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GreatSchools Rating

Wilkerson Intermediate School

Public | 5-6 | 729 students

 
 

Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 2 ratings
2012:
Based on 2 ratings
2011:
Based on 3 ratings

Teacher quality

Principal leadership

Parent involvement

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10 reviews of this school


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Posted May 1, 2014

Terrible school. There is not leadership. The school is on its third principal in three years. Dont go here
—Submitted by a parent


Posted July 3, 2013

Great school, very pleased with teachers' care and commitment to our childrens' needs and learning goals. Best anti-bullying program in the area that makes some uneducated low class bullies fear and complain, which is ok. Tough, we will not be putting up with unruly behaviour in The Woodlands. We care for our childrens' normal phychological and emotional development, the great knowledge they get from the advanced curriculum and preparedness for the future.
—Submitted by a parent


Posted April 22, 2013

My daughter is in the GT program at Wilkerson and has gone through 2 years being completely unchallenged. Teachers do not discipline unruly kids and the counselor says she will step in and then does nothing. The principal is rarely seen and must hide in her office. I can't even remember her name after 2 years here. Pick another school if you have the choice!
—Submitted by a parent


Posted August 27, 2012

While my son had a great 5 years at Glen Loch we were terrified of him going to Wilkerson. We heard very bad things about the school. We attended school meetings for several years before he went to Wilkerson and disscussed our concern with the Principle of Wilkerson, teachers and other parents. All our worry was for nothing. The school has turned out to be a great experience.
—Submitted by a parent


Posted February 29, 2012

We had a great experience at the elementary level, but when my son entered this school, I was horrified. If felt more like a county jail than a school. Five police cars out front, policemen patrolling the campus, and unhappy faculty. I pulled my son out of this school. This is sadly the worst school the Woodlands has.
—Submitted by a parent


Posted December 4, 2011

In light of all of the "anti-bullying" craze that has swept our nation, Wilkerson Intermediate School has taken the school district's anti-bullying policy to the extreme. Children aren't allowed to be children any longer in this school without being disciplined. My son who attends Wilkerson no longer enjoys going to school, which is a shame because he is an excellent student. I am very disappointed in the Principal and Vice Principal leadership at this school. Many of the teachers choose to not make decisions and handle situations themselves and just give children referrals to the principal's office.
—Submitted by a parent


Posted December 2, 2011

Unfortunately, after a wonderful elementary school experience, Wilkerson has been a disappointment. Children are placed in blocks, and the core subjects are science, social studies/ language arts, and math. My child has a very dedicated and organized math teacher, but we are not as equally impressed with the other teachers. The kids do note have text books or e-books. They rely on teacher notes and work sheets. We find it difficult to supplement learning at home with little resources or even prepare for tests which have differed from work sheets being sent home. We initially thought the absence of student lockers would be fine. However, the kids have to haul their binders and all their notebooks home every day. This can get heavy with jackets, lunch boxes and water bottles. Lastly, my child no longer enjoys school. This could be due to age, but last year our child could not wait to go to school. Overall, it has not been a positive experience.
—Submitted by a parent


Posted September 9, 2011

Great school so far. Moved here from North Carolina and were impressed. Wilkerson has an emphasis on the foundation courses like language arts, science and math, as well as on the fine arts (visual and music). My daughter was easily transferred from the Academically Gifted program in NC to the Gifted and Talented program here.
—Submitted by a parent


Posted May 7, 2009

We had 1 daughter who went here and 1 who is currently going here, and both have had very positive experiences overall so far. While this school is in an older area, we have to remember that it's The Woodlands, where older neighborhoods are increasing in value and newer upscale ones are popping up next to them. At Wilkerson, it's often impossible to tell how wealthy anyone is, and the upper-middle-class base mixes well with all income groups.
—Submitted by a parent


Posted April 29, 2009

I think the teachers and counselor at this school are exceptional. My Grandaughter has transfered here around the time of the Hurricane Ike and they have gone out of their way to tutor and help her adjust
—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 82% in 2011.

345 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
93%
Math

The state average for Math was 81% in 2011.

351 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
94%
Science

The state average for Science was 87% in 2011.

349 students were tested at this school in 2011.

2011

 
 
91%

2010

 
 
91%
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.

305 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
91%
Math

The state average for Math was 83% in 2011.

301 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
87%
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 Students93%
Female95%
Male92%
Black or African American94%
Asian100%
Hispanic95%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged90%
Not economically disadvantaged95%
Special education80%
Not special education94%
Limited English proficient (LEP)86%
Proficient in English94%
Migrantn/a
Non-migrant93%
Gifted/talented100%

Math

All Students92%
Female92%
Male92%
Black or African American82%
Asian100%
Hispanic91%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged88%
Not economically disadvantaged95%
Special education74%
Not special education94%
Limited English proficient (LEP)90%
Proficient in English92%
Migrantn/a
Non-migrant92%
Gifted/talented100%

Science

All Students91%
Female92%
Male91%
Black or African American88%
Asian100%
Hispanic87%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged90%
Not economically disadvantaged92%
Special education66%
Not special education94%
Limited English proficient (LEP)70%
Proficient in English92%
Migrantn/a
Non-migrant91%
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 Students93%
Female95%
Male92%
Black or African American95%
Asian100%
Hispanic90%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged91%
Not economically disadvantaged95%
Special education93%
Not special education93%
Limited English proficient (LEP)70%
Proficient in English94%
Migrantn/a
Non-migrant93%
Gifted/talented100%

Math

All Students90%
Female89%
Male90%
Black or African American84%
Asian90%
Hispanic90%
American Indian or Alaska Nativen/a
White90%
Economically disadvantaged91%
Not economically disadvantaged89%
Special education71%
Not special education91%
Limited English proficient (LEP)80%
Proficient in English90%
Migrantn/a
Non-migrant90%
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.

360 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
84%
Math

The state average for Math was 75% in 2013.

355 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
81%
Science

The state average for Science was 73% in 2013.

361 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
82%
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.

350 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
83%
Math

The state average for Math was 74% in 2013.

341 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
92%
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.

2013

 
 
n/a

2012

 
 
n/a
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 Students83%
Female86%
Male79%
Black or African American54%
Asian96%
Hispanic76%
Multiracial83%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged64%
Not economically disadvantaged91%
Special education60%
Not special education83%
Limited English proficient (LEP)41%
Proficient in English83%
Migrantn/a
Non-migrant83%
Gifted/talented100%
Non-Gifted81%
Bilingual38%

Math

All Students75%
Female74%
Male75%
Black or African American50%
Asian82%
Hispanic66%
Multiracial75%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White81%
Economically disadvantaged59%
Not economically disadvantaged82%
Special education50%
Not special education75%
Limited English proficient (LEP)58%
Proficient in English75%
Migrantn/a
Non-migrant75%
Gifted/talented100%
Non-Gifted72%
Bilingual64%

Science

All Students80%
Female78%
Male82%
Black or African American54%
Asian87%
Hispanic72%
Multiracial83%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged63%
Not economically disadvantaged88%
Special education75%
Not special education80%
Limited English proficient (LEP)55%
Proficient in English81%
Migrantn/a
Non-migrant80%
Gifted/talented100%
Non-Gifted78%
Bilingual67%
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 Students88%
Female90%
Male85%
Black or African American85%
Asian94%
Hispanic78%
Multiracial88%
American Indian or Alaska Native60%
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged80%
Not economically disadvantaged91%
Special education50%
Not special education89%
Limited English proficient (LEP)47%
Proficient in English88%
Migrantn/a
Non-migrant88%
Gifted/talented100%
Non-Gifted87%
Bilingual50%

Math

All Students85%
Female84%
Male86%
Black or African American80%
Asian88%
Hispanic79%
Multiracial94%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged79%
Not economically disadvantaged88%
Special education83%
Not special education85%
Limited English proficient (LEP)69%
Proficient in English85%
Migrantn/a
Non-migrant85%
Gifted/talented100%
Non-Gifted84%
Bilingual67%
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 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

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 "Exemplary".
  • 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 53% 29%
Hispanic 31% 52%
Black 7% 13%
Asian or Pacific Islander 4% 4%
Two or more races 3% 2%
Hawaiian Native/Pacific Islander 1% 0%
American Indian/Alaska Native N/A 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 8%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 2%N/AN/A
Source: CRDC, 2011-2012

This school has not yet provided program information.


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12312 Sawmill Road
Spring, TX 77380
Website: Click here
Phone: (832) 592-8900

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