Advertisement
Advertisement

GreatSchools Rating

Higgs Carter King Gifted and Talented Charter Academy

Charter | PK-12 | 735 students

 

Be sure to visit

 

Living in San Antonio

Situated in an urban neighborhood. The median home value is $77,200. The average monthly rent for a 2 bedroom apartment is $630.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 2 ratings
2012:
No new ratings
2011:
Based on 7 ratings

Sweep tile
No Purchase Necessary. Void where prohibited. Sweepstakes begins at 12:00:00 AM Pacific Time (PT) on April 1, 2014 and ends at 11:59:59 on April 30, 2014 (the “Promotion Period”). Open to legal residents of the U.S. and D.C., 13 years and older. Each school that receives a new, published review will get one (1) entry into the sweepstakes, up to ten (10) entries throughout the Promotion Period. See the Official Rules for details. Sponsor: GreatSchools, 1999 Harrison St., Suite 1100, Oakland, CA 94612.

Rate this school

Click on stars to rate
Please select a star rating for this school.
    Helpful reviews answer questions:
  • What do you think others should know?
  • What do you like?
  • How could your school improve?
    Review Guidelines
    GreatSchools won’t post reviews that contain:
  • Inappropriate language
  • Allegations of criminal conduct
  • Names of students, teachers or staff
1200 characters remaining
Please read and accept our Terms of Use to join GreatSchools.
Please indicate your relationship to the school.
Registration is required to post your anonymous review
We will not display your name, photo or email address with your review.
OR
Your email address will never be published or shared.
Indicates a required field

21 reviews of this school


Sort by:
Show reviews by:
Posted December 12, 2013

The teachers are the best part of this school. The reading program is off the charts but what brings the rating down to a 2 star is the dirty building and portables. The school would be the best in this city if it was a lot more organized and if they cared about the environment that the students and teachers have to study in. There is also no library, most teachers carry school books in old milk crates. The administrators seem to have very little concern about the smelly, backed up restrooms and rat infested portables. My students teacher should not have to clean up rat droppings then interact with the students.
—Submitted by a parent


Posted August 10, 2013

If you value your child, their education, and their future, Do Not Send Your Child To This School!!!!
—Submitted by a teacher


Posted June 15, 2011

This school has a great motto 'doing whatever it takes' with no follow through. The principle is highly unprofessional and difficult to talk to when looking for answers. There is no support with discipline, there is no support for children with special needs, and in general there is no supprt for a decent education. My child was in a classroom that was too small in a building that was falling apart and moldy with no resources to learn. A terrible school all around...except possibly the teachers who work hard in such an environment.
—Submitted by a parent


Posted May 9, 2011

While attending graduate school, I had plenty of time to decide what type of school I wanted to be associated with. I knew it had to be a school that cared about their students, I knew it had to be a school where I was able to be a bit creative in my teaching, (so that my students could soar!) and, I also knew I had to be in a place where everyone worked as a team; being on one accord...main focus were the students. When Mrs. Yarbrough interviewed me I knew HCK was it! We are an accelerated school that uses the 5 Components of Powerful Learning (Authentic, Interactive, Learner-Centered, Inclusive, and Continuous). We make learning fun and meaningful to our students. Prior to school starting we have a meet and greet night where I introduce myself and let parents know what their child will be capable of doing by the end of the school year; I heard a parent say "yea right". Well within 3 months that very parent came to me and apologizes; he said they could not believe the type of things their child was learning, and astounded at how smart their child truly was! This was a confirmation of skills I learned at HCK; thank you Mrs. Yarbrough for giving me an opportunity to teach!
—Submitted by a teacher


Posted May 7, 2011

We have incredible teachers, incredible parents and the brightest students around. We consistently win awards each year for our teaching and the student's achievements. HCK is a school full of caring teachers and staff that put their hearts into every minute of teaching.This is a wonderful school with caring teachers who are willing to do what it takes for our children to become the leaders of tomorrow.
—Submitted by a teacher


Posted May 6, 2011

I am a certified teacher, and this is my second year teaching at Higgs, Carter, King. I was told before I was hired, that it is not an easy job. I was also told that Higgs, Carter King does 'whatever it takes' to ensure the success of each student. This is all true. Higgs Carter King embodies my belief that no child is in a 'box' and we, as teachers, must find each child's learning style. It is not easy to do, however, it is extremely satisfying to reach each child and see him or her learn to the high expectations we have for our students. I love it here. I beleive that if parents wish for a great education for their children, Higgs Carter King is the place to find it!!!
—Submitted by a teacher


Posted May 5, 2011

I'm a certified teacher who has been working at HCK for a few years now, and I can honestly say I love my job. We are an accelerated school that teaches at your child's level. If your child is a 3rd grader and comes to HCK reading at a Kindergarten level, we will do whatever it takes to help your child be proficient. If your child is a 3rd grader and comes to HCK reading at a 5th grade level, we will teach them at THEIR level. We do all that we can to ensure no child falls through the cracks or goes without being challenged. Indeed, we may not have the white boards or the brand new school, but we make learning powerful and engage our students. Parents continue to bring their children back to HCK year after year, because their priority is their child's education. We have had parents withdraw their students to enroll them in a bigger, newer school closer to their homes just to have them come back the year after and say "I love HCK" or "I love the teachers here." If you're interested in enrolling your child at HCK, ignore the negative comments on here. HCK, may not be for everyone, but it's definitely a school for many students and teachers that consider it their second home.
—Submitted by a teacher


Posted May 4, 2011

Do not enroll your students in this school. I think it is a bad place for teachers and students.


Posted March 19, 2011

My son has been attending HCK for 4 years now and has learned so much. The teachers are great. They make sure every child learns. Also, they care about all the children. The negative comments left by a so called teacher are false. The parents do not pay for anything. HCK provides all school supplies and school shirts. This teacher probably was fired because she couldn't keep up with training. Only the best work at HCK.
—Submitted by a parent


Posted November 29, 2010

I used to work at a teacher there and this school absolutely shocked me with what was happening. While the teachers are excellent, they are working in such a harmful and stressful environment that they cannot give the children the education they deserve. The children are given very little resources and the administration is very disorganized. As a result of this disorganization, my students had their schedule changed more then three times in one week and at least once a week since the school year began. I had to change grades because they had to be approved by the superintendent, so you will never know if grades came from your student's work or from the superintendent. I was constantly asking for special need support for some of my students and never received it. I also had to seek resources on the internet because there is no curriculum or textbooks, so I felt very limited with the education I was providing to students. I could no longer work there because I constantly felt like the people that were being cheated were the students and I couldn't live with that guilt.
—Submitted by a teacher


Posted July 13, 2010

The adminstration is none existent. They dont understand what is needed to run a school. I had to make copies for the teacher because the office wouldnt. The parents are expected to totally fund the kids education which is ok but I would just do private school then. The school doesnt use books so I never knew how to help my child learn certain concepts b/c I didnt have reference material. The teachers there are really caring but they have a high turn over because they dont want to stay working in such bad conditions.
—Submitted by a parent


Posted October 16, 2008

My children used to attend this school and it was an awesome school. They always made my children feel special . We moved far and couldnt attend this school anymore but we really miss everyone and hope everyone is doing great. Castro family
—Submitted by a parent


Posted February 8, 2006

Ms. Yarbrough, again I can not express enough Thank You s for everything you have done not just for Joseph but for my other two children as well. We see good results in them. Our daugher is doing Honor classes and passing them with B s. Our eldest son is also doing great. But we owe a lot of this to Higgs Carter King Gifted and Talented Charter Academy and the directions you helped us guide them to. You will always continue to be a friend for life.
—Submitted by a parent


Posted August 15, 2005

As a new parent at Higgs, Carter, King, I must admit I am very impressed with the commitment and dedication of the teachers. I have already been called several times by the teachers letting me know valuable information. Teachers here appear to exhibit a great deal of integrity. In all of my dealings with teachers, they have kept their word to answer questions to follow up with answers right away. This never happened at the other schools my children have attended before. Even though I am new to this school, I very excited about my children being taught by the teachers I have met. These teachers really seem to care and express thier commitment to excellence in ways I am unfamiliar with. I know my children will have a great time learning here and I plan to be very involved and assist in anyway I can.
—Submitted by a parent


Posted August 8, 2005

I, Renelle Wilson, am sure that Higgs, Carter, King is the school for your children because it is talented and active. You can trust them and your kids will learn a lot from this school and so can you, I promise! They also have the most greatest teachers! The principal for this school is Mrs. Yarbrough. She's best of all. To learn more about this school visit her in her office down the hall. Thank you!
—Submitted by a former student


Posted August 8, 2005

I have two children that were fortunate to receive their early education at HCK. Both of my children started at HCK in PreK3 and stayed till 3rd and 4th grade. My children were there when the school first started and I witnesed the ups and downs of starting a grass roots school. Even though the school did not have new furniture or a 60 million dollar facility my children are well educated reciving comendable TAKS scores. The only reason they are no longer at the school is because the overwelmingly friendly and caring atmosphere is not the real world. I wanted to expose them to the hard knocks of regular public schools before they got to old and got culture shock.
—Submitted by a parent


Posted March 31, 2005

This school has helped a lot of kids perform better in school. Teachers at this school really help all of the students not just the so-called smart kids. Everyone at the school seems to love all of the teachers and the teachers seem to love all of the students.
—Submitted by a student


Posted February 25, 2005

This school offered a very unpleasant experience for my child and me.I was misled with 'Gifted and Talented' on the school's name. Although my child's classroom teacher seemed to be very caring and knowledgable,I feel like the principal needs to get a grasp on the lack of organization and planning.The teachers would tell me one thing and adminiatration would claim something else. Compared to public schools this school was extremely ineffective. This school is known to not score certain students TAKS scores. My child's test was not scored because he seemed too nervous on the day of the test. With a scam like this it's no wonder the school has great TAKS score percentages. The teachers and principal probably have a clue about who will not be passing the TAKS test. As a taxpayer I am very concerned our money is being provided to ineffective schools such as Higgs, Carter, King.
—Submitted by a parent


Posted February 23, 2005

My experience with this school has been very unpleasant.It is very disorganized in the way the administration manages the school. Just from observing the students and staff at this school you can tell that not enough is done to correct misbehavior. You hear kids cussing, yelling at the teachers, and treating each other with little respect. I've heard administration talking about other staff. I've never seen things like this go uncorrected at public schools. You can see the teachers working hard because my child's teacher use to hound me about homework and school activities. They really care about their students, but seems like they have no support from administration. I can't belief tax payers contribute to these type of schools. I was misled with the name 'Gifted and Talented' they don't even have such a program. I will never enroll my child at this school again.
—Submitted by a parent


Posted October 12, 2004

There's no doubt that teachers and staff have the credentials and knowledge. However with the principals I don't care attitude it's spread throughout the school. This school dosen't provide too much for their staff at all. It takes a little more than a building and a desk to be a school. So even with the right credentials, knowledge, experience, and know-how an educator dosen't have what it takes at this school because this school lacks all the resources.
—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.

45 students were tested at this school in 2011.

2011

 
 
76%

2010

 
 
60%
Math

The state average for Math was 87% in 2011.

46 students were tested at this school in 2011.

2011

 
 
76%

2010

 
 
46%
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.

34 students were tested at this school in 2011.

2011

 
 
59%

2010

 
 
73%
Math

The state average for Math was 88% in 2011.

34 students were tested at this school in 2011.

2011

 
 
65%

2010

 
 
90%
Writing

The state average for Writing was 90% in 2011.

34 students were tested at this school in 2011.

2011

 
 
85%

2010

 
 
95%
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 82% in 2011.

18 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
71%
Math

The state average for Math was 81% in 2011.

17 students were tested at this school in 2011.

2011

 
 
88%

2010

 
 
71%
Science

The state average for Science was 87% in 2011.

18 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
53%
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 84% in 2011.

13 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
75%
Math

The state average for Math was 83% in 2011.

13 students were tested at this school in 2011.

2011

 
 
54%

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

The state average for English Language Arts was 86% in 2011.

18 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
93%
Math

The state average for Math was 81% in 2011.

18 students were tested at this school in 2011.

2011

 
 
100%

2010

 
 
79%
Writing

The state average for Writing was 94% in 2011.

18 students were tested at this school in 2011.

2011

 
 
100%

2010

 
 
100%
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.

10 students were tested at this school in 2011.

2011

 
 
100%

2010

 
 
100%
Math

The state average for Math was 73% in 2011.

10 students were tested at this school in 2011.

2011

 
 
80%

2010

 
 
76%
Science

The state average for Science was 79% in 2011.

10 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
75%
Social Studies

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

10 students were tested at this school in 2011.

2011

 
 
100%

2010

 
 
94%
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 89% in 2011.

8 students were tested at this school in 2011.

2011

 
 
88%

2010

 
 
100%
Math

The state average for Math was 70% in 2011.

8 students were tested at this school in 2011.

2011

 
 
50%

2010

 
 
60%
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.

2011

 
 
n/a

2010

 
 
80%
Math

The state average for Math was 74% in 2011.

5 students were tested at this school in 2011.

2011

 
 
80%

2010

 
 
40%
Science

The state average for Science was 76% in 2011.

2011

 
 
n/a

2010

 
 
20%
Social Studies

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

2011

 
 
n/a

2010

 
 
60%
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.

10 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 89% in 2013.

10 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 95% in 2013.

10 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Social Studies

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

10 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in English language arts and mathematics in grade 11. The grade 11 exit Level TAKS is a high school graduation requirement. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The goal is for all students to score at or above the state standard.

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 79% in 2013.

27 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
56%
Math

The state average for Math was 69% in 2013.

27 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
32%
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 72% in 2013.

42 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
62%
Math

The state average for Math was 68% in 2013.

42 students were tested at this school in 2013.

2013

 
 
26%

2012

 
 
43%
Writing

The state average for Writing was 71% in 2013.

43 students were tested at this school in 2013.

2013

 
 
40%

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

English Language Arts

The state average for English Language Arts was 77% in 2013.

26 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
58%
Math

The state average for Math was 75% in 2013.

26 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
45%
Science

The state average for Science was 73% in 2013.

26 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
57%
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 71% in 2013.

25 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
67%
Math

The state average for Math was 74% in 2013.

25 students were tested at this school in 2013.

2013

 
 
68%

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 77% in 2013.

16 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
77%
Math

The state average for Math was 71% in 2013.

17 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
73%
Writing

The state average for Writing was 70% in 2013.

16 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
77%
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.

17 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
75%
Math

The state average for Math was 77% in 2013.

17 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
70%
Science

The state average for Science was 75% in 2013.

18 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
57%
Social Studies

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

18 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
38%
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.

10 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
71%
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.

8 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
100%
Chemistry

The state average for Chemistry was 84% in 2013.

6 students were tested at this school in 2013.

2013

 
 
33%

2012

 
 
n/a
English I Reading

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

9 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
71%
English I Writing

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

9 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
57%
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.

10 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
57%
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 Students74%
Female69%
Male79%
Black or African Americann/a
Asiann/a
Hispanic73%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged73%
Not economically disadvantagedn/a
Special educationn/a
Not special education74%
Limited English proficient (LEP)n/a
Proficient in English76%
Migrantn/a
Non-migrant74%
Gifted/talentedn/a
Non-Gifted74%
Bilingualn/a

Math

All Students48%
Female46%
Male50%
Black or African Americann/a
Asiann/a
Hispanic46%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged50%
Not economically disadvantagedn/a
Special educationn/a
Not special education48%
Limited English proficient (LEP)n/a
Proficient in English52%
Migrantn/a
Non-migrant48%
Gifted/talentedn/a
Non-Gifted48%
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 Students38%
Female40%
Male37%
Black or African American38%
Asiann/a
Hispanic36%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged38%
Not economically disadvantagedn/a
Special educationn/a
Not special education36%
Limited English proficient (LEP)n/a
Proficient in English34%
Migrantn/a
Non-migrant38%
Gifted/talentedn/a
Non-Gifted38%
Bilingualn/a

Math

All Students26%
Female13%
Male33%
Black or African American0%
Asiann/a
Hispanic30%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged26%
Not economically disadvantagedn/a
Special educationn/a
Not special education26%
Limited English proficient (LEP)n/a
Proficient in English21%
Migrantn/a
Non-migrant26%
Gifted/talentedn/a
Non-Gifted26%
Bilingualn/a

Writing

All Students40%
Female38%
Male41%
Black or African American0%
Asiann/a
Hispanic47%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged40%
Not economically disadvantagedn/a
Special educationn/a
Not special education40%
Limited English proficient (LEP)n/a
Proficient in English36%
Migrantn/a
Non-migrant40%
Gifted/talentedn/a
Non-Gifted40%
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 Students38%
Female27%
Male47%
Black or African Americann/a
Asiann/a
Hispanic38%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged38%
Not economically disadvantagedn/a
Special educationn/a
Not special education38%
Limited English proficient (LEP)n/a
Proficient in English36%
Migrantn/a
Non-migrant38%
Gifted/talentedn/a
Non-Gifted38%
Bilingualn/a

Math

All Students35%
Female36%
Male33%
Black or African Americann/a
Asiann/a
Hispanic33%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged35%
Not economically disadvantagedn/a
Special educationn/a
Not special education35%
Limited English proficient (LEP)n/a
Proficient in English32%
Migrantn/a
Non-migrant35%
Gifted/talentedn/a
Non-Gifted35%
Bilingualn/a

Science

All Students46%
Female36%
Male53%
Black or African Americann/a
Asiann/a
Hispanic48%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged46%
Not economically disadvantagedn/a
Special educationn/a
Not special education46%
Limited English proficient (LEP)n/a
Proficient in English44%
Migrantn/a
Non-migrant46%
Gifted/talentedn/a
Non-Gifted46%
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 Students60%
Female60%
Male60%
Black or African Americann/a
Asiann/a
Hispanic61%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged61%
Not economically disadvantagedn/a
Special educationn/a
Not special education60%
Limited English proficient (LEP)n/a
Proficient in English60%
Migrantn/a
Non-migrant60%
Gifted/talentedn/a
Non-Gifted60%
Bilingualn/a

Math

All Students68%
Female50%
Male80%
Black or African Americann/a
Asiann/a
Hispanic65%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged65%
Not economically disadvantagedn/a
Special educationn/a
Not special education68%
Limited English proficient (LEP)n/a
Proficient in English68%
Migrantn/a
Non-migrant68%
Gifted/talentedn/a
Non-Gifted68%
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 Students50%
Female64%
Male20%
Black or African Americann/a
Asiann/a
Hispanic50%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged50%
Not economically disadvantagedn/a
Special educationn/a
Not special education53%
Limited English proficient (LEP)n/a
Proficient in English47%
Migrantn/a
Non-migrant50%
Gifted/talentedn/a
Non-Gifted50%
Bilingualn/a

Math

All Students35%
Female45%
Male17%
Black or African Americann/a
Asiann/a
Hispanic38%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged35%
Not economically disadvantagedn/a
Special educationn/a
Not special education40%
Limited English proficient (LEP)n/a
Proficient in English38%
Migrantn/a
Non-migrant35%
Gifted/talentedn/a
Non-Gifted35%
Bilingualn/a

Writing

All Students44%
Female64%
Male0%
Black or African Americann/a
Asiann/a
Hispanic44%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged44%
Not economically disadvantagedn/a
Special educationn/a
Not special education47%
Limited English proficient (LEP)n/a
Proficient in English47%
Migrantn/a
Non-migrant44%
Gifted/talentedn/a
Non-Gifted44%
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 Students82%
Female78%
Male88%
Black or African Americann/a
Asiann/a
Hispanic79%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged81%
Not economically disadvantagedn/a
Special educationn/a
Not special education81%
Limited English proficient (LEP)n/a
Proficient in English80%
Migrantn/a
Non-migrant82%
Gifted/talentedn/a
Non-Gifted82%
Bilingualn/a

Math

All Students59%
Female67%
Male50%
Black or African Americann/a
Asiann/a
Hispanic64%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged56%
Not economically disadvantagedn/a
Special educationn/a
Not special education56%
Limited English proficient (LEP)n/a
Proficient in English60%
Migrantn/a
Non-migrant59%
Gifted/talentedn/a
Non-Gifted59%
Bilingualn/a

Science

All Students39%
Female22%
Male56%
Black or African Americann/a
Asiann/a
Hispanic33%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged35%
Not economically disadvantagedn/a
Special educationn/a
Not special education35%
Limited English proficient (LEP)n/a
Proficient in English38%
Migrantn/a
Non-migrant41%
Gifted/talentedn/a
Non-Gifted39%
Bilingualn/a

Social Studies

All Students61%
Female44%
Male78%
Black or African Americann/a
Asiann/a
Hispanic60%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged59%
Not economically disadvantagedn/a
Special educationn/a
Not special education59%
Limited English proficient (LEP)n/a
Proficient in English56%
Migrantn/a
Non-migrant65%
Gifted/talentedn/a
Non-Gifted61%
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 Students50%
Femalen/a
Male50%
Black or African Americann/a
Asiann/a
Hispanic38%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged50%
Not economically disadvantagedn/a
Special educationn/a
Not special education56%
Limited English proficient (LEP)n/a
Proficient in English50%
Migrantn/a
Non-migrant50%
Gifted/talentedn/a
Non-Gifted50%
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 Students88%
Femalen/a
Male88%
Black or African Americann/a
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged88%
Not economically disadvantagedn/a
Special educationn/a
Not special education86%
Limited English proficient (LEP)n/a
Proficient in English88%
Migrantn/a
Non-migrant88%
Gifted/talentedn/a
Non-Gifted88%
Bilingualn/a

Chemistry

All Students33%
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanic40%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged33%
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in English33%
Migrantn/a
Non-migrant33%
Gifted/talentedn/a
Non-Gifted33%
Bilingualn/a

English I Reading

All Students22%
Femalen/a
Male25%
Black or African Americann/a
Asiann/a
Hispanic14%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged22%
Not economically disadvantagedn/a
Special educationn/a
Not special education22%
Limited English proficient (LEP)n/a
Proficient in English22%
Migrantn/a
Non-migrant22%
Gifted/talentedn/a
Non-Gifted22%
Bilingualn/a

English I Writing

All Students0%
Femalen/a
Male0%
Black or African Americann/a
Asiann/a
Hispanic0%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged0%
Not economically disadvantagedn/a
Special educationn/a
Not special education0%
Limited English proficient (LEP)n/a
Proficient in English0%
Migrantn/a
Non-migrant0%
Gifted/talentedn/a
Non-Gifted0%
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 Students70%
Femalen/a
Male75%
Black or African Americann/a
Asiann/a
Hispanic75%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged70%
Not economically disadvantagedn/a
Special educationn/a
Not special education67%
Limited English proficient (LEP)n/a
Proficient in English70%
Migrantn/a
Non-migrant70%
Gifted/talentedn/a
Non-Gifted70%
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

English Language Arts

All Students70%
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged70%
Special educationn/a
Limited English proficient (LEP)n/a

Math

All Students60%
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged60%
Special educationn/a
Limited English proficient (LEP)n/a

Science

All Students90%
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged90%
Special educationn/a
Limited English proficient (LEP)n/a

Social Studies

All Students100%
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged100%
Special educationn/a
Limited English proficient (LEP)n/a
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in English language arts and mathematics in grade 11. The grade 11 exit Level TAKS is a high school graduation requirement. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The goal is for all students to score at or above the state standard.

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

Source: Texas Education Agency

  • In 2010-2011, this school was rated "AEA: Academically Acceptable".
  • In 2009-2010, this school was rated "AEA: Academically Acceptable".
  • In 2008-2009, this school was rated "AEA: 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 80% 50%
Black 11% 13%
White 7% 31%
Two or more races 2% 2%
American Indian/Alaska Native 0% 0%
Asian 0% 3%
Hawaiian Native/Pacific Islander 0% 0%
Source: NCES, 2010-2011

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

School basics

School Leader's name
  • CLAUDETTE Y YARBROUGH
Fax number
  • (210) 733-6434

Resources

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

Upcoming Events

No upcoming events found for this school
Searching for school events...
Date
Title
  • {{date}}
    {{title}}
Export calendar
Outlook.com
Microsoft Outlook
iCal Format
Google Calendar
Print Calendar
Uploading, please wait...
POWERED BY
Tandem

Apply

 

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.

 
Apply now
Notice an inaccuracy? Let us know!

511 Fredericksburg Rd
San Antonio, TX 78201
Website: Click here
Phone: (210) 735-2341

ADVERTISEMENT
ADVERTISEMENT

Compare this school
to nearby schools

Compare schools »

Compare

Add this school to compare

Nearby schools

KIPP Aspire Academy
San Antonio, TX






Twain Middle School
San Antonio, TX


ADVERTISEMENT
ADVERTISEMENT