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GreatSchools Rating

Ray D Corbett J High School

Public | 7-8 | 1134 students

 
 

Last modified
Community Rating

4 stars

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

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9 reviews of this school


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Posted September 25, 2013

A top rated school this facility is about 3 yrs old. The teachers work really hard with the students and make a huge effort to ensure they learn. My son had issues with math and his teacher was always available for tutoring and even had him changed to a different class with less students. He had been sick a lot the previous year and she really worked to make sure he was caught up. This year he is doing stellar and her hard work really shows. I have every confidence he is prepared for high school next year. Corbett also offers several high school courses which is allowing my son to get a step up on his hs credits. This alone will make it easier for him to graduate high school with a semester or two of dual credit college courses under his belt for free.
—Submitted by a parent


Posted April 17, 2011

M daughter has attended Corbett for about 5 months, and she absolutely loves it! She has no problem getting up in the morning to go to school. She has made bonds with her teachers, because the teachers are wonderful. They individually help the students in need. The have a after-school program called Mustang Academy and it helps students with Math and Science, and my daughter attends it, and since then, her grades have improved. The teachers are very cooperative with the students, they play educational games and give away prizes. The teachers seem to make lessons very fun for the students. My daughter also says that she has great classmates. Nobody ever steals from her or bullies her. Everybody in this school is very nice, warm, and welcoming. Overall, I think this is an amazing school, and no parent should be worried about their child attending Corbett, its a great school.
—Submitted by a parent


Posted March 10, 2011

Corbett is well built, but it seems to be lacking in front desk staff quality. It is very difficult & almost next to impossible to reach the school by telephone. When leaving a message for the principal on 2 separate occasions it took a week or more to return my repeated phone calls/ messages. On that note, I believe Corbett is a great school. It has amazing teachers and coaches. It also has some of the nicest facilities available. My daughter loves this school & is very happy there. Everyday I hear about how involved, uplifting, & wonderful her teachers are. My daughter adores her teachers & you can see that they have made a positive impact on her life. I am trying hard to get her into a KIPP school & she does not want to leave Corbett. The year prior she went to Laura Ingalls WIlder & hated it. Bullying & theft is a huge problem at Corbett but I know from experience that when the staff is made aware of problems or concerns they go out of their way to address issues and RESOLVE them, which has been exceptional.
—Submitted by a parent


Posted February 25, 2010

Corbett is a great school. It has amazing teachers and coaches. It also has some of the nicest facilities available.
—Submitted by a student


Posted December 20, 2009

Corbett is well built, but it seems to be lacking teacher and staff quality.
—Submitted by a student


Posted October 26, 2009

Corbett is probably the nicest school in SCUCISD. It has lots of room and great teachers. It's much different than the old Corbett.
—Submitted by a student


Posted December 29, 2007

Good school. Offers Pre-Ap classes and high school classes in the 8th grade. Teachers seem to be good.
—Submitted by a parent


Posted September 7, 2005

The student to instructor ratio is 17 to 1 in most instances. The educators are great and care about the students. They promote educational concepts and good citizenship behaviors. The principal is great. As a new parent, he actually took the time to assist me in finding my son's classroom. The Coach promotes team spirit and the critical concepts that sportmanship reinforces if the appropriate leadership is in place. Music and art and other extracurricular activities are availability.
—Submitted by a parent


Posted December 7, 2004

My twins attend Corbett and I have found the school to be very good. The teachers are great! They have been very receptive to me coming into speak with them and they are prompt with replies back to me on questions. They have tailored programs for my kids (they are AP). The school is a bit older than the other jr. high in town, however academically Corbett has consistantly shown the same or in some cases higher marks. The campus is safe, there has been no incidences of fighting etc. that I am aware. Like I said the school is a bit older, so It could use a fresh coat of paint. If that is your concern than you may want to look at another school, but if you want solid academics than Corbett is it.
—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 86% in 2011.

427 students were tested at this school in 2011.

2011

 
 
87%

2010

 
 
90%
Math

The state average for Math was 81% in 2011.

425 students were tested at this school in 2011.

2011

 
 
80%

2010

 
 
83%
Writing

The state average for Writing was 94% in 2011.

417 students were tested at this school in 2011.

2011

 
 
92%

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 85% in 2011.

425 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
97%
Math

The state average for Math was 73% in 2011.

422 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
91%
Science

The state average for Science was 79% in 2011.

416 students were tested at this school in 2011.

2011

 
 
86%

2010

 
 
86%
Social Studies

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

415 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
96%
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 Students87%
Female88%
Male86%
Black or African American86%
Asian83%
Hispanic82%
American Indian or Alaska Nativen/a
White90%
Economically disadvantaged81%
Not economically disadvantaged90%
Special education58%
Not special education89%
Limited English proficient (LEP)50%
Proficient in English87%
Migrantn/a
Not migrant87%
Gifted/talented100%

Math

All Students80%
Female80%
Male80%
Black or African American74%
Asian100%
Hispanic76%
American Indian or Alaska Nativen/a
White84%
Economically disadvantaged65%
Not economically disadvantaged86%
Special education38%
Not special education82%
Limited English proficient (LEP)33%
Proficient in English80%
Migrantn/a
Not migrant80%
Gifted/talented97%

Writing

All Students92%
Female96%
Male86%
Black or African American92%
Asian100%
Hispanic91%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged91%
Not economically disadvantaged92%
Special education58%
Not special education94%
Limited English proficient (LEP)83%
Proficient in English92%
Migrantn/a
Not migrant92%
Gifted/talented94%
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 Students96%
Female97%
Male95%
Black or African American93%
Asian100%
Hispanic97%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged93%
Not economically disadvantaged98%
Special education81%
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English96%
Migrantn/a
Not migrant96%
Gifted/talented100%

Math

All Students89%
Female90%
Male88%
Black or African American85%
Asian100%
Hispanic86%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged84%
Not economically disadvantaged91%
Special education44%
Not special education91%
Limited English proficient (LEP)n/a
Proficient in English89%
Migrantn/a
Not migrant89%
Gifted/talented100%

Science

All Students86%
Female84%
Male88%
Black or African American87%
Asian100%
Hispanic79%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged76%
Not economically disadvantaged92%
Special education45%
Not special education88%
Limited English proficient (LEP)n/a
Proficient in English87%
Migrantn/a
Not migrant86%
Gifted/talented100%

Social Studies

All Students96%
Female96%
Male95%
Black or African American96%
Asian100%
Hispanic96%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged92%
Not economically disadvantaged97%
Special education71%
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English95%
Migrantn/a
Not migrant96%
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 77% in 2013.

559 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
81%
Math

The state average for Math was 71% in 2013.

554 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
76%
Writing

The state average for Writing was 70% in 2013.

552 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
72%
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.

547 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
83%
Math

The state average for Math was 77% in 2013.

248 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
60%
Science

The state average for Science was 75% in 2013.

545 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
83%
Social Studies

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

545 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
64%
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.

300 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
95%
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 Students84%
Female87%
Male82%
Black or African American82%
Asian89%
Hispanic78%
Multiracial95%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged75%
Not economically disadvantaged88%
Special education35%
Not special education87%
Limited English proficient (LEP)39%
Proficient in English86%
Migrantn/a
Not migrant85%
Gifted/talented100%
Not Gifted83%
Bilingualn/a

Math

All Students82%
Female83%
Male81%
Black or African American67%
Asian100%
Hispanic77%
Multiracial80%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged70%
Not economically disadvantaged87%
Special education39%
Not special education85%
Limited English proficient (LEP)50%
Proficient in English83%
Migrantn/a
Not migrant82%
Gifted/talented100%
Not Gifted81%
Bilingualn/a

Writing

All Students76%
Female82%
Male70%
Black or African American73%
Asian100%
Hispanic68%
Multiracial84%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White82%
Economically disadvantaged63%
Not economically disadvantaged81%
Special education24%
Not special education79%
Limited English proficient (LEP)41%
Proficient in English76%
Migrantn/a
Not migrant76%
Gifted/talented100%
Not Gifted74%
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 Students87%
Female90%
Male84%
Black or African American85%
Asian100%
Hispanic85%
Multiracial96%
American Indian or Alaska Native100%
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged83%
Not economically disadvantaged88%
Special education58%
Not special education89%
Limited English proficient (LEP)44%
Proficient in English87%
Migrantn/a
Not migrant87%
Gifted/talented100%
Not Gifted86%
Bilingualn/a

Math

All Students59%
Female60%
Male57%
Black or African American46%
Asiann/a
Hispanic58%
Multiracial33%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White64%
Economically disadvantaged47%
Not economically disadvantaged65%
Special education54%
Not special education59%
Limited English proficient (LEP)43%
Proficient in English59%
Migrantn/a
Not migrant59%
Gifted/talentedn/a
Not Gifted59%
Bilingualn/a

Science

All Students82%
Female79%
Male86%
Black or African American75%
Asian100%
Hispanic77%
Multiracial92%
American Indian or Alaska Native100%
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged71%
Not economically disadvantaged87%
Special education44%
Not special education85%
Limited English proficient (LEP)50%
Proficient in English83%
Migrantn/a
Not migrant82%
Gifted/talented100%
Not Gifted82%
Bilingualn/a

Social Studies

All Students66%
Female58%
Male73%
Black or African American72%
Asian86%
Hispanic57%
Multiracial80%
American Indian or Alaska Native67%
Native Hawaiian/Pacific Islandern/a
White69%
Economically disadvantaged50%
Not economically disadvantaged72%
Special education33%
Not special education68%
Limited English proficient (LEP)25%
Proficient in English66%
Migrantn/a
Not migrant66%
Gifted/talented100%
Not Gifted64%
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 Students92%
Female93%
Male91%
Black or African American81%
Asian100%
Hispanic87%
Multiracial95%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White97%
Economically disadvantaged85%
Not economically disadvantaged94%
Special educationn/a
Not special education92%
Limited English proficient (LEP)n/a
Proficient in English92%
Migrantn/a
Not migrant92%
Gifted/talented100%
Not Gifted91%
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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a

English III Writing

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

Geometry

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

Physics

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

U.S. History

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

World Geography

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

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
White 45% 29%
Hispanic 41% 52%
Black 9% 13%
Two or more races 3% 2%
Asian or Pacific Islander 2% 4%
American Indian/Alaska Native N/A 0%
Hawaiian Native/Pacific Islander N/A 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 3%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 2%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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12000 Ray Corbett Drive
Schertz, TX 78154
Website: Click here
Phone: (210) 619-4100

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