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South San Antonio High School

Public | 9-12 | 2374 students

 

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Living in San Antonio

Situated in a suburban neighborhood. The median home value is $104,200. The average monthly rent for a 2 bedroom apartment is $760.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

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

Teacher quality

Principal leadership

Parent involvement

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5 reviews of this school


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Posted June 23, 2014

The information along with the reviews are VERY OUTDATED. South San can be compared to any school in the city & even out with it. South San is NOT what it was 15 - 20 years ago. We have a Brand new school with state of the art equipment for use & great staff on board. We offer many paths for programs for college for students to enroll. All South San does is stress the importance of moving on into your next career field & helping you on the way. Do not always believe what Fox news puts on tv trying to represent us as still a "Ghetto school" because we are not. We have little to none Gang Violence & school fights because everybody just keeps to their group. The only real problem I can say is the National Honor Society is NOT taken seriously, but rather as a joke because anybody can get in & will probably graduate as one even if you had failing grades in the past year. South San is a great school that stresses college on the first day to freshmen & along with all students having the chance to choose their career. Now with the reviews in the past stating "Too much stress on students & not much help on teachers" is BS because us teenagers just like to wait last second to do things.


Posted April 27, 2014

Give More Turtoring Morning, Afternoon Or Saturdays Help Those Who Really Need Help MOVE IT SOUTH SAN I Know U Have Alot Of Students Help Them To Pass To Get Them Credits They Need TO MUCH STRESS ON THE KIDS
—Submitted by a parent


Posted September 3, 2006

I agree with the parent that says that the educators need to spend more time teaching during regular classes what the student needs to learn so that when it is time to take the TAKS test, they do not try to cram everything in a small amount of time. Sometimes what they do teach is not even on the test or visa versa.
—Submitted by a parent


Posted October 2, 2005

I think South San is getting better every year. The new fine arts facility is wonderful and the principals involvement with extra carricular activities is great.
—Submitted by a student


Posted February 18, 2005

The board of directors is more concerned with themselves and the athletics, than actually giving the kids the education that the need to succeed in life. Students are not encouraged to attend college, only vocational programs. If they focused on teaching, they wouldn't have to focus on TAKS testing at the last minute. If they are taught what they need to know then they will do fine on tests.
—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 89% in 2011.

652 students were tested at this school in 2011.

2011

 
 
77%

2010

 
 
87%
Math

The state average for Math was 70% in 2011.

651 students were tested at this school in 2011.

2011

 
 
53%

2010

 
 
57%
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.

530 students were tested at this school in 2011.

2011

 
 
78%

2010

 
 
84%
Math

The state average for Math was 74% in 2011.

511 students were tested at this school in 2011.

2011

 
 
60%

2010

 
 
54%
Science

The state average for Science was 76% in 2011.

510 students were tested at this school in 2011.

2011

 
 
57%

2010

 
 
57%
Social Studies

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

509 students were tested at this school in 2011.

2011

 
 
87%

2010

 
 
88%
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.

452 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
88%

2011

 
 
94%

2010

 
 
92%
Math

The state average for Math was 89% in 2013.

451 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
87%

2011

 
 
87%

2010

 
 
84%
Science

The state average for Science was 95% in 2013.

450 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
90%

2011

 
 
86%

2010

 
 
90%
Social Studies

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

450 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
96%

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 Students96%
Female98%
Male94%
Black or African Americann/a
Asiann/a
Hispanic96%
American Indian or Alaska Nativen/a
White90%
Economically disadvantaged95%
Special education61%
Limited English proficient (LEP)57%

Math

All Students90%
Female92%
Male88%
Black or African Americann/a
Asiann/a
Hispanic90%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged90%
Special education54%
Limited English proficient (LEP)62%

Science

All Students95%
Female97%
Male94%
Black or African Americann/a
Asiann/a
Hispanic95%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged94%
Special education52%
Limited English proficient (LEP)79%

Social Studies

All Students98%
Female99%
Male97%
Black or African Americann/a
Asiann/a
Hispanic98%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged98%
Special education69%
Limited English proficient (LEP)93%
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 Unacceptable".

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.

524 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
65%
Algebra II

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

74 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
n/a
Biology I

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

590 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
81%
Chemistry

The state average for Chemistry was 84% in 2013.

558 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
n/a
English I Reading

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

553 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
50%
English I Writing

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

553 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
38%
English II Reading

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

572 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
33%
English II Writing

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

572 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
33%
English III Reading

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

7 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
n/a
English III Writing

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

7 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
n/a
Geometry

The state average for Geometry was 86% in 2013.

558 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
98%
Physics

The state average for Physics was 81% in 2013.

2013

 
 
n/a

2012

 
 
35%
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.

625 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
68%
World History

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

557 students were tested at this school in 2013.

2013

 
 
60%

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 Students62%
Female63%
Male61%
Black or African American80%
Asiann/a
Hispanic62%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White70%
Economically disadvantaged62%
Not economically disadvantaged62%
Special education38%
Not special education64%
Limited English proficient (LEP)41%
Proficient in English63%
Migrant67%
Non-migrant62%
Gifted/talented83%
Non-Gifted62%
Bilingualn/a

Algebra II

All Students96%
Female98%
Male94%
Black or African Americann/a
Asiann/a
Hispanic96%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged96%
Not economically disadvantaged96%
Special educationn/a
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English96%
Migrantn/a
Non-migrant96%
Gifted/talented100%
Non-Gifted94%
Bilingualn/a

Biology I

All Students79%
Female82%
Male76%
Black or African Americann/a
Asiann/a
Hispanic79%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White75%
Economically disadvantaged79%
Not economically disadvantaged76%
Special education48%
Not special education80%
Limited English proficient (LEP)42%
Proficient in English80%
Migrant57%
Non-migrant79%
Gifted/talented100%
Non-Gifted77%
Bilingualn/a

Chemistry

All Students71%
Female71%
Male70%
Black or African American57%
Asiann/a
Hispanic71%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White80%
Economically disadvantaged70%
Not economically disadvantaged72%
Special education38%
Not special education72%
Limited English proficient (LEP)41%
Proficient in English73%
Migrant88%
Non-migrant71%
Gifted/talented100%
Non-Gifted69%
Bilingualn/a

English I Reading

All Students57%
Female62%
Male54%
Black or African Americann/a
Asiann/a
Hispanic57%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White60%
Economically disadvantaged57%
Not economically disadvantaged58%
Special education10%
Not special education60%
Limited English proficient (LEP)10%
Proficient in English59%
Migrantn/a
Non-migrant58%
Gifted/talented98%
Non-Gifted53%
Bilingualn/a

English I Writing

All Students35%
Female40%
Male30%
Black or African Americann/a
Asiann/a
Hispanic35%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White44%
Economically disadvantaged34%
Not economically disadvantaged42%
Special education0%
Not special education37%
Limited English proficient (LEP)3%
Proficient in English36%
Migrantn/a
Non-migrant35%
Gifted/talented83%
Non-Gifted30%
Bilingualn/a

English II Reading

All Students64%
Female65%
Male63%
Black or African American38%
Asiann/a
Hispanic65%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White29%
Economically disadvantaged64%
Not economically disadvantaged66%
Special education13%
Not special education66%
Limited English proficient (LEP)20%
Proficient in English68%
Migrant38%
Non-migrant65%
Gifted/talented97%
Non-Gifted62%
Bilingualn/a

English II Writing

All Students34%
Female37%
Male31%
Black or African American0%
Asiann/a
Hispanic35%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White14%
Economically disadvantaged33%
Not economically disadvantaged41%
Special education0%
Not special education36%
Limited English proficient (LEP)0%
Proficient in English37%
Migrant13%
Non-migrant35%
Gifted/talented89%
Non-Gifted30%
Bilingualn/a

English III Reading

All Students86%
Female100%
Malen/a
Black or African Americann/a
Asiann/a
Hispanic86%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged80%
Not economically disadvantagedn/a
Special educationn/a
Not special education86%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant86%
Gifted/talentedn/a
Non-Gifted86%

English III Writing

All Students29%
Female40%
Malen/a
Black or African Americann/a
Asiann/a
Hispanic29%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged20%
Not economically disadvantagedn/a
Special educationn/a
Not special education29%
Limited English proficient (LEP)n/a
Proficient in English33%
Migrantn/a
Non-migrant29%
Gifted/talentedn/a
Non-Gifted29%

Geometry

All Students75%
Female74%
Male75%
Black or African American86%
Asiann/a
Hispanic74%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White80%
Economically disadvantaged75%
Not economically disadvantaged74%
Special education32%
Not special education76%
Limited English proficient (LEP)41%
Proficient in English77%
Migrant86%
Non-migrant75%
Gifted/talented100%
Non-Gifted72%
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 Students64%
Female63%
Male66%
Black or African American40%
Asiann/a
Hispanic65%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White73%
Economically disadvantaged64%
Not economically disadvantaged65%
Special education18%
Not special education68%
Limited English proficient (LEP)36%
Proficient in English66%
Migrant63%
Non-migrant65%
Gifted/talented98%
Non-Gifted62%
Bilingualn/a

World History

All Students60%
Female55%
Male64%
Black or African American43%
Asiann/a
Hispanic60%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged59%
Not economically disadvantaged65%
Special education25%
Not special education62%
Limited English proficient (LEP)20%
Proficient in English63%
Migrant75%
Non-migrant60%
Gifted/talented97%
Non-Gifted57%
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 97% 52%
White 2% 29%
Black 1% 13%
American Indian/Alaska Native N/A 0%
Asian or Pacific Islander 0% 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 6%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • HENRY YZAGUIRRE
Fax number
  • (210) 977-7430

Resources

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

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2515 Navajo Street
San Antonio, TX 78224
Website: Click here
Phone: (210) 977-7400

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