academies of creative education reviews

Academy Of Creative Ed

• School Type: Alternative school
• Grades: 11-12
• Enrollment: 86 students
• Student:Teacher Ratio: 10:1
• Minority Enrollment: 79%
• Graduation Rate : 50-54% (Btm 50% in TX)
• Reading Proficiency : <50% (Top 50%)
• Source: National Center for Education Statistics (NCES), TX Dept. of Education

Top Rankings

Academy Of Creative Ed ranks among the top 20% of public schools in Texas for:

School Overview

School rankings, frequently asked questions, nearby public schools.

Review Academy Of Creative Ed. Reviews should be a few sentences in length. Please include any comments on:

• Quality of academic programs, teachers, and facilities
• Availability of music, art, sports and other extracurricular activities
• Graduation Rate : 50-54% (Btm 50%)

Academy of Creative Education - 2023 Spring Commencement

Academy of Creative Education - 2022 Winter Commencement

Academy of Creative Education Winter Commencement

2020 Academy of Creative Education LIVE Spring Graduation Ceremony

View more school videos

More Articles

• Search schools by zip
• Compare schools side-by-side
• Blue Ribbon (374)
• Magnet (273)
• Charter (1,029)
• Special Education (12)
• Alternative (814)
• School districts (1,215)
• Private schools in Texas
• Boarding schools in Texas
• Texas Dept. of Education

• San Antonio

North East Independent School District (Isd)

Academy Of Creative Educational

Test Scores

North East Independent School District (Isd):

Average rating:, what do you think, rank history for academy of creative educational.

• STAAR EOC English II Reading
• STAAR EOC U.S. History
• STAAR EOC English I Reading
• STAAR EOC Algebra II
• TAKS Reading
• TAKS Mathematics
• TAKS Social Studies
• TAKS Science
• End of course

• All Students
• English Language Learner
• Low Socio Economic Status
• General Education

Review counts

• Enrollment/Ethnicity
• Free/Disc Lunch
• Student/Teacher Ratio

Enrollment information for Academy Of Creative Educational

Students eligible for free or discounted lunch at Academy Of Creative Educational

Student/Teacher Ratio Academy Of Creative Educational

Per Pupil Expenditures for Academy Of Creative Educational

Impact of COVID-19 on Academy Of Creative Educational

Student Body

Schools Near Academy Of Creative Educational

• Public Primary
• Public Middle
• Public High
• Other/Alternative
• School Name
• SchoolDigger Rank
• Student Body Size
•  See just my schools...
•  Email my school list...
• Press the button next to a school to save it to this list!

• School Rank
• % Free/Reduced Lunch Recipients
• % African American Students
• % American Indian Students
• % Asian Students
• % Hispanic Students
• % Pacific Islander Students
• % White Students

Homebased Comp Educational

Sst sa college prep high school, macarthur high school, premier high school-san antonio windcrest, roosevelt high school, ruth jones mcclendon middle, madison high school, northeast campus, idea judson college preparatory.

Frequently Asked Questions about Academy Of Creative Educational

What district is academy of creative educational in, how many students attend academy of creative educational.

In the 2022-23 school year, 114 students attended Academy Of Creative Educational.

What is the racial makeup of Academy Of Creative Educational?

Students at Academy Of Creative Educational are 64% Hispanic, 25% White, 8% African American, 3% Two or more races.

Rate Academy Of Creative Educational!

Other helpful schooldigger resources..., sign up for updates.

Your rating for

Community School For Creative Education Reviews

• Academies of Creative Education
• Alliance Academy for Innovation
• Big Creek Elementary
• Brandywine Elementary
• Brookwood Elementary
• Chattahoochee Elementary
• Chestatee Elementary
• Coal Mountain Elementary
• Cumming Elementary
• Daves Creek Elementary
• Denmark High
• DeSana Middle
• East Forsyth High
• Forsyth Central High
• Forsyth County Education Foundation
• Haw Creek Elementary
• Johns Creek Elementary
• Kelly Mill Elementary
• Lakeside Middle
• Lambert High
• Liberty Middle
• Little Mill Middle
• Mashburn Elementary
• Matt Elementary
• Midway Elementary
• Hendricks Middle
• FoCAL Center
• New Hope Elementary
• North Forsyth High
• North Forsyth Middle
• Otwell Middle
• Piney Grove Middle
• Poole's Mill Elementary
• Riverwatch Middle
• Sawnee Elementary
• Settles Bridge Elementary
• Sharon Elementary
• Shiloh Point Elementary
• Silver City Elementary
• South Forsyth High
• South Forsyth Middle
• Total Wellness
• Vickery Creek Elementary
• Vickery Creek Middle
• West Forsyth High
• Whitlow Elementary

Quick Links

• Family Engagement Guide and Student Handbook
• Student Accident Insurance Plan
• Instructional Resources
• Forsyth Academy Orientation
• Quick link to Forsyth Academy Application
• ACE Permission To Drive Home
• See Something, Say Something
• List of All FC Schools

Upcoming Events

Student/Staff Holiday

September 10, 2024

5:00 PM Work Session Meeting

September 17, 2024

5:00 PM Regular Board Meeting

September 23, 2024

September 24, 2024, september 25, 2024, september 26, 2024, district news.

Welcome Back from Superintendent Young!

2024-25 Bus Route & Bus Stop information available here!

Be in the Know! Watch the 2024-25 State of the Schools Video

Have a New to FCS Student? Register them Today for the 24-25 School Year!

School news, georgia milestones parent letter, you're invited to the 3rd annual drug summit click here for more details, attention rising 11th grade students: ga state requirement for mcv4 booster dose, crime stoppers information, follow us on twitter.

• Questions or Feedback? |
• Web Community Manager Privacy Policy (Updated) |

• Advertising
• Subscriber Area

Student Experience Support Leader

Selby College

Revealed: 12-member panel to lead Labour curriculum review

Academy trust leaders, a SEND consultant and exams expert among those appointed to work with Professor Becky Francis

Freddie Whittaker

30 Aug 2024, 9:30

More from this author

The 12-member panel appointed to review the curriculum and assessment for the new Labour government has been named.

Professor Becky Francis, the chief executive of the Education Endowment Foundation, was appointed in July to lead the review , pledged by Labour ahead of its victory in this year’s general election.

Now Francis has named the remaining 11 members of the independent panel that will review both the curriculum taught in schools and the way it will be assessed.

The panel includes academy trust chief executives Cassie Buchanan and Dr Vanessa Ogden, SEND consultant Gary Aubin and exams expert Professor Jo-Anne Baird.

It also includes Reach Foundation curriculum director Jon Hutchinson and Funmilola Stewart, who leads on equality, diversity and inclusion across the Dixons trust and also teaches history at Dixons Trinity Academy in Bradford.

Sir Ian Bauckham, Ofqual’s chief regulator and a former academy trust CEO, will attend review meetings as an observer, contributing to discussions, but without a decision-making role.

‘Experience and expertise’

Francis said she was “excited to be working with this terrific group of professional experts”

The review panel will “draw on the experience and expertise of panel members with a detailed understanding of the curriculum in practice”.

“We have ensured that primary, secondary and post-16 sectors are represented to give due authority and respect to the expertise of education professionals in shaping the curriculum and outcomes they deliver.”

She added that, alongside its call for evidence, due to launch in September, the review would “engage and consult with crucial stakeholder groups”.

“We will work closely with education staff on the ground to produce a set of sensible, workable recommendations.

“We will consult young people and their parents to ensure that the views of children and young people are at the heart of the Review’s recommendations.

“And we will work closely with employers to ensure that children and young people leave education ready for life and work.”

The review will be “discerning about the issues it tackles.

“And whilst it won’t be able to address every issue linked to curriculum and assessment, I am confident that, by focusing on some key challenges, drawing on data and evidence, and listening to the views of the sector, we can develop an offer that works for young people and education professionals alike.”

Professor Becky Francis

Chief executive of the Education Endowment Foundation

Former director of the UCL Institute of Education

Former professor at King’s College London

Former director of education, Royal Society of Arts

Former adviser to the Parliamentary education select committee

SEND consultant

Author of SENDMatters blog

Associate of the Education Endowment Foundation

Leader of a national SEND leadership network with Whole Education

Former SENDCo for a multi academy trust

Professor Jo-Anne Baird

Director of the University of Oxford’s Centre for Educational Assessment

Former head of the University of Oxford’s department of education

Held academic posts at the Institute of Education, University of London and the University of Bristol

Former head of research for the AQA exam board

Sir Ian Bauckham

Chief regulator of Ofqual

Chair of Oak National Academy

Former chair of Ofqual

Former CEO of Tenax Schools Trust

Led government reviews of teacher training and modern foreign languages

Vice chancellor of the University of Salford

Chair of the Quality Council for UK Higher Education

Commissioner, International Higher Education Commission

Treasurer of Universities UK

Former vice-principal at the University of St Andrews

Former provost of Dundee University

Former vice-chancellor of Middlesex University

Cassie Buchanan

CEO of the Charter Schools Education Trust

Board member of Oak National Academy

National leader of education

Former head of Charles Dickens Primary School

Previous member of DfE advisory committees on early years, teacher wellbeing and workload reduction

Professor Zongyi Deng

Professor of curriculum and pedagogy at the Institute of Education Faculty of Education and Society, University College London

Leader of the Curriculum Subject Specialism Research Group (CSSRG)

Executive editor of the Journal of Curriculum Studies (JCS)

Has held faculty positions at Nanyang Technological University (Singapore) and the University of Hong Kong

Taught in the US and China

Jon Hutchinson

Director of curriculum and teacher development at the Reach Foundation

Former primary school teacher, A-level religious studies teacher and assistant head at Reach Academy Feltham

Former visiting fellow at the Ambition Institute

Regular expert advisor to the Department for Education

Member of the core group which developed the Early Career Framework

Party of the team that set up Oak National Academy

John Laramy

Principal and chief executive of Exeter College

Founding director of the Ted Wragg Multi-Academy Trust

Founding chair of the Exeter Specialist Mathematics School

Former director of the Heart of the South West Local Enterprise Partnership

Former non-executive director of Pearson Education Limited

National leader of further education

Dr Vanessa Ogden

CEO of the Mulberry Schools Trust

Former headteacher of the Mulberry School for Girls

Honorary Academic at the UCL Institute of Education

Chair of the Fair Education Alliance and of the Unicorn Theatre

Founder of Global Girl Leading

Member of the DfE London regional board

Member of the Commission on Religious Education

Lisa O’Loughlin

Principal and CEO of the Nelson and Colne College Group after 30-year career working in large FE colleges

Former principal of The Manchester College

Former chair of the Greater Manchester College Group, which works with colleges and the combined authority to develop a ‘collaborative 16-18 curriculum’

Funmilola Stewart

Trust Leader for anti-racism and equality, diversity and inclusion across Dixons MAT

Leader of the anti-racism cross cutting team at Dixons

History teacher at Dixons Trinity Academy in Bradford

Continue the conversation, share this article on social media

Latest education roles from.

Student Experience Student Leader

Wakefield College

Creative Industries Technician (Media and Design)

Catering Supervisor

Senior Communication Support Worker (BSL)

Heart of Yorkshire Education Group

Communication Support Worker (BSL)

Lecturer in ESOL

Sponsored posts.

Preparing the Next Generation: The Dual Skill Set Critical for Future Careers

We believe that all young people can shape their future through technology - they just need the right support...

SWAdvertorial

Navigating NPQ Funding Cuts: Discover Leader Apprenticeships with NPQs

Recent cuts to NPQ funding, as reported by Schools Week, mean 14,000 schools previously eligible for scholarships now face...

How do you tackle the MIS dilemma?

With good planning, attention to detail, and clear communication, switching MIS can be a smooth and straightforward process, but...

How can we prepare learners for their future in an ever-changing world?

By focusing their curriculums on transferable skills, digital skills, and sustainability, schools and colleges can be confident that learners...

More from this theme

Curriculum review launched: What schools need to know

Call for evidence to launch in September, with national roadshows and findings published in 2025

John Dickens

EEF boss Professor Becky Francis to lead Labour curriculum review

Labour is expected to announce her appointment shortly

Samantha Booth

7 recommendations from MPs report on financial education

Schools find it hard to prioritise the topic, says education committee in new report

Oak Academy curriculum partners for 8 new subjects revealed

Contracts also awarded for primary music and secondary geography after previous applicants failed to meet quango's quality standards

Lucas Cumiskey

Your thoughts

Leave a reply cancel reply.

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

One comment

There is a reasonable range of people across areas here but there is a real bias in some directions (i) there are far more people post=primary than primary and cannot see any EYFS representation (ii) there are a lot of people with links to UCL/IoE (iii) a significant number have links to the Oak organisation – this has produced scripted, reductive and formulaic materials and has been much criticised and (iv) links to particular academy trusts.

Become a subscriber and stay up to date with the latest breaking news and industry discussion.

• Economics & Finance
• Foreign Policy
• Domestic Policy
• Health & Science
• All Publications

Turning Texas Public Schools into Sunday Schools? A Review of the State’s Proposed K-5 Reading Curriculum

Table of Contents

David R. Brockman

Share this publication.

• Download PDF
• Print This Publication

To access the full report, download the PDF on the left-hand sidebar.

Introduction

Earlier this year, the Texas Education Agency (TEA), in accordance with recent state legislation, made available for public review and comment a newly state-developed Texas Open Education Resources (OER) curriculum for K-5 Reading and Language Arts (RLA). If adopted, this curriculum would be made available for use by school districts. According to a May 2024 TEA press release, the OER RLA curriculum:

"weave[s] together elements of the science of reading with a cross-curricular knowledge-building approach consistent with a classical education model that is focused on the fundamentals. OER RLA immerses students in classic literature along with reading lessons about art, history, culture, science, and technology. As a product built for Texas students, the content features strong representation from the diverse people, places and history of Texas."

What is missing from this description is one of the most conspicuous and potentially controversial characteristics of the OER RLA: its heavy coverage of religion and its incorporation of passages from religious texts, most prominently the Bible. Indeed, the  incorporation of religious source materials in the curriculum is so extensive that the developers include a special note about it in the OER RLA Program and Implementation Guide. The curriculum, they write, includes “content...from different religious traditions, including various monotheistic and polytheistic faiths around the world.”

The guide further notes that the curriculum’s inclusion of “content from or about religious source material...is not for the purpose of advancing any particular religious belief.” There is nothing wrong with the coverage of religion in public schools per se. Indeed, as I have noted elsewhere, there is a growing consensus among U.S. scholars and educators that as the world becomes more interconnected and American society more religiously diverse, public school students need a basic working knowledge of the world’s religions. Yet in the public school context, coverage of religion must be presented in a balanced and nonconfessional way, not only to protect the venerable and widely cherished constitutional requirement for church-state separation in our country, but also because public school classrooms in a state as diverse as Texas are likely to have students with families that follow a variety of faith traditions or none at all.

However, soon after the OER RLA instructional materials were released for public review, they drew criticism for their use of biblical materials and their apparent Christian bias. The curriculum was widely called “Bible infused” in the news media. Southern Methodist University scholar Mark Chancey noted a “pronounced Christian emphasis” in the OER RLA materials. The political context exacerbated these concerns: “The new curriculum was released amid a broader push by Texas Republicans, who control state government, to put more Christianity in public schools,” while in nearby Oklahoma, state education superintendent Ryan Walters in late June “directed all public schools to teach the Bible.” State officials in Texas, however, defended the OER RLA curriculum’s inclusion of religious materials, including biblical texts, as necessary for student understanding of religious allusions in literature, art, and culture.

Because of my interest as a religious studies scholar in how educators approach teaching about religion, the Texas Freedom Network Education Fund (TFNEF) commissioned me in June 2024 to conduct an independent examination and assessment of the coverage of religion in the OER RLA instructional materials.

Beginning the review process in mid-June 2024, I conducted a careful examination of all units of the K-5 materials, including those with no religion content. I focused on the teacher guides, which contain student readings and activities as well as instructions and guidance for teachers. I also consulted the family support letters which accompany units throughout the curriculum; the stated intent of these letters is to inform families about the topics covered in the unit and encourage discussion at home.

I evaluated the religion coverage in the proposed OER RLA instructional materials in terms of criteria set out in my earlier work on religion coverage in public schools:

• Is the coverage of religion accurate? Does it accord not only with what members of a given religion believe but also what is accurate historically?
• Is it balanced? Does it give students a sense of the diverse religious environment they will encounter in society?
• Is it nonconfessional? Does it avoid favoring or promoting one religion over others?

While I applaud the OER RLA materials for exposing K-5 students to religion and its role in the human story, I find that the coverage of religion in this curriculum is at times inaccurate, generally lacks religious balance, and too often fails to provide students with objective, neutral, nonconfessional coverage of religions necessary for a public school context, with its diverse student and teacher population. In this report, I discuss five key findings from my independent examination:

• The OER RLA curriculum overemphasizes Christianity, offering very limited coverage or none at all of other major religions and faith traditions.
• One-sided portrayals of Christianity and its impact whitewash difficult historical truths.
• Lessons subtly portray Christian faith claims as straightforwardly true, opening the curriculum to the charge that it is meant to proselytize students.
• The authors appear to go out of their way to work detailed Bible lessons into the curriculum even when they are both unnecessary and unwarranted.
• Though religious freedom is vital to American democracy, the curriculum distorts its role in the nation’s founding while underplaying the importance of other fundamental liberties cherished by Americans.

I also found numerous misleading passages, inaccuracies, and errors in the OER RLA instructional materials. These are discussed in the appendix to this report.

This report was originally published by the Texas Freedom Network Education Fund in August 2024.

Related Research

Baker Briefing: How Texas Is Testing the Line Between Church and State in Schools

The texas legislature’s assault on church-state separation in schools.

Hidden Work: Baptist Women in Texas 1880–1920