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James Coble Middle School

Public | 7-8 | 701 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 5 ratings
2012:
No new ratings
2011:
Based on 3 ratings

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Parent involvement

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21 reviews of this school


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Posted April 16, 2014

James coble is by far the worst school I have sent my children to. Instead of uplifting and teaching the children it seems to be easier for them to target children with low self esteem and tear them apart like a lion would a lamb. They want to investigate petty information they get from so called concerned students. I could understand but if it was harmful to the student or others but never in my life have I had the most odd annoying phone calls than from the counselor or VP whatever she is. She talks circles around you and doesn't see the trauma she has caused all 3 of my students that have been there. You work with children learn how to talk to them instead of vendettas. This is our future. You chose your job!
—Submitted by a parent


Posted February 24, 2014

Great School Love the staff Love dr ford It is a great school Though the parents involvement is not the best the students take control
—Submitted by a parent


Posted February 3, 2014

This is a school that faculties and leadership does not even know what their students are up to during class...
—Submitted by a parent


Posted December 11, 2013

I agree with the last review, as a parent I send my child to school to LEARN not to be disciplined. Instead, my child is being screamed at on a daily basis , because the students in the class are misbehaving. It's impossible for a child to learn in a dysfunctional classroom, every evening when my child get home from school I myself have to teach/review what the teacher attempted to teach for the day. The big problem is when you can't get your child transferred to a different class, because most of the classes are dysfunctional and the principal refuse to change the students class under no circumstances. Some of the parents are dysfunctional so you really can't expect the students to do any better. In this case the well behaved kids are being labeled as disruptive also , because the teacher's are just frustrated and blaming everyone. These kids go to detention for crazy reasons but misbehaving seems not to be one of them. I think they should start at the top with the PRINCIPAL and revamp this school.
—Submitted by a parent


Posted December 10, 2013

As a substitute, some classes were a little challenging to control. It is no wonder there are negative reviews about this school. The faculty/staff were okay but could have been better. Students need to work on being discipline, but this all comes from their parents that needs to discipline them. Teachers should add penalties for students who are very disruptive when substitute is in class.


Posted October 26, 2013

THIS IS BY FAR ONE OF THE WORST MIDDLE SCHOOLS YOU CAN GO TO. MY CHILD HAS BEEN DEPRESSED EVER SINCE SCHOOL STARTED. THEY NEED TO GIVE THESE KIDS A BREAK.
—Submitted by a parent


Posted October 7, 2013

All of my experiences at Coble have been very pleasant from the front office to the teachers. The learning environment seems to be very structured and they expect more from the kids at this level than intermediate school. We are on our second year here and are very happy with the results with our student.
—Submitted by a parent


Posted February 4, 2013

This school is terrible. I am not one that will usually complain, but this school has been the primary motivation in moving to another district. The teachers and staff at this school are the most unprofessional that I have ever experienced. My child had A's & B's until attending this school and now has F's in math. We are now paying for a tutor to do in 30 minutes per week what this teacher cannot seem to accomplish in 5 hours per week. I have requested a teacher conference and cannot get the administration to even return my phone call. This is one example of many that have occured over the past 6 months. Thank goodness the kids are only at this school for 2 years!
—Submitted by a parent


Posted August 10, 2011

I go to coble middle school its an okay school its not the best but what school is but the teachers are very encouraging and i love the principal!!! :)


Posted August 6, 2011

This school is so bad. The 7th grade teachers are very strict about dress code, and also they give out detentions for the dumbest reasons. Like seriously, ease up on the students.. Their only in the 7th-8th grade, and are still kids. This school needs to understand that.
—Submitted by a parent


Posted May 31, 2011

The choir program in this school is terrible. The choir teacher checked the voice of students at the beginning school year. Students received grades based on only one evaluation at the beginning of school. My child was interested in singing when he attended this school but he won't want to participate in choir anymore.
—Submitted by a parent


Posted December 1, 2010

I've gone here for two years and this school is awesome the band program isn't the best but the academics are great the teachers will always help you and they treat you very nicely.


Posted January 10, 2010

I go to Coble and the school is great since it has been split up. Parents are more involved, there are no longer fights breaking out, which I terribly miss :( but 8 th graders are beast!
—Submitted by a student


Posted September 16, 2009

I love CMS because they have the most awesome faculty on the planet!!
—Submitted by a parent


Posted December 2, 2008

This is not a good school. Students are not monitored in the locker rooms, students are rude and start fights, there is a lot of grafitti on the walls along with signs of gang activity. Very little parent participation. Do not buy a house in this neighborhood.
—Submitted by a parent


Posted October 2, 2008

This school far exceeds expecations. It is diverse and developing and the teachers are some of the best in the district. It is growing is the right direction.
—Submitted by a parent


Posted April 19, 2008

i wish i could make it negative 1,000,000,000,000 stars because this is the worst school you can go to its a nasty and the kids are depressed they have to go there
—Submitted by a student


Posted February 19, 2008

My son has not had a good experience at all. The administration (i.e. principals) are too concerned handing out consequences for things they did not perform due diligence on. As a result, my son has been in trouble for things he didn't do and even though he had others to back him up as character witnesses, it was to no avail. He's spent time at BIC and there was not a single we could do about it. Remember, if your child attends this school and is perceived as a discipline problem, watch out. And don't expect anyone to help, either.
—Submitted by a parent


Posted August 18, 2007

Teachers, administrators, and staff are very caring and work hard to ensure student success. Last year was the first year, and it was a very smooth year when you consider everything that has to be anticipated. My son's teachers were wonderful, and I would recommend this school to anyone.
—Submitted by a parent


Posted June 1, 2007

my daughter attended this school and excelled in a way she hadn't before. The teachers were beyond exceptional.
—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.

317 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
87%
Math

The state average for Math was 81% in 2011.

315 students were tested at this school in 2011.

2011

 
 
71%

2010

 
 
72%
Writing

The state average for Writing was 94% in 2011.

314 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
94%
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.

329 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
97%
Math

The state average for Math was 73% in 2011.

323 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
89%
Science

The state average for Science was 79% in 2011.

340 students were tested at this school in 2011.

2011

 
 
73%

2010

 
 
80%
Social Studies

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

340 students were tested at this school in 2011.

2011

 
 
92%

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

All Students90%
Female92%
Male88%
Black or African American90%
Asian87%
Hispanic91%
American Indian or Alaska Nativen/a
White91%
Economically disadvantaged90%
Not economically disadvantaged91%
Special education60%
Not special education92%
Limited English proficient (LEP)70%
Proficient in English92%
Migrantn/a
Non-migrant90%
Gifted/talented100%

Math

All Students71%
Female72%
Male69%
Black or African American61%
Asian91%
Hispanic73%
American Indian or Alaska Nativen/a
White79%
Economically disadvantaged65%
Not economically disadvantaged77%
Special education38%
Not special education72%
Limited English proficient (LEP)55%
Proficient in English72%
Migrantn/a
Non-migrant71%
Gifted/talented100%

Writing

All Students95%
Female99%
Male91%
Black or African American93%
Asian96%
Hispanic96%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged92%
Not economically disadvantaged97%
Special education64%
Not special education96%
Limited English proficient (LEP)96%
Proficient in English95%
Migrantn/a
Non-migrant95%
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 Students96%
Female99%
Male94%
Black or African American97%
Asian100%
Hispanic94%
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged94%
Not economically disadvantaged98%
Special education74%
Not special education97%
Limited English proficient (LEP)67%
Proficient in English97%
Migrantn/a
Non-migrant96%
Gifted/talented100%

Math

All Students89%
Female91%
Male88%
Black or African American85%
Asian100%
Hispanic91%
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged86%
Not economically disadvantaged92%
Special education86%
Not special education90%
Limited English proficient (LEP)75%
Proficient in English90%
Migrantn/a
Non-migrant89%
Gifted/talented100%

Science

All Students73%
Female74%
Male71%
Black or African American64%
Asian91%
Hispanic71%
American Indian or Alaska Nativen/a
White85%
Economically disadvantaged66%
Not economically disadvantaged78%
Special education23%
Not special education77%
Limited English proficient (LEP)9%
Proficient in English75%
Migrantn/a
Non-migrant73%
Gifted/talented100%

Social Studies

All Students92%
Female91%
Male92%
Black or African American90%
Asian100%
Hispanic88%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged89%
Not economically disadvantaged94%
Special education57%
Not special education95%
Limited English proficient (LEP)55%
Proficient in English93%
Migrantn/a
Non-migrant92%
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.

330 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
81%
Math

The state average for Math was 71% in 2013.

190 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
63%
Writing

The state average for Writing was 70% in 2013.

329 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
73%
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.

295 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
82%
Math

The state average for Math was 77% in 2013.

312 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
71%
Science

The state average for Science was 75% in 2013.

305 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
74%
Social Studies

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

300 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
59%
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.

107 students were tested at this school in 2013.

2013

 
 
97%

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 Students80%
Female86%
Male74%
Black or African American77%
Asian92%
Hispanic76%
Multiracial84%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged79%
Not economically disadvantaged82%
Special education18%
Not special education83%
Limited English proficient (LEP)59%
Proficient in English82%
Migrantn/a
Non-migrant81%
Gifted/talented100%
Non-Gifted79%
Bilingualn/a

Math

All Students58%
Female61%
Male55%
Black or African American51%
Asian90%
Hispanic55%
Multiracial75%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White67%
Economically disadvantaged57%
Not economically disadvantaged59%
Special education33%
Not special education59%
Limited English proficient (LEP)67%
Proficient in English56%
Migrantn/a
Non-migrant58%
Gifted/talentedn/a
Non-Gifted58%
Bilingualn/a

Writing

All Students75%
Female83%
Male66%
Black or African American75%
Asian88%
Hispanic67%
Multiracial79%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White80%
Economically disadvantaged76%
Not economically disadvantaged74%
Special education30%
Not special education76%
Limited English proficient (LEP)50%
Proficient in English77%
Migrantn/a
Non-migrant75%
Gifted/talented100%
Non-Gifted73%
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 Students87%
Female90%
Male85%
Black or African American85%
Asian100%
Hispanic89%
Multiracial89%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged87%
Not economically disadvantaged88%
Special education53%
Not special education89%
Limited English proficient (LEP)70%
Proficient in English89%
Migrantn/a
Non-migrant87%
Gifted/talented100%
Non-Gifted87%
Bilingualn/a

Math

All Students82%
Female84%
Male81%
Black or African American72%
Asian100%
Hispanic87%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged80%
Not economically disadvantaged84%
Special education38%
Not special education83%
Limited English proficient (LEP)76%
Proficient in English82%
Migrantn/a
Non-migrant82%
Gifted/talented100%
Non-Gifted81%
Bilingualn/a

Science

All Students65%
Female70%
Male61%
Black or African American58%
Asian88%
Hispanic58%
Multiracial80%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White84%
Economically disadvantaged62%
Not economically disadvantaged68%
Special education27%
Not special education68%
Limited English proficient (LEP)36%
Proficient in English68%
Migrantn/a
Non-migrant65%
Gifted/talented100%
Non-Gifted63%
Bilingualn/a

Social Studies

All Students66%
Female63%
Male69%
Black or African American61%
Asian87%
Hispanic63%
Multiracial80%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White78%
Economically disadvantaged62%
Not economically disadvantaged70%
Special education19%
Not special education70%
Limited English proficient (LEP)29%
Proficient in English69%
Migrantn/a
Non-migrant66%
Gifted/talented100%
Non-Gifted64%
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 Students97%
Female98%
Male96%
Black or African American98%
Asian100%
Hispanic90%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged98%
Not economically disadvantaged97%
Special educationn/a
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English98%
Migrantn/a
Non-migrant97%
Gifted/talented100%
Non-Gifted97%
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 "Recognized".
  • 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
Black 41% 13%
Hispanic 26% 52%
White 18% 29%
Asian or Pacific Islander 10% 4%
Two or more races 4% 2%
American Indian/Alaska Native N/A 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) 9%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 3%N/AN/A
Source: CRDC, 2011-2012

Teacher resources

Special staff resources available to students Nurse(s)
School social worker/counselors(s)
Read more about programs at this school
Source: Provided by school officials and community members.

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Arts & music

Music
  • Band
  • Choir / Chorus

Health & athletics

Staff resources available to students
  • Nurse(s)
School facilities
  • Access to sports fields
  • Gym
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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School basics

School Leader's name
  • CHARLOTTE FORD
Fax number
  • (817) 453-7331

Resources

Staff resources available to students
  • Nurse(s)
  • School social worker/counselors(s)
Extra learning resources offered
  • Title I Schoolwide program (SWP)
Transportation options
  • Buses/vans for students only
School facilities
  • Access to sports fields
  • Gym
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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Sports

Boys sports
  • Baseball
  • Basketball
  • Cross country
  • Football
  • Golf
  • Tennis
  • Track
Girls sports
  • Basketball
  • Tennis
  • Track
  • Volleyball

Arts & music

Music
  • Band
  • Choir / Chorus
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

Upcoming Events

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School culture

Parent involvement
  • Join PTO/PTA
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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1200 Ballweg Road
Arlington, TX 76002
Website: Click here
Phone: (817) 299-6400

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