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Woodlake Hills Middle School

Public | 6-8 | 935 students

 

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Living in San Antonio

Situated in a suburban neighborhood. The median home value is $105,300. The average monthly rent for a 2 bedroom apartment is $970.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 1 rating
2012:
Based on 2 ratings
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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17 reviews of this school


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Posted January 8, 2013

I just found out that my child was bullied at this school, but my child did not tell me while in school. I wish I had known about it before. Certain staff were helpful when I reached out to them about academics, and there a few issues I had to raise, including: - inappropriate content in assignments, - VIOLATIONS OF FERPA LAW - teachers that are not fair, and - a safety legal issue I realized ALL schools are protected from. It's not fair but I felt they really took advantage of this and ran with it. If I would have known about the bullying problem, I would have done something so its frustrating. If you are an aggressive parent who is informed about parent rights, you can survive, but it won't be a walk in the park. If you are not, I would ask for someone to help you monitor how your child is doing or find an ally at the school. My child, who is not a picky person at all, said that this is NOT a good school. My child made the most out of it though. But it should NOT have to be that way at all.. Middle school, hard enough as it is, should be as pleasant as possible.
—Submitted by a parent


Posted March 16, 2012

My daughter was bullied so bad that the teachers were calling me DURING classes to tell me my child was being bullied and the Principal and Vice Principal did NOTHING, nor did Judson ISD. My daughter was suspended for defending herself when her bully punched her in the face in the cafeteria and issued a ticket to appear in court. My daughter was skipping classes to avoid her bullies and the school didn't even know she was missing, even though they were marking her absent randomly during the school days and I had to tell them she wasn't in classes. I would NOT recommend this school or ANY Judson ISD school if you care for your child's safety. The school's administration are the WORST ever! They do NOT check Emergency Data Cards before releasing your child to people-my child was put in the car with someone I don't know by the administrators, after keeping her after school WITHOUT my permission or knowledge. They do not involve the parents with issues, you have to go up there every single week for problems with bullies and they STILL do nothing. They also do not honor 504 Accommodations, which is Federal Law.
—Submitted by a parent


Posted February 2, 2012

I do not reccoment this district at all. The scores are very low, class sizes are high and the staff is overworked. The Superintendent needs to go. I went to school with a serious problem and my child ended up in trouble even though they would not have known about the issue if we did not come forward. Basically it comes down to, do not trust them. Call the tip hotline and stay anonomous.
—Submitted by a parent


Posted May 12, 2011

This is the worst school I have ever visited. My daughter is taking 7th grade classes as a 6th grader, and the teachers are yelling at her in the hallways to get out of the 7th grade hall. The teachers are rude, as are the counselors and assistant principals. When kids were bragging about getting drunk or using profanity in class, the teacher tried to join in like she was one of the cool kids. The kids are out of control, and it as if the staff is afraid of them. If you want your child to have a terrible school experience and possibly have emotional or physical damage, then by all means, send them here. I even talked to a real estate agent who said that this is the most difficult school district in which to sell a home. The prices are lower for a reason...you get what you pay for in this district.
—Submitted by a parent


Posted March 5, 2011

the kids here are very out of control here at wood lake hills middle school they use profanity all the time also teachers and the principal only listen to one side of the story here . there is a lot of fighting going on from what i hear from students so our question is are our children safe and why do they take sides maybe because the other child has a bad record all ready who knows tis school is not my top choice for any kid at all
—Submitted by a parent


Posted December 8, 2010

I'mm A 8thh Grader at Woodlake, and i cant lie...i Love This School To Death! I Transfered to this school from Metzger Middle School, and i have to say, this school beats metzger my a LONG shot! The academics are a major, and so are the Sports! (we raww) the teachers are amazing, the principal is amazing! the students are SUUUPER friendly! i made new friends really fast and i would tell ANYONE to go to this school!


Posted March 22, 2010

We are from Illinois and moved here back in Jan. 2010. My daughter who is in the 7th grade has always been a wonderful student, She is now failing 2 subjects. She says one of the teachers refused her help and told her to ask her group. I brought this to the assistant principles attention and it was treated like it was not a big deal! My daughter has been a victim of the violence that goes on in this school and again the assistant principal treated this as if it were a common thing among the students!She says she witnesses violent fights every day in this school! I am so thankful that my daughter will not be returning to this school next year. She will be attending the new middle school Thank God! I even had a faculty member say this schools out of control!
—Submitted by a parent


Posted March 1, 2010

My child is getting no kind of attention, good or bad. He is doing very bad on his behavior, but from what I hear, it is good compared to how other students are doing and they cannot send him to ISS because they are afraid to send him with the kids that are already there. He is failing many of his subjects and the teachers just say that many of the students are doing enough to just get by, like him. They show me how much work is missing from all the students like it is no big deal that he is missing so much work. That is how they try to make me feel better about how poorly my son is doing. Like when I was concerned about how much he was tardy to class, they just said that most of the kids are. They allow the kids to run
—Submitted by a parent


Posted February 26, 2010

I just enrolled my daughter about a week ago this scholl is horrifying to me I have heard the white word used so much and the kids are out of control. This is horrible for me and my daughter they are fights and so much disresrepect I am just in shock they need to get a hold on the kids its like they run the school and not the staff.I will be taking this further.
—Submitted by a parent


Posted February 25, 2010

So far i love this school so much the teachers are respectful, and it is a really good education for your child
—Submitted by a student


Posted June 21, 2009

This is by far the wrost school my child has attended. There is no parent/teacher communication. No matter how hard you try to contact the faculty my email or by phone you never recieve a reply. There is no diversity here and I felt that the faculty did not do everything to encourage my child to do her best with test scores or the TAKS test. Luckily we moved here from California and the education she recieved there has carried her over through her 7th and 8th grade here in Texas. I honestly feel that the Woodlake School System has failed my child.
—Submitted by a parent


Posted November 7, 2008

I think the school is very good. Every attempt for educating the student is taken.
—Submitted by a parent


Posted January 25, 2008

I love Woodlake Hills i would give them 6 stars from clantha loving home of the wild cats.
—Submitted by a student


Posted August 20, 2007

I wish that there was more communication between the school and parents. Also more requests for parent involvement with the school. I feel out of the loop many times. 50% of the email I send to teachers never gets responded. It's like the school depends on my child to tell me about all the school events. I'm sorry but that's just not going to happen. The education is average but my child's the theater dept. and biology classes are excellent. Let parents get more involved! ENCOURAGE parent to get involve. LET parents get parents involved. We can be dance chaperones or run some of the events during the carnivals or festivals. Some of us don't mind working for our schools.
—Submitted by a parent


Posted July 14, 2005

My child made it through the tween years that are often so indifferent and difficult because of her involvment in WHMS band program. I believe it gave her the confidence to be herself.
—Submitted by a parent


Posted April 1, 2005

My son went to this school last year before Metzger was built. It is a much better school than Metzger, and if I had it to do over, I would have grandfathered and left him there. Much more understanding of children with needs.
—Submitted by a parent


Posted October 27, 2003

My daughter has ask for help many times but it seems that the teachers do not know how to handle the workload they have. They will tell you it not our fault we have too many kids in the classroom. Well I say that too but there has to be a point when a student does not understand an assignment versus the class being quiet. What are the kids going to school for quite lessons or to learn?
—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.

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 84% in 2011.

301 students were tested at this school in 2011.

2011

 
 
74%

2010

 
 
80%
Math

The state average for Math was 83% in 2011.

300 students were tested at this school in 2011.

2011

 
 
71%

2010

 
 
76%
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 86% in 2011.

317 students were tested at this school in 2011.

2011

 
 
80%

2010

 
 
83%
Math

The state average for Math was 81% in 2011.

317 students were tested at this school in 2011.

2011

 
 
74%

2010

 
 
71%
Writing

The state average for Writing was 94% in 2011.

316 students were tested at this school in 2011.

2011

 
 
91%

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 85% in 2011.

274 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
93%
Math

The state average for Math was 73% in 2011.

271 students were tested at this school in 2011.

2011

 
 
83%

2010

 
 
80%
Science

The state average for Science was 79% in 2011.

274 students were tested at this school in 2011.

2011

 
 
70%

2010

 
 
69%
Social Studies

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

272 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
90%
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 Students74%
Female76%
Male72%
Black or African American64%
Asian67%
Hispanic78%
American Indian or Alaska Nativen/a
White80%
Economically disadvantaged72%
Not economically disadvantaged79%
Special education35%
Not special education76%
Limited English proficient (LEP)59%
Proficient in English74%
Migrantn/a
Non-migrant74%
Gifted/talented97%

Math

All Students71%
Female68%
Male74%
Black or African American56%
Asian100%
Hispanic76%
American Indian or Alaska Nativen/a
White80%
Economically disadvantaged68%
Not economically disadvantaged81%
Special education40%
Not special education73%
Limited English proficient (LEP)68%
Proficient in English71%
Migrantn/a
Non-migrant71%
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 Students80%
Female86%
Male74%
Black or African American76%
Asiann/a
Hispanic82%
American Indian or Alaska Nativen/a
White81%
Economically disadvantaged79%
Not economically disadvantaged83%
Special education42%
Not special education83%
Limited English proficient (LEP)75%
Proficient in English80%
Migrantn/a
Non-migrant80%
Gifted/talented93%

Math

All Students74%
Female76%
Male73%
Black or African American64%
Asiann/a
Hispanic82%
American Indian or Alaska Nativen/a
White79%
Economically disadvantaged70%
Not economically disadvantaged85%
Special education42%
Not special education77%
Limited English proficient (LEP)75%
Proficient in English74%
Migrantn/a
Non-migrant74%
Gifted/talented100%

Writing

All Students91%
Female97%
Male85%
Black or African American87%
Asiann/a
Hispanic94%
American Indian or Alaska Nativen/a
White89%
Economically disadvantaged91%
Not economically disadvantaged91%
Special education64%
Not special education93%
Limited English proficient (LEP)94%
Proficient in English90%
Migrantn/a
Non-migrant91%
Gifted/talented98%
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 Students92%
Female92%
Male91%
Black or African American93%
Asian80%
Hispanic92%
American Indian or Alaska Nativen/a
White85%
Economically disadvantaged91%
Not economically disadvantaged93%
Special education65%
Not special education93%
Limited English proficient (LEP)67%
Proficient in English93%
Migrantn/a
Non-migrant92%
Gifted/talented96%

Math

All Students83%
Female83%
Male84%
Black or African American85%
Asian80%
Hispanic82%
American Indian or Alaska Nativen/a
White80%
Economically disadvantaged81%
Not economically disadvantaged88%
Special education36%
Not special education86%
Limited English proficient (LEP)44%
Proficient in English84%
Migrantn/a
Non-migrant83%
Gifted/talented100%

Science

All Students70%
Female66%
Male74%
Black or African American68%
Asian100%
Hispanic68%
American Indian or Alaska Nativen/a
White85%
Economically disadvantaged66%
Not economically disadvantaged79%
Special education32%
Not special education73%
Limited English proficient (LEP)44%
Proficient in English71%
Migrantn/a
Non-migrant70%
Gifted/talented96%

Social Studies

All Students90%
Female88%
Male93%
Black or African American93%
Asian100%
Hispanic87%
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged88%
Not economically disadvantaged95%
Special education71%
Not special education92%
Limited English proficient (LEP)67%
Proficient in English91%
Migrantn/a
Non-migrant90%
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 71% in 2013.

262 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
62%
Math

The state average for Math was 74% in 2013.

262 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
71%
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 77% in 2013.

301 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
71%
Math

The state average for Math was 71% in 2013.

301 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
73%
Writing

The state average for Writing was 70% in 2013.

304 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
61%
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.

268 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
73%
Math

The state average for Math was 77% in 2013.

202 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
67%
Science

The state average for Science was 75% in 2013.

246 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
61%
Social Studies

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

271 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
46%
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.

62 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
96%
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.

25 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%
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 Students67%
Female69%
Male65%
Black or African American58%
Asian71%
Hispanic68%
Multiracial75%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White75%
Economically disadvantaged65%
Not economically disadvantaged73%
Special education0%
Not special education71%
Limited English proficient (LEP)41%
Proficient in English69%
Migrantn/a
Non-migrant67%
Gifted/talented97%
Non-Gifted63%
Bilingualn/a

Math

All Students75%
Female78%
Male72%
Black or African American62%
Asian86%
Hispanic79%
Multiracial63%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged74%
Not economically disadvantaged78%
Special education13%
Not special education79%
Limited English proficient (LEP)55%
Proficient in English77%
Migrantn/a
Non-migrant75%
Gifted/talented96%
Non-Gifted73%
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 Students74%
Female81%
Male68%
Black or African American73%
Asian80%
Hispanic73%
Multiracial89%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White76%
Economically disadvantaged70%
Not economically disadvantaged81%
Special education37%
Not special education77%
Limited English proficient (LEP)47%
Proficient in English76%
Migrantn/a
Non-migrant74%
Gifted/talented100%
Non-Gifted71%
Bilingualn/a

Math

All Students67%
Female70%
Male65%
Black or African American55%
Asian100%
Hispanic72%
Multiracial67%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White72%
Economically disadvantaged67%
Not economically disadvantaged68%
Special education32%
Not special education70%
Limited English proficient (LEP)53%
Proficient in English68%
Migrantn/a
Non-migrant67%
Gifted/talented100%
Non-Gifted63%
Bilingualn/a

Writing

All Students64%
Female79%
Male51%
Black or African American64%
Asian80%
Hispanic66%
Multiracial78%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White44%
Economically disadvantaged60%
Not economically disadvantaged70%
Special education16%
Not special education67%
Limited English proficient (LEP)37%
Proficient in English66%
Migrantn/a
Non-migrant64%
Gifted/talented91%
Non-Gifted60%
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 Students79%
Female83%
Male77%
Black or African American77%
Asiann/a
Hispanic79%
Multiracial73%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged78%
Not economically disadvantaged82%
Special education50%
Not special education82%
Limited English proficient (LEP)56%
Proficient in English81%
Migrantn/a
Non-migrant80%
Gifted/talented96%
Non-Gifted78%
Bilingualn/a

Math

All Students63%
Female67%
Male60%
Black or African American59%
Asiann/a
Hispanic64%
Multiracial50%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White78%
Economically disadvantaged57%
Not economically disadvantaged76%
Special education32%
Not special education67%
Limited English proficient (LEP)75%
Proficient in English62%
Migrantn/a
Non-migrant63%
Gifted/talentedn/a
Non-Gifted63%
Bilingualn/a

Science

All Students74%
Female71%
Male76%
Black or African American67%
Asiann/a
Hispanic75%
Multiracial78%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White82%
Economically disadvantaged71%
Not economically disadvantaged79%
Special education42%
Not special education76%
Limited English proficient (LEP)50%
Proficient in English75%
Migrantn/a
Non-migrant74%
Gifted/talentedn/a
Non-Gifted73%
Bilingualn/a

Social Studies

All Students52%
Female48%
Male55%
Black or African American45%
Asiann/a
Hispanic48%
Multiracial55%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged49%
Not economically disadvantaged58%
Special education21%
Not special education54%
Limited English proficient (LEP)31%
Proficient in English53%
Migrantn/a
Non-migrant52%
Gifted/talented96%
Non-Gifted47%
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 Students98%
Female100%
Male97%
Black or African American100%
Asiann/a
Hispanic97%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged98%
Not economically disadvantaged100%
Special educationn/a
Not special education98%
Limited English proficient (LEP)n/a
Proficient in English98%
Migrantn/a
Non-migrant98%
Gifted/talented100%
Non-Gifted97%
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 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-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
Hispanic 55% 52%
Black 30% 13%
White 10% 29%
Two or more races 3% 2%
Asian or Pacific Islander 2% 4%
American Indian/Alaska Native N/A 0%
Hawaiian Native/Pacific Islander N/A 0%
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 7%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • DONALD STEWART
Fax number
  • (210) 666-0169

Resources

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

Apply

To learn more about enrolling, please call the school.
 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
Notice an inaccuracy? Let us know!

6625 Woodlake Parkway
San Antonio, TX 78244
Phone: (210) 661-1110

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