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GreatSchools Rating

Cumberland Academy

Charter | K-5 | 495 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 4 ratings
2012:
Based on 2 ratings
2011:
No new ratings

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Parent involvement

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33 reviews of this school


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Posted April 5, 2005

My oldest son does not attend school at Cumberland and when he visited his brother at the school he said, 'Wow, all the kids seem happy coming to school' which is quite an accomplishment in my opinion! My youngest has Mrs. Schultz as his first grade teacher and she is wonderful. My son is quite intelligent and Mrs. Schultz currently has him learning synonyms and antonyms for his personalized spelling list which has words like verify and beige. Cumberland has tons of computers for the kids, art and music. They have a very nice playground, a gym/cafeteria combo for indoor PE like many other ELEMENTARY schools and afterschool care. My son has really enjoyed his experience at Cumberland and it certainly beats the public school that wanted him to read the same books he read when he was 3, because that's what all the others were reading! We love it.
—Submitted by a parent


Posted January 17, 2005

The principal and other administrative officers at this charter school too often allow parents to dictate how the school is run. Furthermore, issues of continued disruptive behavior by students is swept under the rug (probably because they are too afraid of losing a student, thereby losing funds). Inconsistent policies; not enough pay/incentives to keep quality teachers with more experience; limited space/poor quality for outdoor P.E. In its favor, though, it has a great art/music teacher and a nice computer lab with bright/ well-kept facilities, and I think the teachers are, for the most part, doing a good job.
—Submitted by a parent


Posted April 21, 2004

We have been more than pleased with Cumberland. We pulled our son out of Griffin Elementary while in first grade. Mostly because the treatment of children is so much better at Cumberland. Here's the biggest advantages I see at Cumberland: Great Parent involvement, the children who are at this school belong to parents who care, the energy level of the Teachers is great (don't know why some parents would rather have an old teacher who is burnt out), the Teachers really care here (our son really loves his Teacher and we can tell she loves him). This school has saved our son. He will start 2nd grade next year and we are glad to say that our daughter will be starting kindergarten here next year. We drive 40 minutes each direction to take our son to this school. It is worth every minute. - Damon Dickson (Proud Parent)
—Submitted by a parent


Posted April 2, 2004

I have two daugthers that go to Cumberland Academy. I have read the comments and I was amazed. As a member of the PTO and attend all board meetings, I never seen any parents there to complain.
—Submitted by a parent


Posted April 1, 2004

As Vice-President of the School Board at Cumberland Academy, I can honestly say I am quite surprised by the negative parent statements I have read. Not any parents have attended Board meetings (this school year or last) to voice concerns or complaints. We cannot make any changes if parents are not involved enough to let us know what they think is wrong. It is hard to believe that parents would leave their child in a school all year when they feel so negatively about it. Currently, more than 85% of the students attending Cumberland this year have committed to return next year. Also, 15 siblings of current students will be attending for the first time next year. Our teachers are State certified and follow the Texas Essential Knowledge and Skills guidelines for teaching lessons across the curriculum as required by the Texs Education Agency and as all other public schools do.
—Submitted by a parent


Posted March 31, 2004

The educational opportunities at this school are minimal at best. Most children are instructed below-grade level and teachers are not provided with necessary teaching tools. Discipline and structure are lax. Although there are some good teachers here, the over-all quality of instruction is poor. Children who leave to attend public education find themselves well below level and many are retained or put in remedial courses. Teacher morale is low because of really low pay and lack of any positive feedback from the administration. Priorities are not uniform and too much time is spent off task in some classrooms. For the at-risk child that needs nuturing, there are caretakers on this campus but the real need of smaller classrooms is not provided. Teachers cannot meet the real needs of the children because of this. This is not a school for any child seeking to advance his academics.
—Submitted by a teacher


Posted March 31, 2004

My daughter and grandson have attended Cumberland. One is excelling and the other who has learning disabilities is being ignored. Testing has been asked for since the beginning of school. There's always an excuse for it not being done. Lack of academics, structured days, and student's safety don't seem to be the main focus. There's an open investigation through Child Protective. There are some excellent teachers, but the focus seems to be more on office politics then the welfare of the students.
—Submitted by a parent


Posted March 28, 2004

My son has done great at this school as far as grades since he came to the school in 3rd grade. However, sometimes the discipline lacks a little. They send home on suspension when they need 'iss'. They are (staff) letting some teachers get away with what they want. There is no structure in my child's class. They are made to take naps after lunch and these children are 10 and 11 years old. They do not need naps. I don't know if I want my child to attend this school next year. The school has applied for 6th grade. I'm not sure if I want my child at this school unless they can get some better teachers who are more experienced and know about structure for the children since that is what my child needs a lot of.
—Submitted by a parent


Posted March 11, 2004

My child is reaching the grade to not go to this school any longer and I do fear the time that she attends another school and she may be pretty far behind. My child has attended this school about 3 years and loves this school. I love the parent, teacher, student involvment. But the reason we came to this school was because of the student, teacher ratio and that thus far has changed a whole lot, of course because they are growing, but this was the reason in attending this school.
—Submitted by a parent


Posted March 10, 2004

This school is really lacking when it comes to children that are on grade level or above grade level. I know for a fact that first graders in public schools are being taught to read. I have a first grader that has not even begun to learn to read at Cumberland. I have since taken my child out of this school and started homeschooling just to get her on level. I agree with the other parent that said the teachers are young and lack the ability to teach active children!! This school has proven to be a low performance school and is likely to be shut down if something isn't done about the quality of teaching. The one thing this school is good for, children with severe learning disabilities!!! Since they teach below level material, children with disabilities in learning will do good here.
—Submitted by a parent


Posted January 5, 2004

My children are former students of Cumberland Academy. The school is good for some people, but my children are better off in public school. Some teachers are great while others aren't. One child excelled and the other regressed. I feel that the school has some young teachers that lack the experience needed to teach more 'active' children. I have had to retain one of my children when this school promoted her. She simply did not learn her basic skills to go to the next grade. When I recognized the failure, I put her back a grade to keep her from failing when Cumberland felt she needed to 'just try harder'. I have learned from my mistake at changing schools for my kids!!
—Submitted by a parent


Posted September 9, 2003

I live a block from my public school and drive 30 min. to get to Cumberland. There are four families in my community that I am aware of that do the same. I have been in excellent school districts and poor ones. I know the difference. This is not the result of some standardized test. The staff and parents work together and teach the children to be good students and people not test takers. Smaller class sizes, parent volunteerism required, uniforms and school work that is done at school not homework make Cumberland the only school for my family. Also, I don't have to take an extra job and time away from my family to pay for all this. Cumberland is free.
—Submitted by a parent


Posted April 21, 2003

This School Is Good but I do not Like the Uniforms


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.

71 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
91%
Math

The state average for Math was 87% in 2011.

70 students were tested at this school in 2011.

2011

 
 
79%

2010

 
 
84%
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.

47 students were tested at this school in 2011.

2011

 
 
85%

2010

 
 
93%
Math

The state average for Math was 88% in 2011.

47 students were tested at this school in 2011.

2011

 
 
77%

2010

 
 
97%
Writing

The state average for Writing was 90% in 2011.

46 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
92%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 82% in 2011.

34 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
100%
Math

The state average for Math was 81% in 2011.

35 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
96%
Science

The state average for Science was 87% in 2011.

35 students were tested at this school in 2011.

2011

 
 
74%

2010

 
 
92%
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 Students90%
Female86%
Male93%
Black or African American90%
Asiann/a
Hispanic83%
White91%
Economically disadvantaged90%
Not economically disadvantaged90%
Special educationn/a
Not special education93%
Limited English proficient (LEP)n/a
Proficient in English90%
Not migrant90%
Gifted/talentedn/a

Math

All Students79%
Female75%
Male81%
Black or African American55%
Asiann/a
Hispanic83%
White94%
Economically disadvantaged72%
Not economically disadvantaged83%
Special educationn/a
Not special education81%
Limited English proficient (LEP)n/a
Proficient in English79%
Not migrant79%
Gifted/talentedn/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

English Language Arts

All Students85%
Female85%
Male85%
Black or African Americann/a
Asiann/a
Hispanicn/a
White85%
Economically disadvantaged88%
Not economically disadvantaged83%
Special educationn/a
Not special education88%
Limited English proficient (LEP)n/a
Proficient in English85%
Not migrant85%
Gifted/talentedn/a

Math

All Students77%
Female70%
Male85%
Black or African Americann/a
Asiann/a
Hispanicn/a
White75%
Economically disadvantaged76%
Not economically disadvantaged77%
Special educationn/a
Not special education79%
Limited English proficient (LEP)n/a
Proficient in English77%
Not migrant77%
Gifted/talentedn/a

Writing

All Students89%
Female89%
Male89%
Black or African Americann/a
Asiann/a
Hispanicn/a
White90%
Economically disadvantaged94%
Not economically disadvantaged86%
Special educationn/a
Not special education91%
Limited English proficient (LEP)n/a
Proficient in English89%
Not migrant89%
Gifted/talentedn/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

English Language Arts

All Students97%
Female100%
Male94%
Black or African American91%
Asiann/a
Hispanicn/a
White100%
Economically disadvantaged100%
Not economically disadvantaged94%
Special education100%
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English97%
Not migrant97%
Gifted/talentedn/a

Math

All Students89%
Female84%
Male94%
Black or African American89%
Asiann/a
Hispanicn/a
White88%
Economically disadvantaged88%
Not economically disadvantaged89%
Special education71%
Not special education93%
Limited English proficient (LEP)n/a
Proficient in English89%
Not migrant89%
Gifted/talentedn/a

Science

All Students74%
Female76%
Male72%
Black or African American55%
Asiann/a
Hispanicn/a
White86%
Economically disadvantaged65%
Not economically disadvantaged83%
Special education43%
Not special education82%
Limited English proficient (LEP)n/a
Proficient in English74%
Not migrant74%
Gifted/talentedn/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

English Language Arts

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

75 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
78%
Math

The state average for Math was 69% in 2013.

73 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
58%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 72% in 2013.

56 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
83%
Math

The state average for Math was 68% in 2013.

54 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
50%
Writing

The state average for Writing was 71% in 2013.

55 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
73%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

73 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
76%
Math

The state average for Math was 75% in 2013.

71 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
87%
Science

The state average for Science was 73% in 2013.

73 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
67%
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 Students79%
Female78%
Male80%
Black or African American87%
Asiann/a
Hispanic91%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White71%
Economically disadvantaged75%
Not economically disadvantaged80%
Special education17%
Not special education84%
Limited English proficient (LEP)n/a
Proficient in English79%
Migrantn/a
Not migrant79%
Gifted/talentedn/a
Not Gifted79%
Bilingualn/a

Math

All Students53%
Female47%
Male63%
Black or African American67%
Asiann/a
Hispanic73%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White42%
Economically disadvantaged64%
Not economically disadvantaged49%
Special educationn/a
Not special education55%
Limited English proficient (LEP)n/a
Proficient in English53%
Migrantn/a
Not migrant53%
Gifted/talentedn/a
Not Gifted53%
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 Students86%
Female86%
Male85%
Black or African American75%
Asiann/a
Hispanic75%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged80%
Not economically disadvantaged89%
Special educationn/a
Not special education88%
Limited English proficient (LEP)n/a
Proficient in English86%
Migrantn/a
Not migrant86%
Gifted/talentedn/a
Not Gifted86%
Bilingualn/a

Math

All Students80%
Female75%
Male85%
Black or African American58%
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White81%
Economically disadvantaged65%
Not economically disadvantaged88%
Special educationn/a
Not special education79%
Limited English proficient (LEP)n/a
Proficient in English80%
Migrantn/a
Not migrant80%
Gifted/talentedn/a
Not Gifted80%
Bilingualn/a

Writing

All Students87%
Female93%
Male81%
Black or African American92%
Asiann/a
Hispanic71%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged90%
Not economically disadvantaged86%
Special educationn/a
Not special education90%
Limited English proficient (LEP)n/a
Proficient in English87%
Migrantn/a
Not migrant87%
Gifted/talentedn/a
Not Gifted87%
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 Students85%
Female86%
Male84%
Black or African American78%
Asiann/a
Hispanic94%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged88%
Not economically disadvantaged84%
Special educationn/a
Not special education87%
Limited English proficient (LEP)n/a
Proficient in English85%
Migrantn/a
Not migrant85%
Gifted/talentedn/a
Not Gifted85%
Bilingualn/a

Math

All Students87%
Female91%
Male84%
Black or African American94%
Asiann/a
Hispanic78%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged87%
Not economically disadvantaged88%
Special educationn/a
Not special education87%
Limited English proficient (LEP)n/a
Proficient in English87%
Migrantn/a
Not migrant87%
Gifted/talentedn/a
Not Gifted87%
Bilingualn/a

Science

All Students60%
Female54%
Male66%
Black or African American44%
Asiann/a
Hispanic72%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White68%
Economically disadvantaged42%
Not economically disadvantaged69%
Special educationn/a
Not special education61%
Limited English proficient (LEP)n/a
Proficient in English60%
Migrantn/a
Not migrant60%
Gifted/talentedn/a
Not Gifted60%
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 "Exemplary".
  • 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 62% 29%
Hispanic 16% 52%
Black 14% 13%
Asian or Pacific Islander 4% 4%
Two or more races 3% 2%
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 21%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • BOBBY MARKLE
Fax number
  • (903) 581-1476

Resources

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

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1340 Shiloh Road
Tyler, TX 75703
Website: Click here
Phone: (903) 581-2890

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