in 2013.

354 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
92%

2011

 
 
90%

2010

 
 
82%
Science

The state average for Science was 95% in 2013.

355 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
96%

2011

 
 
92%

2010

 
 
85%
Social Studies

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

355 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
98%

2011

 
 
100%

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 Students97%
Female99%
Male94%
Black or African Americann/a
Asiann/a
Hispanic97%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged96%
Special education68%
Limited English proficient (LEP)n/a

Math

All Students84%
Female86%
Male82%
Black or African Americann/a
Asiann/a
Hispanic83%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged83%
Special education33%
Limited English proficient (LEP)n/a

Science

All Students95%
Female95%
Male96%
Black or African Americann/a
Asiann/a
Hispanic96%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged95%
Special education54%
Limited English proficient (LEP)n/a

Social Studies

All Students97%
Female99%
Male96%
Black or African Americann/a
Asiann/a
Hispanic98%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged97%
Special education67%
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 "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

Algebra I

The state average for Algebra I was 78% in 2013.

418 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
71%
Algebra II

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

80 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
n/a
Biology I

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

497 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
74%
Chemistry

The state average for Chemistry was 84% in 2013.

410 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
n/a
English I Reading

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

554 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
50%
English I Writing

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

573 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
37%
English II Reading

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

422 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
n/a
English II Writing

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

423 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
n/a
English III Reading

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

2013

 
 
n/a

2012

 
 
44%
English III Writing

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

2013

 
 
n/a

2012

 
 
36%
Geometry

The state average for Geometry was 86% in 2013.

414 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
96%
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.

533 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
64%
World History

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

414 students were tested at this school in 2013.

2013

 
 
57%

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 Students58%
Female65%
Male51%
Black or African Americann/a
Asiann/a
Hispanic58%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White57%
Economically disadvantaged57%
Not economically disadvantaged63%
Special education20%
Not special education64%
Limited English proficient (LEP)27%
Proficient in English59%
Migrant43%
Not migrant58%
Gifted/talented100%
Not Gifted57%
Bilingualn/a

Algebra II

All Students98%
Female95%
Male100%
Black or African Americann/a
Asiann/a
Hispanic97%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged98%
Not economically disadvantaged95%
Special educationn/a
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English97%
Migrantn/a
Not migrant98%
Gifted/talented100%
Not Gifted96%
Bilingualn/a

Biology I

All Students73%
Female74%
Male71%
Black or African Americann/a
Asiann/a
Hispanic72%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged71%
Not economically disadvantaged79%
Special education32%
Not special education78%
Limited English proficient (LEP)40%
Proficient in English74%
Migrant57%
Not migrant73%
Gifted/talented100%
Not Gifted71%
Bilingualn/a

Chemistry

All Students75%
Female78%
Male71%
Black or African Americann/a
Asiann/a
Hispanic74%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White73%
Economically disadvantaged74%
Not economically disadvantaged75%
Special education24%
Not special education78%
Limited English proficient (LEP)40%
Proficient in English75%
Migrantn/a
Not migrant75%
Gifted/talented100%
Not Gifted72%
Bilingualn/a

English I Reading

All Students49%
Female60%
Male39%
Black or African Americann/a
Asiann/a
Hispanic49%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White55%
Economically disadvantaged48%
Not economically disadvantaged57%
Special education10%
Not special education54%
Limited English proficient (LEP)0%
Proficient in English51%
Migrant14%
Not migrant50%
Gifted/talented96%
Not Gifted47%
Bilingualn/a

English I Writing

All Students29%
Female35%
Male24%
Black or African Americann/a
Asiann/a
Hispanic29%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White33%
Economically disadvantaged28%
Not economically disadvantaged34%
Special education2%
Not special education33%
Limited English proficient (LEP)0%
Proficient in English30%
Migrant14%
Not migrant30%
Gifted/talented96%
Not Gifted26%
Bilingualn/a

English II Reading

All Students60%
Female66%
Male54%
Black or African Americann/a
Asiann/a
Hispanic60%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White55%
Economically disadvantaged57%
Not economically disadvantaged69%
Special education11%
Not special education63%
Limited English proficient (LEP)0%
Proficient in English62%
Migrantn/a
Not migrant60%
Gifted/talented100%
Not Gifted56%
Bilingualn/a

English II Writing

All Students33%
Female40%
Male26%
Black or African Americann/a
Asiann/a
Hispanic33%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White25%
Economically disadvantaged29%
Not economically disadvantaged47%
Special education7%
Not special education35%
Limited English proficient (LEP)0%
Proficient in English34%
Migrantn/a
Not migrant33%
Gifted/talented79%
Not Gifted29%
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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a

Geometry

All Students70%
Female75%
Male66%
Black or African Americann/a
Asiann/a
Hispanic71%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White60%
Economically disadvantaged69%
Not economically disadvantaged77%
Special education15%
Not special education74%
Limited English proficient (LEP)22%
Proficient in English71%
Migrantn/a
Not migrant70%
Gifted/talented100%
Not Gifted68%
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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a

World Geography

All Students59%
Female60%
Male58%
Black or African Americann/a
Asiann/a
Hispanic58%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White74%
Economically disadvantaged59%
Not economically disadvantaged61%
Special education16%
Not special education65%
Limited English proficient (LEP)13%
Proficient in English60%
Migrant50%
Not migrant59%
Gifted/talented100%
Not Gifted57%
Bilingualn/a

World History

All Students57%
Female55%
Male60%
Black or African Americann/a
Asiann/a
Hispanic58%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White45%
Economically disadvantaged55%
Not economically disadvantaged67%
Special education17%
Not special education60%
Limited English proficient (LEP)20%
Proficient in English58%
Migrantn/a
Not migrant57%
Gifted/talented97%
Not Gifted54%
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
Hispanic 96% 52%
White 3% 29%
Black 1% 13%
American Indian/Alaska Native N/A 0%
Asian or Pacific Islander N/A 4%
Hawaiian Native/Pacific Islander N/A 0%
Two or more races N/A 2%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 5%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 4%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • ARACELIE BUNSEN
Fax number
  • (210) 921-9673

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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500 West Formosa Boulevard
San Antonio, TX 78221
Phone: (210) 989-1500

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