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GreatSchools Rating

Piner Middle School

Public | 7-8 | 1001 students

 

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Living in Sherman

Situated in a suburban neighborhood. The median home value is $77,600. The average monthly rent for a 2 bedroom apartment is $640.

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 1 rating

Teacher quality

Principal leadership

Parent involvement

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8 reviews of this school


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Posted February 5, 2014

The Special Ed teachers are amazing. They work very hard to make sure each child's needs are met. The main problem comes from Central Office. They are so worried about numbers sometimes they forget those numbers represent human beings. The numbers they are worried about are test scores. Many times Central Office does not support the Special Ed teachers. I am a regular classroom teacher who works very closely with the Special Ed teacher for many of my students. She gives 110% of her self. Yet many times when we approach Central Office about supplies or support the children with special needs they ignore us.
—Submitted by a teacher


Posted October 10, 2013

Stop punishing the parents. The cops are already there. Who in there right mind is going to act crazy. Plus the police and sheriff station is right around the corner. To improve the situation have someone to escort to where they need to go. Instead of letting them roam the halls on their own. Teachers need to call the parents to see if they can meet them during the teachers conference. Instead of them assuming.


Posted October 5, 2013

Given all the school tragedies, I am glad the security receptionist asks questions to visitors to the school. Better safe than sorry.
—Submitted by a teacher


Posted January 28, 2011

This school has a HIGH number of bullies and a very LOW number of adults willing to do anything about it.
—Submitted by a parent


Posted April 12, 2010

I am not happy with this school my child was sexually assualted on campus at this school of 09
—Submitted by a parent


Posted October 15, 2009

Excellent, caring teachers, great opportunities for all students to participate in sports, band, and other extracurricular activities, administrative staff and counselors who care, who listen, who work with you to give your child the best educational experience possible.
—Submitted by a parent


Posted October 26, 2008

The administration and faculty at Piner are all dedicated professional who strive to provide all Piner students with excellent educational opportunities. It has excellent orchestra, band, and choral programs. The math and science teachers are outstanding. The Latin program offers High School credit.
—Submitted by a teacher


Posted August 22, 2006

This school is great environment for kids at this age. There is structure and consequences. The staff has established guidelines that create well thought out and meets the needs of many. It offers various musical courses, sports, and even classes that earn high school credit early. I love the fact that while allowing my children to learn and grow, in a positive atmosphere, there are limitations that teach them to be good citizens.
—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.

452 students were tested at this school in 2011.

2011

 
 
88%

2010

 
 
86%
Math

The state average for Math was 81% in 2011.

442 students were tested at this school in 2011.

2011

 
 
86%

2010

 
 
80%
Writing

The state average for Writing was 94% in 2011.

438 students were tested at this school in 2011.

2011

 
 
96%

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 85% in 2011.

449 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
96%
Math

The state average for Math was 73% in 2011.

441 students were tested at this school in 2011.

2011

 
 
85%

2010

 
 
83%
Science

The state average for Science was 79% in 2011.

434 students were tested at this school in 2011.

2011

 
 
80%

2010

 
 
80%
Social Studies

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

432 students were tested at this school in 2011.

2011

 
 
95%

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

All Students88%
Female89%
Male88%
Black or African American79%
Asiann/a
Hispanic86%
American Indian or Alaska Native100%
White92%
Economically disadvantaged86%
Not economically disadvantaged92%
Special education62%
Not special education91%
Limited English proficient (LEP)68%
Proficient in English90%
Migrantn/a
Non-migrant88%
Gifted/talented99%

Math

All Students86%
Female87%
Male86%
Black or African American74%
Asiann/a
Hispanic81%
American Indian or Alaska Native86%
White92%
Economically disadvantaged83%
Not economically disadvantaged93%
Special education61%
Not special education88%
Limited English proficient (LEP)63%
Proficient in English88%
Migrantn/a
Non-migrant86%
Gifted/talented100%

Writing

All Students96%
Female97%
Male94%
Black or African American91%
Asiann/a
Hispanic97%
American Indian or Alaska Native100%
White96%
Economically disadvantaged94%
Not economically disadvantaged98%
Special education83%
Not special education97%
Limited English proficient (LEP)94%
Proficient in English96%
Migrantn/a
Non-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

All Students94%
Female95%
Male93%
Black or African American88%
Asiann/a
Hispanic94%
American Indian or Alaska Native100%
White95%
Economically disadvantaged92%
Not economically disadvantaged98%
Special education73%
Not special education96%
Limited English proficient (LEP)72%
Proficient in English95%
Migrantn/a
Non-migrant94%
Gifted/talented100%

Math

All Students85%
Female87%
Male82%
Black or African American72%
Asiann/a
Hispanic82%
American Indian or Alaska Native89%
White90%
Economically disadvantaged81%
Not economically disadvantaged90%
Special education54%
Not special education87%
Limited English proficient (LEP)59%
Proficient in English85%
Migrantn/a
Non-migrant85%
Gifted/talented100%

Science

All Students80%
Female79%
Male81%
Black or African American55%
Asiann/a
Hispanic73%
American Indian or Alaska Native100%
White90%
Economically disadvantaged73%
Not economically disadvantaged89%
Special education55%
Not special education82%
Limited English proficient (LEP)24%
Proficient in English83%
Migrantn/a
Non-migrant80%
Gifted/talented100%

Social Studies

All Students95%
Female95%
Male96%
Black or African American88%
Asiann/a
Hispanic94%
American Indian or Alaska Native100%
White98%
Economically disadvantaged93%
Not economically disadvantaged98%
Special education85%
Not special education96%
Limited English proficient (LEP)63%
Proficient in English97%
Migrantn/a
Non-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.

474 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
76%
Math

The state average for Math was 71% in 2013.

466 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
80%
Writing

The state average for Writing was 70% in 2013.

467 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
70%
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.

425 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
80%
Math

The state average for Math was 77% in 2013.

305 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
79%
Science

The state average for Science was 75% in 2013.

416 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
72%
Social Studies

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

416 students were tested at this school in 2013.

2013

 
 
58%

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

Algebra I

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

104 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
100%
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 Students81%
Female83%
Male80%
Black or African American72%
Asian56%
Hispanic76%
Multiracial91%
American Indian or Alaska Native92%
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged78%
Not economically disadvantaged87%
Special education52%
Not special education83%
Limited English proficient (LEP)34%
Proficient in English85%
Migrantn/a
Non-migrant81%
Gifted/talented100%
Non-Gifted77%
Bilingualn/a

Math

All Students74%
Female75%
Male73%
Black or African American52%
Asian86%
Hispanic74%
Multiracial78%
American Indian or Alaska Native100%
Native Hawaiian/Pacific Islandern/a
White79%
Economically disadvantaged70%
Not economically disadvantaged82%
Special education37%
Not special education76%
Limited English proficient (LEP)46%
Proficient in English76%
Migrantn/a
Non-migrant74%
Gifted/talented100%
Non-Gifted68%
Bilingualn/a

Writing

All Students71%
Female77%
Male65%
Black or African American59%
Asian56%
Hispanic66%
Multiracial78%
American Indian or Alaska Native83%
Native Hawaiian/Pacific Islandern/a
White79%
Economically disadvantaged65%
Not economically disadvantaged82%
Special education44%
Not special education73%
Limited English proficient (LEP)29%
Proficient in English74%
Migrantn/a
Non-migrant71%
Gifted/talented100%
Non-Gifted65%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students83%
Female85%
Male80%
Black or African American68%
Asian50%
Hispanic80%
Multiracial75%
American Indian or Alaska Native67%
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged78%
Not economically disadvantaged92%
Special education50%
Not special education86%
Limited English proficient (LEP)38%
Proficient in English88%
Migrantn/a
Non-migrant83%
Gifted/talented100%
Non-Gifted80%
Bilingualn/a

Math

All Students79%
Female80%
Male78%
Black or African American69%
Asiann/a
Hispanic79%
Multiracial88%
American Indian or Alaska Native75%
Native Hawaiian/Pacific Islandern/a
White82%
Economically disadvantaged80%
Not economically disadvantaged78%
Special education56%
Not special education81%
Limited English proficient (LEP)50%
Proficient in English82%
Migrantn/a
Non-migrant79%
Gifted/talented100%
Non-Gifted78%
Bilingualn/a

Science

All Students73%
Female70%
Male76%
Black or African American54%
Asiann/a
Hispanic67%
Multiracial56%
American Indian or Alaska Native67%
Native Hawaiian/Pacific Islandern/a
White84%
Economically disadvantaged66%
Not economically disadvantaged84%
Special education23%
Not special education77%
Limited English proficient (LEP)21%
Proficient in English77%
Migrantn/a
Non-migrant73%
Gifted/talented100%
Non-Gifted67%
Bilingualn/a

Social Studies

All Students58%
Female51%
Male67%
Black or African American31%
Asiann/a
Hispanic51%
Multiracial44%
American Indian or Alaska Native78%
Native Hawaiian/Pacific Islandern/a
White72%
Economically disadvantaged51%
Not economically disadvantaged70%
Special education20%
Not special education61%
Limited English proficient (LEP)14%
Proficient in English61%
Migrantn/a
Non-migrant58%
Gifted/talented100%
Non-Gifted49%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

Algebra I

All Students99%
Female100%
Male98%
Black or African Americann/a
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White98%
Economically disadvantaged100%
Not economically disadvantaged98%
Special educationn/a
Not special education99%
Limited English proficient (LEP)n/a
Proficient in English99%
Migrantn/a
Non-migrant99%
Gifted/talented98%
Non-Gifted100%
Bilingualn/a

Algebra II

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

Biology I

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

Chemistry

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

English I Reading

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

English I Writing

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

English II Reading

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

English II Writing

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

English III Reading

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

English III Writing

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

Geometry

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

Physics

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

U.S. History

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

World Geography

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

World History

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

About the tests


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

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

Source: Texas Education Agency

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

About the tests


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

Source: Texas Education Agency

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
White 40% 29%
Hispanic 37% 52%
Black 15% 13%
Two or more races 6% 2%
Asian or Pacific Islander 2% 4%
American Indian/Alaska Native 1% 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) 11%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

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School basics

School Leader's name
  • CLINTON PETTY
Fax number
  • (903) 891-6475

Resources

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

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402 West Pecan Street
Sherman, TX 75090
Website: Click here
Phone: (903) 891-6470

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