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GreatSchools Rating

Pullman High School

Public | 9-12 | 680 students
 

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  • It's obvious as a current student of WSU that Pullman High School is an above...

  • As a student in Pullman High School I can say that I enjoy going to school...

  • Pullman High school does a fanatastic job integrating all of the students in...

  • I went to this school about 4 years ago. Decent school. It was a terrible...

  • I couldn't be more pleased with the school; the vocational program is...

 

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Last modified
Community Rating

4 stars

Based on 10 ratings
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9 reviews of this school

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Posted February 22, 2011
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It's obvious as a current student of WSU that Pullman High School is an above average school. However, there were a lot of problems when I left the school and many have not gone unresolved. The English program is lacking while the math and science courses are generally excellent. History is taught at a satisfactory level, but could be improved. The school does not provide much support for the arts and it felt like, as a student, more focus was given to the athletic program. There are no courses worth mentioning on economics, psychology, sociology or business. The only communication course is a multi-media class, which is done fairly well. However, communication is not an emphasis at this school. Finally, there is a good variety of extra curricular programs that enjoy generally good support.
—Submitted by a student

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Posted October 9, 2009
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As a student in Pullman High School I can say that I enjoy going to school every morning. I am a senior this year and I am sad to have to leave the school and teachers for college. The teachers are all very helpful and willing to help any student in need, even if they've never had them before. The FFA program ran by Tina DaVault and Jessica Moore is one of the best programs I've ever been involved with. They are both wonderful teachers and advisors who spend countless hours at the school helping any student in need. The atmosphere in the school is wonderful and all the students tend to get along quite well.
—Submitted by a student

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Posted September 16, 2009
Report it

Pullman High school does a fanatastic job integrating all of the students in the community, from home-schooling students, special needs students, to accelerated students. Thanks to a great deal of community involvement our students are offered terrific opportunities to accel.
—Submitted by a parent

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Posted November 2, 2008
Report it

I went to this school about 4 years ago. Decent school. It was a terrible environment to learn because it was a school designed by a man who designed prisons for a living. All concrete walls and very cold. I was new as a sophomore and wasn't very welcomed. They DONT have a dress code which bothered me alot. Relatively small school but a lot of cliques. Teachers didn't offer any one on one that I got from my last school and their way of scheduling was way off. We had A days and B days.. and being the procrastinator I am it didn't work out. They allowed certain students to do things they wouldnt allow me. Such as transfer classes. That now show up on my transcripts as I.

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Posted December 8, 2006
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I couldn't be more pleased with the school; the vocational program is excellent, and Tina DaVault runs one of the best FFA chapters in the state. I passed all the WASLs with no problems. The school is very diverse, with WSU in town. The only problem is it's a pretty big school in a pretty big town, which offers a lot of temptation for high school kids.
—Submitted by a student

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Posted September 26, 2006
Report it

After moving here from out of state, I have been very disappointed. The teachers/staff are so busy telling everyone how exceptional they are here academically that they leave the personal care and concern for the kids behind. The quality of the academics is excellent, it's just too bad they can't care about their students. They do not go out of their way to welcome new people to the community which is a side effect of being a small town.
—Submitted by a parent

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Posted June 15, 2006
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This is a relatively small school in a university town that is smack dab in the middle of miles and miles of wheat and cornfields. Pullman is small enough that teachers are bound to run into their students pretty frequently. Pullman High School has quite a few dedicated teachers, and the school can afford to be very picky about who they hire, as the jobs are in high demand. Not incredibly diverse (it's practically in Idaho), but parents tend to be very involved in their students' education, and the college prep courses are fairly rigorous. The school has limited AP (none?), and doesn't fund enough vocational ed (IMHO). Major strengths-- caring community and teachers Major weaknesses-- middle of nowhere, not enough diversity.
—Submitted by a teacher

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Posted August 25, 2005
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This is an academic community- and the quality of teaching and curriculum is outstanding here-- I have four children who were in Pullman schools-- I found out after transferring to another district where we were really disappointed with their standards compared to Pullman.
—Submitted by a parent

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Posted August 23, 2005
Report it

Fun school. Very friendly with high academic standards.
—Submitted by a student

Write your own review

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.
Algebra I

The state average for Algebra I was 56% in 2012.

2012

 
 
n/a

2011

 
 
33%
Biology I

The state average for Biology I was 81% in 2012.

2012

 
 
n/a
Geometry

The state average for Geometry was 91% in 2012.

99 students were tested at this school in 2012.

2012

 
 
92%

2011

 
 
95%
Integrated Math 1

The state average for Integrated Math 1 was 45% in 2012.

2012

 
 
n/a

2011

 
 
n/a
Integrated Math 2

The state average for Integrated Math 2 was 94% in 2012.

2012

 
 
n/a

2011

 
 
n/a
Scale: % basic, level 3, or level 4

About the tests

In 2011-2012 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

See Washington's state standards

Source: Washington Office of Superintendent of Public Instruction

Algebra I

The state average for Algebra I was 27% in 2012.

2012

 
 
n/a

2011

 
 
62%
Biology I

The state average for Biology I was 61% in 2012.

162 students were tested at this school in 2012.

2012

 
 
79%
Geometry

The state average for Geometry was 59% in 2012.

30 students were tested at this school in 2012.

2012

 
 
57%

2011

 
 
76%
Integrated Math 1

The state average for Integrated Math 1 was 23% in 2012.

2012

 
 
n/a

2011

 
 
n/a
Integrated Math 2

The state average for Integrated Math 2 was 36% in 2012.

2012

 
 
n/a

2011

 
 
n/a
Scale: % basic, level 3, or level 4

About the tests

In 2011-2012 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

See Washington's state standards

Source: Washington Office of Superintendent of Public Instruction

Algebra I

The state average for Algebra I was 27% in 2012.

2012

 
 
n/a

2011

 
 
n/a
Biology I

The state average for Biology I was 44% in 2012.

2012

 
 
n/a
Geometry

The state average for Geometry was 37% in 2012.

2012

 
 
n/a

2011

 
 
n/a
Integrated Math 1

The state average for Integrated Math 1 was 15% in 2012.

2012

 
 
n/a

2011

 
 
n/a
Integrated Math 2

The state average for Integrated Math 2 was 21% in 2012.

2012

 
 
n/a

2011

 
 
n/a
Scale: % basic, level 3, or level 4

About the tests

In 2011-2012 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

See Washington's state standards

Source: Washington Office of Superintendent of Public Instruction

Algebra I

The state average for Algebra I was 20% in 2012.

2012

 
 
n/a

2011

 
 
n/a
Biology I

The state average for Biology I was 36% in 2012.

2012

 
 
n/a
Geometry

The state average for Geometry was 27% in 2012.

2012

 
 
n/a

2011

 
 
n/a
Integrated Math 1

The state average for Integrated Math 1 was 29% in 2012.

2012

 
 
n/a

2011

 
 
n/a
Scale: % basic, level 3, or level 4

About the tests

In 2011-2012 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

See Washington's state standards

Source: Washington Office of Superintendent of Public Instruction

Algebra I

All Studentsn/a
Female42%
Malen/a
Blackn/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Pacific Islandern/a
Whiten/a
Low incomen/a
Not low income53%
Special educationn/a
Not special education50%
Limited Englishn/a
Migrantn/a

Biology I

All Studentsn/a
Femalen/a
Malen/a
Blackn/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Pacific Islandern/a
Whiten/a
Low incomen/a
Not low incomen/a
Special educationn/a
Not special educationn/a
Limited Englishn/a
Migrantn/a

Geometry

All Students92%
Female89%
Male96%
Blackn/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Pacific Islandern/a
White95%
Low income82%
Not low income94%
Not special education92%
Limited Englishn/a
Migrantn/a

Integrated Math 1

All Studentsn/a
Femalen/a
Malen/a
Blackn/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Whiten/a
Low incomen/a
Not low incomen/a
Special educationn/a
Not special educationn/a
Limited Englishn/a

Integrated Math 2

All Studentsn/a
Femalen/a
Malen/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Whiten/a
Low incomen/a
Not low incomen/a
Not special educationn/a
Scale: % basic, level 3, or level 4

About the tests

In 2011-2012 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Washington Office of Superintendent of Public Instruction. If there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See Washington's state standards

Source: Washington Office of Superintendent of Public Instruction

Algebra I

All Studentsn/a
Femalen/a
Malen/a
Blackn/a
Asian/Pacific Islandern/a
Hispanicn/a
Whiten/a
Low incomen/a
Not low incomen/a
Special educationn/a
Not special educationn/a
Limited Englishn/a
Migrantn/a

Biology I

All Students79%
Female78%
Male81%
Blackn/a
Asian91%
Asian/Pacific Islander91%
Hispanic76%
Multiracial75%
Native Americann/a
Pacific Islandern/a
White80%
Low income56%
Not low income88%
Special education15%
Not special education85%
Limited Englishn/a
Migrantn/a

Geometry

All Students57%
Female59%
Male54%
Blackn/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Pacific Islandern/a
White60%
Low income69%
Not low income47%
Special educationn/a
Not special education54%
Limited Englishn/a
Migrantn/a

Integrated Math 1

All Studentsn/a
Femalen/a
Malen/a
Blackn/a
Hispanicn/a
Whiten/a
Low incomen/a
Not low incomen/a
Not special educationn/a

Integrated Math 2

All Studentsn/a
Femalen/a
Malen/a
Blackn/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Whiten/a
Low incomen/a
Not low incomen/a
Special educationn/a
Not special educationn/a
Scale: % basic, level 3, or level 4

About the tests

In 2011-2012 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Washington Office of Superintendent of Public Instruction. If there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See Washington's state standards

Source: Washington Office of Superintendent of Public Instruction

Algebra I

All Studentsn/a
Femalen/a
Malen/a
Blackn/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Whiten/a
Low incomen/a
Not low incomen/a
Special educationn/a
Not special educationn/a
Limited Englishn/a
Migrantn/a

Biology I

All Studentsn/a
Femalen/a
Malen/a
Blackn/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Whiten/a
Low incomen/a
Not low incomen/a
Special educationn/a
Not special educationn/a
Limited Englishn/a

Geometry

All Studentsn/a
Femalen/a
Malen/a
Blackn/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Whiten/a
Low incomen/a
Not low incomen/a
Special educationn/a
Not special educationn/a
Limited Englishn/a
Migrantn/a

Integrated Math 1

All Studentsn/a

Integrated Math 2

All Studentsn/a
Femalen/a
Malen/a
Hispanicn/a
Whiten/a
Low incomen/a
Special educationn/a
Not special educationn/a
Scale: % basic, level 3, or level 4

About the tests

In 2011-2012 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Washington Office of Superintendent of Public Instruction. If there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See Washington's state standards

Source: Washington Office of Superintendent of Public Instruction

Algebra I

All Studentsn/a
Femalen/a
Malen/a
Whiten/a
Low incomen/a
Not low incomen/a
Special educationn/a
Not special educationn/a
Limited Englishn/a

Biology I

All Studentsn/a
Femalen/a
Malen/a
Hispanicn/a
Whiten/a
Low incomen/a
Not low incomen/a
Not special educationn/a

Geometry

All Studentsn/a
Femalen/a
Malen/a
Blackn/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Whiten/a
Low incomen/a
Not low incomen/a
Not special educationn/a
Limited Englishn/a

Integrated Math 1

All Studentsn/a
Whiten/a
Not special educationn/a
Scale: % basic, level 3, or level 4

About the tests

In 2011-2012 Washington used End-of-Course (EOC) examinations to assess students in Algebra I, Geometry, Integrated Math I, Integrated Math II, and Biology. The EOC tests are standards-based, which means they measure how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Washington Office of Superintendent of Public Instruction. If there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See Washington's state standards

Source: Washington Office of Superintendent of Public Instruction

Math

The state average for Math was 42% in 2010.

186 students were tested at this school in 2010.

2010

 
 
75%
Reading

The state average for Reading was 81% in 2012.

159 students were tested at this school in 2012.

2012

 
 
94%

2011

 
 
91%

2010

 
 
93%
Science

The state average for Science was 50% in 2011.

160 students were tested at this school in 2011.

2011

 
 
76%

2010

 
 
64%
Writing

The state average for Writing was 85% in 2012.

161 students were tested at this school in 2012.

2012

 
 
92%

2011

 
 
96%

2010

 
 
95%
Scale: % basic, level 3, or level 4

About the tests

In 2011-2012 Washington used the High School Proficiency Exam (HSPE) to test students in reading and writing in grade 10. Math skills are tested by the End-of-Course (EOC) exams. The HSPE is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

See Washington's state standards

Source: Washington Office of Superintendent of Public Instruction

Reading

All Students94%
Female95%
Male93%
Blackn/a
Asian91%
Asian/Pacific Islander91%
Hispanic100%
Native Americann/a
Pacific Islandern/a
White94%
Low income81%
Not low income98%
Special education33%
Not special education99%
Limited Englishn/a
Migrantn/a

Writing

All Students92%
Female96%
Male89%
Blackn/a
Asian82%
Asian/Pacific Islander82%
Hispanic94%
Native Americann/a
Pacific Islandern/a
White95%
Low income77%
Not low income98%
Special education39%
Not special education97%
Limited Englishn/a
Migrantn/a
Scale: % basic, level 3, or level 4

About the tests

In 2011-2012 Washington used the High School Proficiency Exam (HSPE) to test students in reading and writing in grade 10. Math skills are tested by the End-of-Course (EOC) exams. The HSPE is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Washington. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Washington Office of Superintendent of Public Instruction. If there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.

See Washington's state standards

Source: Washington Office of Superintendent of Public Instruction

Breaking down the GreatSchools Rating

GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »

Student ethnicity

Ethnicity This school State average
White 80% 64%
Asian/Pacific Islander 11% 9%
Black 4% 6%
Hispanic 4% 16%
Native American 1% 3%
Source: WA OSPI, 2009-2010

Student subgroups

  This school District averageState average
Students eligible for free or reduced-price lunch program 19%N/A42%
Special education 8%N/A13%
Transitional bilingual 2%N/A8%
Source: WA OSPI, 2009-2010

Student-teacher ratio

  This school District averageState average
Students per classroom teacher 17N/A17
Source: WA OSPI, 2009-2010

Teacher experience

  This school District averageState average
Average years educational experience 11N/A12
Source: WA OSPI, 2009-2010

Teacher education levels

  This school District averageState average
Master's degree or higher 79%N/A66%
Source: WA OSPI, 2009-2010

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510 NW Larry St
Pullman, WA 99163
Phone: (509) 332-1551

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