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Wood Middle School

Public | 6-8 | 1087 students

 

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Living in San Antonio

Situated in an urban neighborhood. The median home value is $116,900. The average monthly rent for a 2 bedroom apartment is $900.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

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

Teacher quality

Principal leadership

Parent involvement

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9 reviews of this school


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Posted February 25, 2014

A school can only be what the community makes of it. I have two students in Wood and another that is now at Roosevelt. All of them have had great teachers, great opportunities to learn and grow, and great challenges. Yes, there are problems, but the current staff and administrators are some of the best I have seen. They truely are concerned for every student's success and are working to address the issues they are aware of. All I can say to those that have negative opinions about the school, is what have YOU done to help fix them? Wood has a WatchDOG program where dads are encouraged to come and be in the school. The PTA has so many events that they need help with. The bands, choir, Academic, UIL, Art, drama all have field trips that they need chaparones for. It doesn't take much to help out either. The administration would love to have more parents in the school to just help out. Once you have been cleared by the district, there are so many opportunities to help; lunch room monitor, main office, library, hallways. I personally have gotten to know many of the students because of the time I spend there. The more support we give our school, the better they can support our kids.
—Submitted by a parent


Posted February 21, 2014

This school is horrible. The students run the class rooms because there are so many stuffed into one class. My child comes home daily saying they did not learn a thing because their teachers did not have control of the class. Staff does not much help either
—Submitted by a parent


Posted October 2, 2013

Very disappointed! There is a lot of bullying in this school. Bullying should be dealt with harshly! But it is not at this school. :(
—Submitted by a parent


Posted April 17, 2010

I too was apprehensive about my son attending Wood Middle School. I heard in the past thre were some leadership problems and there were a lot disciplinary control issues. I have found out that this is not the case anymore The new principal has taken charge and has involved the teachers in turning things around and they have succeeded. My son loves it there.Tthe teachers have become more involved with the students and are quick to discipline those that interfere or try and disrupt the learning enviroment of the other students.
—Submitted by a parent


Posted February 20, 2010

Yes Wood Has its Struggles, but it is not ghetto, like people on the other side of Judson road say, the only reason that people think wood is ghetto is because, well its right next to Harris, and compare a brand new school to an old one. Well i can guarantee that if you do not get involved with the wrong kind of people and actually care about your education , then you will have no worries. Compared to Harris's TAKS scores Wood has much higher scores, because that school is new and they have teachers that are just starting their teaching carrer, while at wood we have teachers that have been teaching almost 27 years or more! Wood is not a bad,school i hate when people say or think it is. im an almost graduate from this school out of my 3 years here, i will say they were amazing!
—Submitted by a student


Posted February 4, 2010

This is my 3rd child to attend Wood Middle School. I have to say what a great improvement the new principle (Shelton) and her team of teachers are for the kids! They go above and beyond the 'extra mile' for the students. My first child I pulled her out from WMS to homeschool. Recently had heard of great improvements so gave it another try. My 6th grader is doing wonderfully under these improvements. Great job administration of turning this school around. Hope parents will continue to grow, be more hands on and get involved.
—Submitted by a parent


Posted June 7, 2009

im a student and i think wod is a great school when you alk thru the doors you will meat a friend right away.i was gonna move but i wanted to stay so badly that my mom is paying the district to stay there.the teams for sports are good as well as all of the coaches.trust me im in track,volleyball and basketball
—Submitted by a student


Posted January 10, 2008

my son is attending wood middle school, 7th grade. we moved here from louisiana and of course I was worried about the change. but the principal and teachers of wood middle school have been WONDERFUL. I have never seen a principal more involved and any teachers more available and willing to assist whenever an issue comes up. my daughter will be going to wood next year and I know she is in good hands!
—Submitted by a parent


Posted April 11, 2006

School leadership is poor, very little communication with parents. You receive a message that parent involvement is needed, but you can't get any cooperation. There are plenty of extracurricular activiites, but very little emphasis on vertical integration with high school, pre-ap, and ap course work. My child is smart enough, but not challenged. She makes A's and B's in everything, but never has any work to do at home. Then struggles with Standardized Math Scores. When materials are sent home for math, it is difficult to know the process in which the teacher wants followed if the student needs assistance. Kids lose points if their work is not done the way the teacher wants it, even if the answer to a question is right. There is poor communication on teaching methods, making it almost impossible to be an involved parent. Fights occure it seems daily.
—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.

325 students were tested at this school in 2011.

2011

 
 
81%

2010

 
 
86%
Math

The state average for Math was 83% in 2011.

323 students were tested at this school in 2011.

2011

 
 
80%

2010

 
 
85%
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.

321 students were tested at this school in 2011.

2011

 
 
88%

2010

 
 
90%
Math

The state average for Math was 81% in 2011.

320 students were tested at this school in 2011.

2011

 
 
79%

2010

 
 
80%
Writing

The state average for Writing was 94% in 2011.

309 students were tested at this school in 2011.

2011

 
 
94%

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

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

277 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
99%
Math

The state average for Math was 73% in 2011.

275 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
92%
Science

The state average for Science was 79% in 2011.

276 students were tested at this school in 2011.

2011

 
 
88%

2010

 
 
80%
Social Studies

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

276 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
98%
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 Students81%
Female83%
Male79%
Black or African American91%
Asian88%
Hispanic78%
American Indian or Alaska Nativen/a
White81%
Economically disadvantaged78%
Not economically disadvantaged86%
Special education34%
Not special education87%
Limited English proficient (LEP)68%
Proficient in English81%
Migrantn/a
Non-migrant81%
Gifted/talented100%

Math

All Students80%
Female82%
Male78%
Black or African American70%
Asian88%
Hispanic76%
American Indian or Alaska Nativen/a
White89%
Economically disadvantaged77%
Not economically disadvantaged85%
Special education42%
Not special education84%
Limited English proficient (LEP)78%
Proficient in English79%
Migrantn/a
Non-migrant80%
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 Students88%
Female92%
Male85%
Black or African American83%
Asiann/a
Hispanic91%
American Indian or Alaska Nativen/a
White85%
Economically disadvantaged86%
Not economically disadvantaged94%
Special education65%
Not special education91%
Limited English proficient (LEP)83%
Proficient in English88%
Migrantn/a
Non-migrant88%
Gifted/talented100%

Math

All Students79%
Female81%
Male76%
Black or African American67%
Asiann/a
Hispanic81%
American Indian or Alaska Nativen/a
White79%
Economically disadvantaged77%
Not economically disadvantaged82%
Special education40%
Not special education83%
Limited English proficient (LEP)50%
Proficient in English79%
Migrantn/a
Non-migrant79%
Gifted/talented100%

Writing

All Students94%
Female96%
Male92%
Black or African American91%
Asiann/a
Hispanic97%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged93%
Not economically disadvantaged96%
Special education58%
Not special education98%
Limited English proficient (LEP)100%
Proficient in English94%
Migrantn/a
Non-migrant94%
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 Students97%
Female98%
Male96%
Black or African American95%
Asian71%
Hispanic98%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged96%
Not economically disadvantaged98%
Special education86%
Not special education98%
Limited English proficient (LEP)88%
Proficient in English97%
Migrantn/a
Non-migrant97%
Gifted/talented100%

Math

All Students92%
Female92%
Male93%
Black or African American86%
Asian100%
Hispanic93%
American Indian or Alaska Nativen/a
White89%
Economically disadvantaged91%
Not economically disadvantaged95%
Special education80%
Not special education93%
Limited English proficient (LEP)100%
Proficient in English92%
Migrantn/a
Non-migrant92%
Gifted/talented100%

Science

All Students88%
Female86%
Male89%
Black or African American81%
Asian86%
Hispanic86%
American Indian or Alaska Nativen/a
White91%
Economically disadvantaged85%
Not economically disadvantaged92%
Special education62%
Not special education90%
Limited English proficient (LEP)63%
Proficient in English89%
Migrantn/a
Non-migrant88%
Gifted/talented100%

Social Studies

All Students97%
Female99%
Male96%
Black or African American95%
Asian100%
Hispanic98%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged97%
Not economically disadvantaged98%
Special education82%
Not special education99%
Limited English proficient (LEP)100%
Proficient in English97%
Migrantn/a
Non-migrant97%
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.

332 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
71%
Math

The state average for Math was 74% in 2013.

332 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
69%
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.

335 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
75%
Math

The state average for Math was 71% in 2013.

329 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
68%
Writing

The state average for Writing was 70% in 2013.

333 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
74%
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.

355 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
82%
Math

The state average for Math was 77% in 2013.

222 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
83%
Science

The state average for Science was 75% in 2013.

354 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
75%
Social Studies

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

353 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
60%
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.

129 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
92%
Algebra II

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

2013

 
 
n/a

2012

 
 
n/a
Biology I

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

2013

 
 
n/a

2012

 
 
n/a
Chemistry

The state average for Chemistry was 84% in 2013.

2013

 
 
n/a

2012

 
 
n/a
English I Reading

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

2013

 
 
n/a

2012

 
 
n/a
English I Writing

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

2013

 
 
n/a

2012

 
 
n/a
English II Reading

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

2013

 
 
n/a

2012

 
 
n/a
English II Writing

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

2013

 
 
n/a

2012

 
 
n/a
English III Reading

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

2013

 
 
n/a

2012

 
 
n/a
English III Writing

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

2013

 
 
n/a

2012

 
 
n/a
Geometry

The state average for Geometry was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Physics

The state average for Physics was 81% in 2013.

2013

 
 
n/a

2012

 
 
n/a
U.S. History

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

2013

 
 
n/a

2012

 
 
n/a
World Geography

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

2013

 
 
n/a

2012

 
 
n/a
World History

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

2013

 
 
n/a

2012

 
 
n/a
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

All Students72%
Female77%
Male66%
Black or African American68%
Asian100%
Hispanic69%
Multiracial70%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White80%
Economically disadvantaged68%
Not economically disadvantaged81%
Special education18%
Not special education77%
Limited English proficient (LEP)13%
Proficient in English76%
Migrantn/a
Non-migrant72%
Gifted/talented100%
Non-Gifted71%
Bilingualn/a

Math

All Students70%
Female71%
Male70%
Black or African American76%
Asian83%
Hispanic66%
Multiracial50%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White82%
Economically disadvantaged66%
Not economically disadvantaged80%
Special education27%
Not special education75%
Limited English proficient (LEP)29%
Proficient in English73%
Migrantn/a
Non-migrant70%
Gifted/talented100%
Non-Gifted69%
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 Students76%
Female81%
Male71%
Black or African American59%
Asiann/a
Hispanic75%
Multiracial89%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White84%
Economically disadvantaged72%
Not economically disadvantaged85%
Special education35%
Not special education79%
Limited English proficient (LEP)50%
Proficient in English78%
Migrantn/a
Non-migrant76%
Gifted/talented100%
Non-Gifted76%
Bilingualn/a

Math

All Students77%
Female80%
Male73%
Black or African American65%
Asiann/a
Hispanic78%
Multiracial22%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White83%
Economically disadvantaged75%
Not economically disadvantaged79%
Special education63%
Not special education77%
Limited English proficient (LEP)70%
Proficient in English77%
Migrantn/a
Non-migrant77%
Gifted/talented100%
Non-Gifted76%
Bilingualn/a

Writing

All Students70%
Female78%
Male62%
Black or African American59%
Asiann/a
Hispanic69%
Multiracial44%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White78%
Economically disadvantaged67%
Not economically disadvantaged77%
Special education35%
Not special education72%
Limited English proficient (LEP)38%
Proficient in English73%
Migrantn/a
Non-migrant70%
Gifted/talented100%
Non-Gifted69%
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 Students85%
Female90%
Male79%
Black or African American92%
Asian100%
Hispanic81%
Multiracial86%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged82%
Not economically disadvantaged90%
Special education50%
Not special education88%
Limited English proficient (LEP)40%
Proficient in English87%
Migrantn/a
Non-migrant84%
Gifted/talented100%
Non-Gifted84%
Bilingualn/a

Math

All Students73%
Female74%
Male72%
Black or African American61%
Asiann/a
Hispanic73%
Multiracial83%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White78%
Economically disadvantaged67%
Not economically disadvantaged87%
Special education45%
Not special education77%
Limited English proficient (LEP)67%
Proficient in English73%
Migrantn/a
Non-migrant73%
Gifted/talentedn/a
Non-Gifted73%
Bilingualn/a

Science

All Students76%
Female74%
Male78%
Black or African American76%
Asian100%
Hispanic70%
Multiracial93%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged70%
Not economically disadvantaged88%
Special education39%
Not special education80%
Limited English proficient (LEP)62%
Proficient in English77%
Migrantn/a
Non-migrant76%
Gifted/talented100%
Non-Gifted76%
Bilingualn/a

Social Studies

All Students65%
Female61%
Male69%
Black or African American76%
Asian90%
Hispanic57%
Multiracial93%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White72%
Economically disadvantaged60%
Not economically disadvantaged76%
Special education27%
Not special education69%
Limited English proficient (LEP)46%
Proficient in English66%
Migrantn/a
Non-migrant66%
Gifted/talented82%
Non-Gifted65%
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 Students99%
Female100%
Male98%
Black or African American93%
Asian100%
Hispanic100%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged99%
Not economically disadvantaged100%
Special educationn/a
Not special education99%
Limited English proficient (LEP)n/a
Proficient in English99%
Migrantn/a
Non-migrant99%
Gifted/talented100%
Non-Gifted99%
Bilingualn/a

Algebra II

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

Biology I

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

Chemistry

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

English I Reading

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

English I Writing

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

English II Reading

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

English II Writing

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

English III Reading

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a

English III Writing

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a

Geometry

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

Physics

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a

U.S. History

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a

World Geography

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

World History

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

  • In 2010-2011, this school was rated "Academically Acceptable".
  • In 2009-2010, this school was rated "Recognized".
  • In 2008-2009, this school was rated "Academically Acceptable".

About the tests


Texas uses Accountability Ratings to indicate the overall performance of each school and district. The ratings are based on TAKS test results, dropout rates for grades 7 and 8 and school completion rates for grades 9 through 12. Schools and districts rated under standard accountability procedures are designated as Exemplary, Recognized, Academically Acceptable or Academically Unacceptable. Schools and districts rated under alternative education accountability (AEA) procedures are designated as either AEA: Academically Acceptable or AEA: Academically Unacceptable.

Source: Texas Education Agency

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Hispanic 63% 52%
White 23% 29%
Black 9% 13%
Two or more races 3% 2%
Asian or Pacific Islander 1% 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) 7%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 6%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • CHRISTINE LOWAK
Fax number
  • (210) 650-1309

Resources

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

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14800 Judson Road
San Antonio, TX 78233
Website: Click here
Phone: (210) 356-6200

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