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GreatSchools Rating

Seguin High School

Public | 9-12 | 1915 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 3 ratings
2012:
Based on 2 ratings
2011:
No new ratings

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10 reviews of this school


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Posted February 17, 2014

This school is a joke! The teachers don't care enough to put grades in on time, so you really can't use the Parent Serve to keep up with your students grades. When you email them, they never reply. The Principal in my opinion seem to be more concerned with how he looks then what's going on in the school. Every time you call to he seems to be in a meeting or off campus! The dress code is never enforced. There are fights all the time! This school needs some major help!! They take seniors out of class for over an hour to learn how to order senior rings. what a joke! They need to be in class learning! The PTSA is a Joke also! If your child is suppose to go to this school, my advice is ...move, transfer, home school, do what ever you have to, but what ever you do, don't let them go to school here!!!
—Submitted by a parent


Posted August 26, 2013

Seguin high school seems to fail every year, changes are never made. If a problem occurs on campus with grades ,teachers or possibly anything that your student can come across you won't be notified until last minute. Teachers are overall great, mainly it's the people in the office who seem to be more rude and the lease helpful sports seem to be a main priority and still lack the prober help. Not a recommended high school.
—Submitted by a parent


Posted May 3, 2013

it was the best school i have ever been to i loved it more than the school i am at right now


Posted January 7, 2013

My daughter graduated from Seguin last year. Throughout her time there, most of the teachers acted like they were too busy to spend any time working to get her to come out of her shell. The rest acted like high school students should have everything in order and did not proactively initiate contact with parents. They have Parent Self Serve to monitor grades, but most of the teachers either didn't update it regularly or entered 0s for everything until they entered the real grades at the end of the grading period. We never knew for sure if there was a problem until it was too late. My daughter complained of violations of dress code and fights and felt that too much emphasis was placed on sports. I was an approved volunteer but didn't hear about any volunteer opportunities until the last month of the last year of my daughter's time there. The best things about the school are the dual credit classes at TCC and the Latin and Orchestra teachers.
—Submitted by a parent


Posted May 26, 2012

Seguin High School has many great teachers, however the administration suffers from a continual lag from dealing with failing grades, changing testing standards, and an at risk population. This has contributed to the administration to use fast and expediant measures to try and make the school look good. Reducing the numbers of teachers, reducing class time, allowing students to correct tests as a "reteaching tool" creates a perfect storm that passes on students without the tools necessary to suceed. They also impliment draconian methods of police ticketing student's behavior as well as even tazzing. They lump students as "equal" to quickly handle disciplinary issues, enforcing a non-Texas standard of "zero tolerance" giving up responsibility in reviewing student behavior ora willingness to work with parents to efficiently review policies. There needs to be a greater presence of citizens at school board meetings in order to instill a greater sence responsibiltyto the community and rectify a lack of accountability. Most board meetings have little to none community involvement.
—Submitted by a parent


Posted May 25, 2012

This school is scary. I came from a smaller town in another state and found unwelcoming students and staff that are oblivious of how students treat one another. They have police walking around because a fight breaks out nearly every day, the first week of school this year a kid got tazed. It does offer good programs to get enough credits to graduate or get ahead, and the new prinicpal is rumored to make some much needed changes, however I will not be attending this school next year because of the students. I feel unsafe and judged while walking the halls, and I don't think that's something that will be changed anytime soon. It feels like a prison, and honestly, it smells really bad because of the mold and mildew that is not taken care of. I would not reccomend this school to anyone.
—Submitted by a student


Posted July 28, 2009

There are issues at this school...however, there are so many opportunities and wonderful teachers for students that want to learn.
—Submitted by a teacher


Posted October 23, 2008

Not a safe school. Still trying, but I worry daily about my two children.
—Submitted by a parent


Posted May 25, 2005

Seguin High School is a great all around school. It does have it's faults but stives to become better. I came from a private college prepatory school my Junior year and found SHS equally as demanding.
—Submitted by a student


Posted May 16, 2005

Great school with wonderful opportunities. Award winning band, JROTC and sports programs. Freshman have a seperate campus to ease the strain of starting high school. The teachers and coaches are also great and enjoy what they do. The teachers encourage the students and keep in contact with parents, especially if there are problems.
—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.

549 students were tested at this school in 2011.

2011

 
 
84%

2010

 
 
92%
Math

The state average for Math was 70% in 2011.

548 students were tested at this school in 2011.

2011

 
 
62%

2010

 
 
61%
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.

463 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
90%
Math

The state average for Math was 74% in 2011.

458 students were tested at this school in 2011.

2011

 
 
68%

2010

 
 
74%
Science

The state average for Science was 76% in 2011.

454 students were tested at this school in 2011.

2011

 
 
69%

2010

 
 
74%
Social Studies

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

453 students were tested at this school in 2011.

2011

 
 
94%

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 95% in 2013.

352 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
92%

2011

 
 
95%

2010

 
 
95%
Math

The state average for Math was 89% in 2013.

351 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
90%

2011

 
 
87%

2010

 
 
89%
Science

The state average for Science was 95% in 2013.

350 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
95%

2011

 
 
90%

2010

 
 
95%
Social Studies

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

349 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
98%

2011

 
 
99%

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 Students91%
Female95%
Male88%
Black or African American84%
Asiann/a
Hispanic91%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged88%
Special education57%
Limited English proficient (LEP)n/a

Math

All Students85%
Female83%
Male87%
Black or African American89%
Asiann/a
Hispanic81%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged81%
Special education29%
Limited English proficient (LEP)n/a

Science

All Students93%
Female92%
Male95%
Black or African American89%
Asiann/a
Hispanic91%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged90%
Special education57%
Limited English proficient (LEP)n/a

Social Studies

All Students98%
Female98%
Male98%
Black or African American100%
Asiann/a
Hispanic97%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged97%
Special education82%
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 "Academically Unacceptable".
  • In 2009-2010, this school was rated "Academically Acceptable".
  • In 2008-2009, this school was rated "Academically Acceptable".

About the tests


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

Source: Texas Education Agency

Algebra I

The state average for Algebra I was 78% in 2013.

444 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
71%
Algebra II

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

96 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
n/a
Biology I

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

558 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
77%
Chemistry

The state average for Chemistry was 84% in 2013.

446 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
n/a
English I Reading

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

576 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
55%
English I Writing

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

614 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
38%
English II Reading

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

443 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
n/a
English II Writing

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

446 students were tested at this school in 2013.

2013

 
 
50%

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.

454 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
99%
Physics

The state average for Physics was 81% in 2013.

2013

 
 
n/a

2012

 
 
73%
U.S. History

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

2013

 
 
n/a

2012

 
 
31%
World Geography

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

576 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
75%
World History

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

445 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
21%
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 Students69%
Female70%
Male67%
Black or African American58%
Asiann/a
Hispanic67%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White78%
Economically disadvantaged64%
Not economically disadvantaged80%
Special education40%
Not special education73%
Limited English proficient (LEP)44%
Proficient in English70%
Migrantn/a
Non-migrant69%
Gifted/talented100%
Non-Gifted68%
Bilingualn/a

Algebra II

All Students100%
Female100%
Male100%
Black or African Americann/a
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged100%
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant100%
Gifted/talented100%
Non-Gifted100%
Bilingualn/a

Biology I

All Students79%
Female79%
Male78%
Black or African American76%
Asiann/a
Hispanic74%
Multiracialn/a
American Indian or Alaska Native100%
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged72%
Not economically disadvantaged90%
Special education39%
Not special education84%
Limited English proficient (LEP)40%
Proficient in English81%
Migrantn/a
Non-migrant79%
Gifted/talented100%
Non-Gifted77%
Bilingualn/a

Chemistry

All Students74%
Female75%
Male74%
Black or African American62%
Asiann/a
Hispanic69%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged66%
Not economically disadvantaged86%
Special education47%
Not special education77%
Limited English proficient (LEP)50%
Proficient in English75%
Migrantn/a
Non-migrant75%
Gifted/talented98%
Non-Gifted72%
Bilingualn/a

English I Reading

All Students52%
Female58%
Male47%
Black or African American50%
Asiann/a
Hispanic46%
Multiracialn/a
American Indian or Alaska Native60%
Native Hawaiian/Pacific Islandern/a
White69%
Economically disadvantaged45%
Not economically disadvantaged66%
Special education16%
Not special education57%
Limited English proficient (LEP)12%
Proficient in English55%
Migrantn/a
Non-migrant53%
Gifted/talented98%
Non-Gifted48%
Bilingualn/a

English I Writing

All Students41%
Female47%
Male34%
Black or African American26%
Asiann/a
Hispanic36%
Multiracialn/a
American Indian or Alaska Native60%
Native Hawaiian/Pacific Islandern/a
White54%
Economically disadvantaged33%
Not economically disadvantaged54%
Special education10%
Not special education44%
Limited English proficient (LEP)9%
Proficient in English43%
Migrantn/a
Non-migrant41%
Gifted/talented96%
Non-Gifted36%
Bilingualn/a

English II Reading

All Students71%
Female72%
Male71%
Black or African American71%
Asiann/a
Hispanic66%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White81%
Economically disadvantaged64%
Not economically disadvantaged81%
Special education34%
Not special education74%
Limited English proficient (LEP)29%
Proficient in English73%
Migrantn/a
Non-migrant72%
Gifted/talented100%
Non-Gifted68%
Bilingualn/a

English II Writing

All Students50%
Female53%
Male47%
Black or African American34%
Asiann/a
Hispanic46%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White60%
Economically disadvantaged42%
Not economically disadvantaged60%
Special education10%
Not special education53%
Limited English proficient (LEP)7%
Proficient in English52%
Migrantn/a
Non-migrant50%
Gifted/talented100%
Non-Gifted44%
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 Students84%
Female85%
Male84%
Black or African American76%
Asiann/a
Hispanic81%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged81%
Not economically disadvantaged88%
Special education42%
Not special education87%
Limited English proficient (LEP)73%
Proficient in English85%
Migrantn/a
Non-migrant84%
Gifted/talented98%
Non-Gifted83%
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 Students67%
Female62%
Male73%
Black or African American51%
Asiann/a
Hispanic62%
Multiracialn/a
American Indian or Alaska Native80%
Native Hawaiian/Pacific Islandern/a
White84%
Economically disadvantaged59%
Not economically disadvantaged82%
Special education28%
Not special education72%
Limited English proficient (LEP)23%
Proficient in English70%
Migrantn/a
Non-migrant68%
Gifted/talented100%
Non-Gifted64%
Bilingualn/a

World History

All Students61%
Female50%
Male71%
Black or African American61%
Asiann/a
Hispanic54%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White73%
Economically disadvantaged52%
Not economically disadvantaged72%
Special education29%
Not special education63%
Limited English proficient (LEP)43%
Proficient in English61%
Migrantn/a
Non-migrant61%
Gifted/talented98%
Non-Gifted56%
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 59% 50%
White 33% 31%
Black 6% 13%
Asian 1% 3%
Two or more races 1% 2%
American Indian/Alaska Native 0% 0%
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 »

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School basics

School Leader's name
  • Mrs Yomeida Guerra
Fax number
  • (830) 372-9851

Resources

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

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815 Lamar St
Seguin, TX 78155
Website: Click here
Phone: (830) 372-5770

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