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GreatSchools Rating

Willis High School

Public | 9-12 | 1849 students

 
 

Last modified
Community Rating

3 stars

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

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13 reviews of this school


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Posted February 25, 2014

I am currently a student at Willis High School. I have attended many different schools in many different states. I will say that Willis High school is an excellent school. All of my teachers are above helpful and know their material well. I do not have any grades below an 82 on my report card, for which I and my parents are very pleased. My counselor was very helpful during registration and knew exactly which courses I needed and helped me select them. There are many different courses to choose from as well. As for the students there are good and bad students, but you should also know that there will be good and bad students in every school. The administrators discipline students who are troublesome and the problems stop. Overall Willis High school has impressed both myself and my family.
—Submitted by a student


Posted August 5, 2013

This school is boring. No varieties of classes to take that will be helpful in the real world. There have been several problems just in this past year alone with drugs and pranks. I would prefer Conroe High School which is larger and rated most challenging schools.
—Submitted by a student


Posted September 3, 2012

Wonderful School with caring teachers and students. All three of my kids attended this high school. Oldest has been accepted to medical school, middle has his Business degree and the youngest will graduate from UT with a degree in engineering. We've lived here for twenty years and still love it.
—Submitted by a parent


Posted March 21, 2011

Willis High School allows the students to do anything and everything they want. There is no structure. I walked my child in the school, and there were girls dressed like they were working the corner in Houston. Boys walking around with full beards and pants hanging past their rears. When I went to school, things were different. The whole school district needs a complete overhaul!
—Submitted by a parent


Posted November 20, 2010

Willis is a poorly run school with low standards and no guidance. We transfered our oldest daughter after ninth grade('97) and our youngest daughter during sixth grade('98) and have never regretted it. The public school system is a sham in this area of Montgomery County. With our youngest we eventually moved into Houston and are currently enrolled in a college prep high school offering much more in every area; study, guidance and morals.
—Submitted by a parent


Posted May 25, 2010

No discipline. Kids roam the halls. We had students coming into our dual-credit class and sleeping on the floor. They were supposed to be in their own classes. The teachers don't care, most of them. The good ones get run off by the school board for being too challenging. I don't like the way our education is de-valued. Students are passed who shouldn't be. Those of us who work hard deserve better and those who don't try do not deserve to graduate. Drugs are a problem. So is teen pregnancy.
—Submitted by a student


Posted April 17, 2008

OK....im a freshman at WHS and i think that willis is a bad school...if you have the choice to send them to another school DO IT!! Our football team has not won a game in like 3 years. but other than that all the other sports are good. Our band recently went to contest and got like 9 trophies....this is the band to join....but anyway the curriculam is really bad...in Algebra we are learning things we should have learned in 7th grade... but that is partly the 'no child left behind' thing....so in conclusion pick a different school
—Submitted by a student


Posted October 27, 2007

My children loved the extracurricular activities but found themselves bored in the classroom. My graduate made excellent grades and was in the top 20% of the class - only to enter the real world not having a clue about college. My other child also is an excellent student and is probably close to the top 13%, but does not feel challenged in some of the classrooms.
—Submitted by a parent


Posted September 22, 2006

My daughter just started at WHS but so far I've had excellent repor with the teachers, they've been very informative and and very timely about getting back to me. My daughter doesn't have any complaints about her teachers or the students for that matter. Mistakes in scheduling or classes have been remidied very quickly. The teachers seem to have the students best interests and safety in mind. As for requesting and receiving perferred classes/teachers - My daughter requested AP classes and that's what she has. She has those classes because she has earned the grades to put her there And we did not wait until the last minute to request/register. Placement is done by (in this order) gpa, grade the child is entering and lastly, first come first served.
—Submitted by a parent


Posted June 27, 2005

I am a former student of WHS. The school activities taught me great leadership and allowed me to set many goals for myself.
—Submitted by a former student


Posted April 1, 2005

My 3 children are products of WISD and are well on their way to becoming successful adults. Academics are top and the teachers truly care. Of course 'FOOTBALL IS KING' but band, drama and other extracurricular activities are top notch as well. My children have enjoyed the fellowship of other students and have made lasting connections. The staff (coaches, teachers, principals) have all been very supportive and want what is best for the students.
—Submitted by a parent


Posted December 16, 2004

Lots of politics and the good ole buddy system. In other words if you know 'people' your child will be placed in 'preferred' teachers classes. Pick another district- CISD, MISD, etc.
—Submitted by a parent


Posted September 4, 2003

I have been a student at Willis High School for three years. The positive attitudes of most of my teachers and the unity of the student body is amazing. There are few cliques, and everyone intermingles.
—Submitted by a former student


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.

426 students were tested at this school in 2011.

2011

 
 
86%

2010

 
 
93%
Math

The state average for Math was 70% in 2011.

421 students were tested at this school in 2011.

2011

 
 
79%

2010

 
 
80%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 91% in 2011.

433 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
93%
Math

The state average for Math was 74% in 2011.

416 students were tested at this school in 2011.

2011

 
 
78%

2010

 
 
79%
Science

The state average for Science was 76% in 2011.

428 students were tested at this school in 2011.

2011

 
 
68%

2010

 
 
78%
Social Studies

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

430 students were tested at this school in 2011.

2011

 
 
90%

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 95% in 2013.

367 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
90%

2011

 
 
93%

2010

 
 
87%
Math

The state average for Math was 89% in 2013.

372 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
90%

2011

 
 
92%

2010

 
 
86%
Science

The state average for Science was 95% in 2013.

367 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
91%

2011

 
 
91%

2010

 
 
88%
Social Studies

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

370 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
98%

2011

 
 
99%

2010

 
 
96%
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 Students94%
Female97%
Male91%
Black or African American93%
Asiann/a
Hispanic86%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged91%
Special education80%
Limited English proficient (LEP)55%

Math

All Students89%
Female90%
Male87%
Black or African American80%
Asiann/a
Hispanic80%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged84%
Special education60%
Limited English proficient (LEP)58%

Science

All Students93%
Female93%
Male92%
Black or African American93%
Asiann/a
Hispanic86%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged89%
Special education71%
Limited English proficient (LEP)58%

Social Studies

All Students98%
Female98%
Male98%
Black or African American97%
Asiann/a
Hispanic96%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged97%
Special education90%
Limited English proficient (LEP)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.

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 Unacceptable".
  • In 2008-2009, this school was rated "Academically Acceptable".

About the tests


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

Source: Texas Education Agency

Algebra I

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

363 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
76%
Algebra II

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

92 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
n/a
Biology I

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

484 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
80%
Chemistry

The state average for Chemistry was 84% in 2013.

406 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
28%
English I Reading

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

476 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
58%
English I Writing

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

504 students were tested at this school in 2013.

2013

 
 
41%

2012

 
 
44%
English II Reading

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

420 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
n/a
English II Writing

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

425 students were tested at this school in 2013.

2013

 
 
42%

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.

423 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
99%
Physics

The state average for Physics was 81% in 2013.

2013

 
 
n/a

2012

 
 
72%
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.

473 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
80%
World History

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

416 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
41%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

Algebra I

All Students79%
Female84%
Male74%
Black or African American81%
Asiann/a
Hispanic76%
Multiracial88%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White81%
Economically disadvantaged76%
Not economically disadvantaged83%
Special education37%
Not special education81%
Limited English proficient (LEP)77%
Proficient in English79%
Migrantn/a
Not migrant79%
Gifted/talentedn/a
Not Gifted79%
Bilingualn/a

Algebra II

All Students99%
Female100%
Male97%
Black or African American100%
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White99%
Economically disadvantaged100%
Not economically disadvantaged98%
Special educationn/a
Not special education99%
Limited English proficient (LEP)n/a
Proficient in English99%
Migrantn/a
Not migrant99%
Gifted/talented100%
Not Gifted99%
Bilingualn/a

Biology I

All Students79%
Female83%
Male75%
Black or African American64%
Asiann/a
Hispanic71%
Multiracial91%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White84%
Economically disadvantaged72%
Not economically disadvantaged88%
Special education22%
Not special education83%
Limited English proficient (LEP)54%
Proficient in English81%
Migrantn/a
Not migrant79%
Gifted/talented100%
Not Gifted78%
Bilingualn/a

Chemistry

All Students71%
Female73%
Male70%
Black or African American69%
Asian83%
Hispanic63%
Multiracial43%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White77%
Economically disadvantaged65%
Not economically disadvantaged78%
Special education50%
Not special education72%
Limited English proficient (LEP)45%
Proficient in English73%
Migrantn/a
Not migrant71%
Gifted/talented100%
Not Gifted70%
Bilingualn/a

English I Reading

All Students58%
Female64%
Male53%
Black or African American49%
Asiann/a
Hispanic46%
Multiracial67%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White66%
Economically disadvantaged47%
Not economically disadvantaged72%
Special education0%
Not special education62%
Limited English proficient (LEP)11%
Proficient in English64%
Migrantn/a
Not migrant58%
Gifted/talented100%
Not Gifted57%
Bilingualn/a

English I Writing

All Students41%
Female50%
Male32%
Black or African American33%
Asiann/a
Hispanic30%
Multiracial45%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White47%
Economically disadvantaged32%
Not economically disadvantaged52%
Special education0%
Not special education43%
Limited English proficient (LEP)4%
Proficient in English45%
Migrantn/a
Not migrant41%
Gifted/talented92%
Not Gifted39%
Bilingualn/a

English II Reading

All Students65%
Female71%
Male58%
Black or African American57%
Asian71%
Hispanic50%
Multiracial60%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White73%
Economically disadvantaged54%
Not economically disadvantaged75%
Special education20%
Not special education66%
Limited English proficient (LEP)22%
Proficient in English68%
Migrantn/a
Not migrant65%
Gifted/talented100%
Not Gifted63%
Bilingualn/a

English II Writing

All Students42%
Female48%
Male36%
Black or African American29%
Asian29%
Hispanic36%
Multiracial30%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White48%
Economically disadvantaged32%
Not economically disadvantaged51%
Special education0%
Not special education43%
Limited English proficient (LEP)16%
Proficient in English44%
Migrantn/a
Not migrant42%
Gifted/talented88%
Not Gifted40%
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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a

Geometry

All Students86%
Female89%
Male83%
Black or African American74%
Asian100%
Hispanic82%
Multiracial90%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged81%
Not economically disadvantaged90%
Special education75%
Not special education86%
Limited English proficient (LEP)75%
Proficient in English87%
Migrantn/a
Not migrant86%
Gifted/talented100%
Not Gifted85%
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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a

World Geography

All Students74%
Female72%
Male75%
Black or African American68%
Asiann/a
Hispanic62%
Multiracial78%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White80%
Economically disadvantaged64%
Not economically disadvantaged85%
Special education13%
Not special education78%
Limited English proficient (LEP)36%
Proficient in English78%
Migrantn/a
Not migrant74%
Gifted/talented100%
Not Gifted73%
Bilingualn/a

World History

All Students55%
Female48%
Male61%
Black or African American43%
Asian50%
Hispanic41%
Multiracial50%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White64%
Economically disadvantaged43%
Not economically disadvantaged67%
Special education0%
Not special education57%
Limited English proficient (LEP)30%
Proficient in English57%
Migrantn/a
Not migrant55%
Gifted/talented100%
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

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 58% 29%
Hispanic 30% 52%
Black 8% 13%
Two or more races 2% 2%
Asian or Pacific Islander 1% 4%
American Indian/Alaska Native 0% 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) 7%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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1201 Farm To Market 830
Willis, TX 77318
Website: Click here
Phone: (936) 856-1314

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