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GreatSchools Rating

Barwise J High School

Public | 7-8 | 413 students

 

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Last modified
Community Rating

4 stars

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

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15 reviews of this school


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Posted October 30, 2013

My son started this year in the 7th Grade and he likes the majority of his teachers but there are some that he says that are a little harsh. I had an experience also with a person in the front office who I felt was a little rude at answering a question I had. That is the only negative that i did not like. Back to my Son's comment on how he feels, Now I know he is a talker and it seems to get him in trouble in some of his classes, I was even told that he even talks back to the teacher. I know kids they lie to make it seem smaller than it really is but I have read and heard alot of negative comments after searching the web on this school. I am not sure if I need to take him out and put him in a different school or what . A suggestion that I have is to have video monitoring , (as some daycares have) that Parents and Staff can monitor their children in real time in all schools.
—Submitted by a parent


Posted March 8, 2012

I do not care for this school at all the principal and asst principal is not there for the kids just the paycheck.They are always sending my son to the office in school suspension for someone else mistakes and when he tell the truth he stills gets punished. He gets bullied by the kids he tell on that actually be the ones that start the problems they are very unfair and that Mr.Allen and Mrs Muelberger TALKS TO KIDS VERY HARSHLY AND I THINK THE SCHOOL SHOULD BE INVESTIGATED..There are alot of unfair situations!!
—Submitted by a parent


Posted November 11, 2010

Several of my children and grandchildren have gone to Barwise. At present, I have one grandson enrolled in Barwise. I think it is a great school, with great teachers aand staff.
—Submitted by a parent


Posted August 11, 2007

Mr. Allen is the greatest. I had a disabled child attending at Barwise and Mr. Allen was always kind and courteous when we needed to talk to some one.
—Submitted by a parent


Posted July 19, 2007

Barwise is the est choice.I can do the thing I love which is Act.Mrs.Anson The theartre Director is the best.& we're the only school that provides theatre I love it.
—Submitted by a student


Posted February 12, 2006

The greatest school in Wichita Falls. Have a great diversity of classes being taught. Would recommend this very highly.
—Submitted by a parent


Posted November 17, 2005

The extracurricular activities are great excellent dance program and dance teacher. Good assistant principal, principal not very involved with all students and parents routinely walks past parents and does not even acknowledge them!
—Submitted by a parent


Posted October 3, 2005

This is a great school. I went there for two years and they were the best. If you love to perform this is your school. All of the teachers are wonderful.The athletics are the best in the town. We offer many kinds of activities like theatre, choir, tech lab,guitar,and many others. I really recomend this school to you.
—Submitted by a former student


Posted August 24, 2005

I went to Barwise for 2 years and it was awesome. This is definetley the place you want to send you student. It is a wonderful school and the teacher's really care about there students.
—Submitted by a student


Posted May 4, 2005

Wonderful school, wonderful teachers, not too big, not too small, just right!
—Submitted by a parent


Posted April 29, 2005

I rate this school lower than most because of it lack in the Mathematics department. My son did well in Math, which did not raise any alarms while at this school, but when he started to attend high school is was evident that the proper training was not there. Despite the efforts we as parents and he has made, his grade seems to be less than average. My son has had to be in math tutorials 4 days a week for most of the year in 9th grade. If your son doesn't play football then he will certainly not be able to play on the first string basketball teams either. These coaches favor anyone in football. My son is among the top basketball players at his school. In 7th grade he played football and was on the 'A' bball team. In the 8th he played 'C' because he didn't play football.
—Submitted by a parent


Posted April 20, 2005

I have a child with special needs with an IEP. The school staff works well with me, especilly the prinicipal.There are times we might not agree, but it is one of the few schools,that truley has an open door policy. I know the principal will always listen to any concerns, and work hard to resolve any problems with my child. A great principal creates a great staff with a positive approach. I feel like the administration of the campus works hard to make the school a safe place.
—Submitted by a parent


Posted January 1, 2005

Barwise has some of the hardest working teachers in the district. Many of them stay late after school to provide tutoring and give students the one-on-one help they need. They spend time not only teaching the state regulated curriculum, but also teach the students responsibility, leadership and life skills. They spend many of their own hours making phones calls to parents to keep them informed of their child's academic success. Overall, I am pleased with the administration and teachers at Barwise.
—Submitted by a parent


Posted April 29, 2004

In my opinion Barwise Jr. High is an excellent school. I completely disagree with the last posting. I have never heard of a teacher saying 'you idiot' or 'shut your face'. The teachers I deal with are very encouraging and considerate of the children's needs. They are willing to go the extra mile by staying after school unpaid until those needs are met, sending home grades regularly, and keeping close contact with parents (which most parents appreciate). So, all I can say is keep up the good work!
—Submitted by a staff


Posted February 22, 2004

This is generally an okay school for your student. I personally find that they are a little too hyper about school. My son dropped his pencil in class and his teacher called me at work, during an office meeting. From what I hear, this school is obsessed with office referals, school suspension, and phone calls home. My son is learning, but is being nailed with tons of homework. The athletic group is very nice. The coaches are hard workers, and believe in turning their players into hard workers. They teach respect, attitude,and most of all,leadership. Going back to the teachers, however, they do not teach any respect to your student. They use common children terms, such as 'shut your face' or,'you idiot'. My son is an 8th grader, but I don't want him hearing that constantly all day.
—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.

242 students were tested at this school in 2011.

2011

 
 
78%

2010

 
 
83%
Math

The state average for Math was 81% in 2011.

243 students were tested at this school in 2011.

2011

 
 
70%

2010

 
 
73%
Writing

The state average for Writing was 94% in 2011.

244 students were tested at this school in 2011.

2011

 
 
88%

2010

 
 
88%
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.

289 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
91%
Math

The state average for Math was 73% in 2011.

289 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
87%
Science

The state average for Science was 79% in 2011.

285 students were tested at this school in 2011.

2011

 
 
68%

2010

 
 
68%
Social Studies

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

284 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
89%
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 Students78%
Female82%
Male72%
Black or African American77%
Asian67%
Hispanic73%
American Indian or Alaska Nativen/a
White83%
Economically disadvantaged74%
Not economically disadvantaged85%
Special education40%
Not special education85%
Limited English proficient (LEP)38%
Proficient in English79%
Migrantn/a
Non-migrant78%
Gifted/talented100%

Math

All Students70%
Female72%
Male66%
Black or African American65%
Asian67%
Hispanic65%
American Indian or Alaska Nativen/a
White75%
Economically disadvantaged64%
Not economically disadvantaged82%
Special education28%
Not special education78%
Limited English proficient (LEP)50%
Proficient in English70%
Migrantn/a
Non-migrant70%
Gifted/talented100%

Writing

All Students88%
Female96%
Male78%
Black or African American93%
Asian83%
Hispanic87%
American Indian or Alaska Nativen/a
White87%
Economically disadvantaged87%
Not economically disadvantaged91%
Special education48%
Not special education96%
Limited English proficient (LEP)75%
Proficient in English88%
Migrantn/a
Non-migrant88%
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 Students92%
Female95%
Male88%
Black or African American95%
Asian100%
Hispanic87%
American Indian or Alaska Native88%
White94%
Economically disadvantaged88%
Not economically disadvantaged99%
Special education62%
Not special education97%
Limited English proficient (LEP)80%
Proficient in English92%
Migrantn/a
Non-migrant92%
Gifted/talented100%

Math

All Students90%
Female92%
Male87%
Black or African American90%
Asian100%
Hispanic89%
American Indian or Alaska Native75%
White91%
Economically disadvantaged88%
Not economically disadvantaged94%
Special education53%
Not special education97%
Limited English proficient (LEP)90%
Proficient in English90%
Migrantn/a
Non-migrant90%
Gifted/talented100%

Science

All Students68%
Female67%
Male69%
Black or African American56%
Asian100%
Hispanic58%
American Indian or Alaska Native50%
White80%
Economically disadvantaged59%
Not economically disadvantaged87%
Special education33%
Not special education75%
Limited English proficient (LEP)20%
Proficient in English69%
Migrantn/a
Non-migrant68%
Gifted/talented100%

Social Studies

All Students93%
Female96%
Male90%
Black or African American87%
Asian100%
Hispanic90%
American Indian or Alaska Native75%
White98%
Economically disadvantaged91%
Not economically disadvantaged99%
Special education70%
Not special education98%
Limited English proficient (LEP)80%
Proficient in English94%
Migrantn/a
Non-migrant93%
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.

169 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
70%
Math

The state average for Math was 71% in 2013.

162 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
68%
Writing

The state average for Writing was 70% in 2013.

169 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
65%
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.

223 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
78%
Math

The state average for Math was 77% in 2013.

191 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
71%
Science

The state average for Science was 75% in 2013.

224 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
62%
Social Studies

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

224 students were tested at this school in 2013.

2013

 
 
54%

2012

 
 
66%
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.

31 students were tested at this school in 2013.

2013

 
 
100%

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 Students72%
Female76%
Male66%
Black or African American71%
Asiann/a
Hispanic62%
Multiracial91%
American Indian or Alaska Native20%
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged67%
Not economically disadvantaged83%
Special education35%
Not special education76%
Limited English proficient (LEP)36%
Proficient in English74%
Migrantn/a
Non-migrant72%
Gifted/talentedn/a
Non-Gifted71%
Bilingualn/a

Math

All Students73%
Female76%
Male70%
Black or African American64%
Asiann/a
Hispanic72%
Multiracial73%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White78%
Economically disadvantaged70%
Not economically disadvantaged80%
Special education50%
Not special education76%
Limited English proficient (LEP)71%
Proficient in English74%
Migrantn/a
Non-migrant73%
Gifted/talentedn/a
Non-Gifted73%
Bilingualn/a

Writing

All Students62%
Female70%
Male49%
Black or African American57%
Asiann/a
Hispanic52%
Multiracial82%
American Indian or Alaska Native0%
Native Hawaiian/Pacific Islandern/a
White75%
Economically disadvantaged56%
Not economically disadvantaged75%
Special education18%
Not special education66%
Limited English proficient (LEP)18%
Proficient in English65%
Migrantn/a
Non-migrant62%
Gifted/talentedn/a
Non-Gifted61%
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 Students78%
Female80%
Male76%
Black or African American64%
Asian100%
Hispanic75%
Multiracial86%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White84%
Economically disadvantaged75%
Not economically disadvantaged86%
Special education60%
Not special education79%
Limited English proficient (LEP)29%
Proficient in English80%
Migrantn/a
Non-migrant78%
Gifted/talentedn/a
Non-Gifted78%
Bilingualn/a

Math

All Students70%
Female64%
Male75%
Black or African American36%
Asiann/a
Hispanic72%
Multiracial75%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White78%
Economically disadvantaged70%
Not economically disadvantaged72%
Special education57%
Not special education71%
Limited English proficient (LEP)33%
Proficient in English72%
Migrantn/a
Non-migrant70%
Gifted/talentedn/a
Non-Gifted70%
Bilingualn/a

Science

All Students58%
Female50%
Male65%
Black or African American44%
Asian100%
Hispanic50%
Multiracial57%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White69%
Economically disadvantaged49%
Not economically disadvantaged75%
Special education29%
Not special education60%
Limited English proficient (LEP)17%
Proficient in English59%
Migrantn/a
Non-migrant58%
Gifted/talentedn/a
Non-Gifted57%
Bilingualn/a

Social Studies

All Students54%
Female47%
Male60%
Black or African American36%
Asian100%
Hispanic48%
Multiracial50%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White65%
Economically disadvantaged43%
Not economically disadvantaged75%
Special education29%
Not special education56%
Limited English proficient (LEP)0%
Proficient in English55%
Migrantn/a
Non-migrant54%
Gifted/talentedn/a
Non-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

Algebra I

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/talentedn/a
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 "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

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 43% 52%
White 37% 29%
Black 12% 13%
Two or more races 5% 2%
American Indian/Alaska Native 1% 0%
Asian or Pacific Islander 1% 4%
Hawaiian Native/Pacific Islander N/A 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 6%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 3%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • LINDA MUEHLBERGER
Fax number
  • (940) 235-1109

Resources

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

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3807 Kemp Boulevard
Wichita Falls, TX 76308
Website: Click here
Phone: (940) 235-1108

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