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GreatSchools Rating

Pullman High School

Public | 9-12

 
 

Last modified
Community Rating

4 stars

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

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9 reviews of this school


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Posted February 22, 2011

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


Posted October 9, 2009

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


Posted September 16, 2009

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


Posted November 2, 2008

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.


Posted December 8, 2006

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


Posted September 26, 2006

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


Posted June 15, 2006

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


Posted August 25, 2005

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


Posted August 23, 2005

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

The state average for Algebra I was 54% in 2013.

49 students were tested at this school in 2013.

2013

 
 
39%

2012

 
 
n/a

2011

 
 
33%
Biology I

The state average for Biology I was 82% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Geometry

The state average for Geometry was 93% in 2013.

86 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
92%

2011

 
 
95%
Integrated Math I

The state average for Integrated Math I was 53% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Integrated Math II

The state average for Integrated Math II was 96% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

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

About the tests


In 2012-2013 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.

Source: Washington Office of Superintendent of Public Instruction

Algebra I

The state average for Algebra I was 22% in 2013.

41 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
n/a

2011

 
 
62%
Biology I

The state average for Biology I was 66% in 2013.

168 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
79%
Geometry

The state average for Geometry was 72% in 2013.

28 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
57%

2011

 
 
76%
Integrated Math I

The state average for Integrated Math I was 28% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Integrated Math II

The state average for Integrated Math II was 61% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

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

About the tests


In 2012-2013 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.

Source: Washington Office of Superintendent of Public Instruction

Algebra I

The state average for Algebra I was 19% in 2013.

11 students were tested at this school in 2013.

2013

 
 
9%

2012

 
 
n/a

2011

 
 
n/a
Biology I

The state average for Biology I was 35% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Geometry

The state average for Geometry was 35% in 2013.

10 students were tested at this school in 2013.

2013

 
 
30%

2012

 
 
n/a

2011

 
 
n/a
Integrated Math I

The state average for Integrated Math I was 30% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Integrated Math II

The state average for Integrated Math II was 23% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

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

About the tests


In 2012-2013 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.

Source: Washington Office of Superintendent of Public Instruction

Algebra I

The state average for Algebra I was 15% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Biology I

The state average for Biology I was 34% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Geometry

The state average for Geometry was 20% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a
Integrated Math I

The state average for Integrated Math I was 18% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

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

About the tests


In 2012-2013 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.

Source: Washington Office of Superintendent of Public Instruction

Algebra I

All Students39%
Female35%
Male41%
Blackn/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Pacific Islandern/a
White37%
Low income25%
Not low income52%
Special educationn/a
Not special education46%
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 Students97%
Female96%
Male98%
Blackn/a
Asiann/a
Asian/Pacific Islandern/a
Hispanic100%
Multiracialn/a
White95%
Low income90%
Not low income99%
Not special education97%
Limited Englishn/a
Migrantn/a

Integrated Math I

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

Integrated Math II

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 2012-2013 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.

Source: Washington Office of Superintendent of Public Instruction

Algebra I

All Students42%
Female45%
Male40%
Blackn/a
Asiann/a
Asian/Pacific Islandern/a
Hispanic55%
Multiracialn/a
Native Americann/a
Pacific Islandern/a
White38%
Low income39%
Not low income44%
Special education27%
Not special education50%
Limited Englishn/a
Migrantn/a

Biology I

All Students89%
Female92%
Male86%
Blackn/a
Asian77%
Asian/Pacific Islander77%
Hispanic78%
Multiracial100%
Native Americann/a
Pacific Islandern/a
White90%
Low income72%
Not low income93%
Special education35%
Not special education96%
Limited Englishn/a
Migrantn/a

Geometry

All Students82%
Female74%
Malen/a
Blackn/a
Asiann/a
Asian/Pacific Islandern/a
Hispanicn/a
Multiracialn/a
Native Americann/a
Pacific Islandern/a
White91%
Low income80%
Not low income83%
Special educationn/a
Not special education78%
Limited Englishn/a
Migrantn/a

Integrated Math I

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
Special educationn/a
Not special educationn/a
Limited Englishn/a

Integrated Math II

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
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 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.

Source: Washington Office of Superintendent of Public Instruction

Algebra I

All Students9%
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 education10%
Limited Englishn/a
Migrantn/a

Biology I

All Studentsn/a
Femalen/a
Malen/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 Students30%
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 education30%
Limited Englishn/a
Migrantn/a

Integrated Math I

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

Integrated Math II

All Studentsn/a
Femalen/a
Malen/a
Hispanicn/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 2012-2013 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.

Source: Washington Office of Superintendent of Public Instruction

Algebra I

All Studentsn/a
Femalen/a
Malen/a
Blackn/a
Hispanicn/a
Native Americann/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
Low incomen/a
Not special educationn/a

Geometry

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

Integrated Math I

All Studentsn/a
Malen/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 2012-2013 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.

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 84% in 2013.

168 students were tested at this school in 2013.

2013

 
 
91%

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 2013.

169 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
92%

2011

 
 
96%

2010

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

About the tests


In 2012-2013 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.

Source: Washington Office of Superintendent of Public Instruction

Reading

All Students91%
Female94%
Male88%
Blackn/a
Asian86%
Asian/Pacific Islander86%
Hispanic74%
Native Americann/a
Pacific Islandern/a
White94%
Low income76%
Not low income95%
Special education50%
Not special education97%
Limited Englishn/a
Migrantn/a

Writing

All Students94%
Female98%
Male91%
Blackn/a
Asian93%
Asian/Pacific Islander93%
Hispanic75%
Native Americann/a
Pacific Islandern/a
White97%
Low income92%
Not low income95%
Special education71%
Not special education97%
Limited Englishn/a
Migrantn/a
Scale: % basic, level 3, or level 4

About the tests


In 2012-2013 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.

Source: Washington Office of Superintendent of Public Instruction

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 73% 60%
Hispanic 9% 20%
Asian or Asian/Pacific Islander 8% 7%
Two or more races 6% 6%
Black 3% 5%
American Indian/Alaska Native 1% 2%
Hawaiian Native/Pacific Islander 0% 1%
Source: NCES, 2011-2012

Student subgroups

  This school District averageState average
Transitional bilingual 12%N/A8%
Special education 18%N/A13%
Students eligible for free or reduced-price lunch program 222%N/A44%
Source: 1 WA OSPI, 2009-2010
Source: 2 NCES, 2011-2012

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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