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GreatSchools Rating

Atherton Elementary School

Public | PK-6 | 675 students

 

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Last modified
Community Rating

2 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 2 ratings
2012:
Based on 1 rating
2011:
Based on 1 rating

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Parent involvement

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16 reviews of this school


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Posted November 22, 2013

RUN and keep Running. My child spent the worst 21/2 weeks of his 3rd grade there , it was awful from day one the teachers are rude and treat the children as though they are orphaned with no family their whole attitude is Don't Let your Parents fight your battles. In other words they do not want the children to report any thing that goes on there ,it borders abusing the rights of the child ,my child had recess twice and the whole class had to write lines for some other persons infractions or whenever the teacher felt like it ,my child is right handed and was made to use their left hand to write lines (who does this ?) their whole attitude is uncaring my child was becoming nervous everyday just going to school his attitude was changing to uncaring about school (this being a straight A student) I feel many Teachers should not be teaching now as they often tell the kids they have woken on the wrong side of bed again who says that to kids ?(parents might not teachers) our experience was an eye opener to what a bad school is and a good school suffice it to say my child was withdrawn and returned to the previous school where he is sleeping again and still a straight A student.
—Submitted by a parent


Posted June 17, 2013

To apple pie in Texas....I'm currently applying to teach at this school and could use some productive insight.....what is this graphic content you speak of? I'll e-mail my address if you can share some info with me....


Posted August 15, 2012

I had a child in the school for many years. I often return with a parent and see that school conditions have descended further into practical ruin and shambles. I am currently writing an expose' on the school that will shock and amaze people in its graphic content. We believe that the gravity of the situation is brought on by ineffective management by administration. The principal Ms. Hawthorne is the main figure in the school. With disrespect and common courtesy thrown out to the garbage she breeds hostility and malice. The teachers and staff respond and then the attitudes trickle down to the children. The state will have to step in at some point. That means everyone involved with the school and local and federal government. We should all be in the front line for this. Please lets protect the children. apple pie in texas


Posted September 15, 2011

My daughter left her school from the prior year on the A & B honor roll. Her teacher here could care less about helping her. I actually have to pay for a tutor to get the assistance she is not getting here. This school is garbage and im currently searching other alternatives.
—Submitted by a parent


Posted March 4, 2010

My children attended this school two years in a row and it is by far the worst elementary school in the Arlington School District. The entire administrative staff needs to be replaced with the exception of Ms. Turnipseed. The lack of interest at this school is stifling. The principal was consistently late to school functions and always had an excuse for her unacceptable tardiness. I wonder if the students or staff at her school are granted this same liberty. An organization is only as strong as its leadership. I did not give this school a rating since a scale for negative numbers does not exist.
—Submitted by a parent


Posted January 15, 2009

I have three children and one started in pre-k the other in kinder and my oldest in 5th. I cannot complain. I believe it is a good school and they caught my sons speech problem in time. As far as the traffic tell me which school doesn't have traffic jams.
—Submitted by a parent


Posted October 24, 2008

to many student in this school,have hard time to drop, and pick up ...school use spanish more than english, is it a bi-language school?
—Submitted by a parent


Posted October 12, 2008

I don't recommend this school to anyone. My son which is ADHD went to this school two years ago, the principal and counselor didn't trying to work with him. Mainly, the principal should NOT be a principal...
—Submitted by a parent


Posted October 11, 2007

The school is completely unorganized. The principal is never there or cant be seen. The best teachers all left and they have an awful way of teaching too many students and the AISD does nothing about any of this.
—Submitted by a parent


Posted August 8, 2007

I absolutly love this school! I even transfer my daughter so she can go there. My other daughter who starts this year will do the same. The staff is friendly and helpful. The teachers are amazing! They never seem to give up on any child. My daughter has been going there for 3 school years now and just loves it. I can go in there and sign my daughter out with ease because the office staff knows us very well. As for the traffic, yeah, it's bad, but what school has smooth flowing traffic? There are attendents out there who are watching for children crossing. I guess what I am trying to say, is, this is a good school. The people there are awesome, even down to 'Mr. James' the janitor and the caring lunch lady! Thanks!
—Submitted by a parent


Posted May 16, 2007

I do not recommend this school to anyone. picking your kid up from that school is a nightmare. People are so rude, I have almost been ran over numerous times in front of the school. When my son first started at Atherton, I was on the PTA Board and I enjoyed helping the kids. But, the office staff quickly put an end to that. Last year the school did not even have a PTA. There was no carnival, no nothing all year. It is very sad. I can not wait until this year is over and my son is out of that school!
—Submitted by a parent


Posted July 27, 2006

This school is one of the worst in Arlington. There are way too many students. Look at all the numbers of the other schools, 500, 600, and this one has almost 1000. One would think AISD would do something about it. Atherton is completely unorganized and does nothing for the children. The teachers so far have been great, but everything else at this school lacks.
—Submitted by a parent


Posted September 15, 2005

I think this school is a very well all around good school for my daughter.
—Submitted by a parent


Posted July 26, 2005

Great parent involvement with a growing number of active PTA members. Academics improving each year. Attendance area growing swiftly. Thriving Fine Arts program.
—Submitted by an administrator


Posted March 30, 2005

My daughter is currently a first grade student at Atherton Elementary. I am disappointed to say that I would not recommend this school to any parent with children. I think that there needs to be a restructuring of the school. Also, there are entirely too many students attending the school at this time. I have a deep concern with the safety at the school. There have been numerous times that I have checked my daughter out of school, and my ID has not been checked. I also think that there is a lack of deep concern for the students education. I will not allow my daughter to attend the school next year. In fact, I am in the process of relocating so that she can have the education she deserves.
—Submitted by a parent


Posted February 19, 2005

The Principal never returns phone calls and it is impossible to get to see her. The vice principals never answer questions. The teachers don't get along and they dont stop children from fighting until it has gone too far - they are turning children into gangsters and then are trying to say they have alot of bad children -when much of it is the schools fault. The city turned a beautiful neighborhood into a section 8 area- I do not understand this at all.
—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 89% in 2011.

139 students were tested at this school in 2011.

2011

 
 
81%

2010

 
 
94%
Math

The state average for Math was 87% in 2011.

144 students were tested at this school in 2011.

2011

 
 
77%

2010

 
 
87%
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.

124 students were tested at this school in 2011.

2011

 
 
81%

2010

 
 
85%
Math

The state average for Math was 88% in 2011.

126 students were tested at this school in 2011.

2011

 
 
83%

2010

 
 
88%
Writing

The state average for Writing was 90% in 2011.

123 students were tested at this school in 2011.

2011

 
 
87%

2010

 
 
88%
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 82% in 2011.

133 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
86%
Math

The state average for Math was 81% in 2011.

134 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
86%
Science

The state average for Science was 87% in 2011.

138 students were tested at this school in 2011.

2011

 
 
82%

2010

 
 
73%
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 84% in 2011.

122 students were tested at this school in 2011.

2011

 
 
83%

2010

 
 
75%
Math

The state average for Math was 83% in 2011.

122 students were tested at this school in 2011.

2011

 
 
72%

2010

 
 
76%
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 Students81%
Female84%
Male77%
Black or African American74%
Asian100%
Hispanic84%
American Indian or Alaska Nativen/a
White82%
Economically disadvantaged80%
Not economically disadvantaged88%
Special educationn/a
Not special education81%
Limited English proficient (LEP)86%
Proficient in English78%
Migrantn/a
Non-migrant80%
Gifted/talentedn/a

Math

All Students77%
Female81%
Male74%
Black or African American69%
Asian100%
Hispanic83%
American Indian or Alaska Nativen/a
White73%
Economically disadvantaged76%
Not economically disadvantaged88%
Special education60%
Not special education78%
Limited English proficient (LEP)86%
Proficient in English73%
Migrantn/a
Non-migrant78%
Gifted/talentedn/a
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 Students81%
Female75%
Male86%
Black or African American71%
Asian80%
Hispanic90%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged81%
Not economically disadvantaged100%
Special education80%
Not special education82%
Limited English proficient (LEP)88%
Proficient in English74%
Migrantn/a
Non-migrant81%
Gifted/talented100%

Math

All Students83%
Female77%
Male86%
Black or African American76%
Asian100%
Hispanic87%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged83%
Not economically disadvantaged83%
Special education57%
Not special education84%
Limited English proficient (LEP)95%
Proficient in English71%
Migrantn/a
Non-migrant83%
Gifted/talented100%

Writing

All Students87%
Female78%
Male93%
Black or African American79%
Asian100%
Hispanic92%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged86%
Not economically disadvantaged100%
Special education80%
Not special education87%
Limited English proficient (LEP)88%
Proficient in English82%
Migrantn/a
Non-migrant87%
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 Students92%
Female95%
Male87%
Black or African American90%
Asian100%
Hispanic94%
American Indian or Alaska Nativen/a
White71%
Economically disadvantaged92%
Not economically disadvantaged89%
Special education80%
Not special education92%
Limited English proficient (LEP)90%
Proficient in English90%
Migrantn/a
Non-migrant92%
Gifted/talented100%

Math

All Students90%
Female95%
Male84%
Black or African American89%
Asian100%
Hispanic90%
American Indian or Alaska Nativen/a
White86%
Economically disadvantaged89%
Not economically disadvantaged95%
Special education83%
Not special education91%
Limited English proficient (LEP)90%
Proficient in English88%
Migrantn/a
Non-migrant90%
Gifted/talented100%

Science

All Students82%
Female86%
Male77%
Black or African American74%
Asian100%
Hispanic88%
American Indian or Alaska Nativen/a
White71%
Economically disadvantaged82%
Not economically disadvantaged79%
Special education33%
Not special education85%
Limited English proficient (LEP)82%
Proficient in English77%
Migrantn/a
Non-migrant82%
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 Students83%
Female81%
Male85%
Black or African American87%
Asian86%
Hispanic73%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged82%
Not economically disadvantaged92%
Special educationn/a
Not special education85%
Limited English proficient (LEP)68%
Proficient in English85%
Migrantn/a
Non-migrant83%
Gifted/talented100%

Math

All Students72%
Female71%
Male73%
Black or African American65%
Asian93%
Hispanic70%
American Indian or Alaska Nativen/a
White86%
Economically disadvantaged70%
Not economically disadvantaged92%
Special educationn/a
Not special education72%
Limited English proficient (LEP)64%
Proficient in English72%
Migrantn/a
Non-migrant72%
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 79% in 2013.

136 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
55%
Math

The state average for Math was 69% in 2013.

127 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
40%
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 72% in 2013.

144 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
67%
Math

The state average for Math was 68% in 2013.

133 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
59%
Writing

The state average for Writing was 71% in 2013.

146 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
70%
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 77% in 2013.

137 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
65%
Math

The state average for Math was 75% in 2013.

133 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
62%
Science

The state average for Science was 73% in 2013.

135 students were tested at this school in 2013.

2013

 
 
50%

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

English Language Arts

The state average for English Language Arts was 71% in 2013.

133 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
83%
Math

The state average for Math was 74% in 2013.

127 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
81%
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.

2013

 
 
n/a

2012

 
 
n/a
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 Students65%
Female74%
Male57%
Black or African American59%
Asian78%
Hispanic66%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White67%
Economically disadvantaged66%
Not economically disadvantaged45%
Special education40%
Not special education66%
Limited English proficient (LEP)73%
Proficient in English60%
Migrantn/a
Non-migrant65%
Gifted/talentedn/a
Non-Gifted64%
Bilingual77%

Math

All Students47%
Female51%
Male44%
Black or African American33%
Asian81%
Hispanic48%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White63%
Economically disadvantaged49%
Not economically disadvantaged30%
Special educationn/a
Not special education49%
Limited English proficient (LEP)67%
Proficient in English34%
Migrantn/a
Non-migrant47%
Gifted/talentedn/a
Non-Gifted46%
Bilingual33%
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 Students51%
Female58%
Male44%
Black or African American55%
Asian58%
Hispanic46%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White40%
Economically disadvantaged52%
Not economically disadvantaged50%
Special education22%
Not special education53%
Limited English proficient (LEP)41%
Proficient in English53%
Migrantn/a
Non-migrant51%
Gifted/talentedn/a
Non-Gifted51%
Bilingual39%

Math

All Students47%
Female51%
Male44%
Black or African American43%
Asian73%
Hispanic45%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged47%
Not economically disadvantaged50%
Special education25%
Not special education49%
Limited English proficient (LEP)47%
Proficient in English49%
Migrantn/a
Non-migrant47%
Gifted/talentedn/a
Non-Gifted47%
Bilingual60%

Writing

All Students55%
Female61%
Male48%
Black or African American58%
Asian58%
Hispanic48%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White60%
Economically disadvantaged53%
Not economically disadvantaged71%
Special education22%
Not special education57%
Limited English proficient (LEP)48%
Proficient in English58%
Migrantn/a
Non-migrant55%
Gifted/talentedn/a
Non-Gifted55%
Bilingual54%
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 Students69%
Female70%
Male68%
Black or African American72%
Asian100%
Hispanic62%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White60%
Economically disadvantaged70%
Not economically disadvantaged62%
Special educationn/a
Not special education70%
Limited English proficient (LEP)52%
Proficient in English73%
Migrantn/a
Non-migrant69%
Gifted/talentedn/a
Non-Gifted68%
Bilingualn/a

Math

All Students56%
Female58%
Male55%
Black or African American45%
Asian92%
Hispanic63%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White54%
Economically disadvantaged56%
Not economically disadvantaged58%
Special educationn/a
Not special education58%
Limited English proficient (LEP)58%
Proficient in English56%
Migrantn/a
Non-migrant56%
Gifted/talentedn/a
Non-Gifted56%
Bilingualn/a

Science

All Students50%
Female46%
Male55%
Black or African American47%
Asian92%
Hispanic47%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White38%
Economically disadvantaged51%
Not economically disadvantaged47%
Special education0%
Not special education53%
Limited English proficient (LEP)37%
Proficient in English54%
Migrantn/a
Non-migrant50%
Gifted/talentedn/a
Non-Gifted50%
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 Students65%
Female59%
Male70%
Black or African American60%
Asian67%
Hispanic73%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White50%
Economically disadvantaged65%
Not economically disadvantaged83%
Special education14%
Not special education68%
Limited English proficient (LEP)52%
Proficient in English70%
Migrantn/a
Non-migrant65%
Gifted/talented100%
Non-Gifted61%
Bilingualn/a

Math

All Students71%
Female69%
Male72%
Black or African American59%
Asian90%
Hispanic77%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged71%
Not economically disadvantaged67%
Special education17%
Not special education74%
Limited English proficient (LEP)69%
Proficient in English71%
Migrantn/a
Non-migrant71%
Gifted/talented100%
Non-Gifted67%
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 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

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 "Recognized".
  • In 2009-2010, this school was rated "Academically Acceptable".
  • In 2008-2009, this school was rated "Recognized".

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
Hispanic 47% 52%
Black 36% 13%
Asian or Pacific Islander 9% 4%
White 7% 29%
Two or more races 1% 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) 41%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 11%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • YLEEN GEORGE
Fax number
  • (817) 419-4905

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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2101 Overbrook Drive
Arlington, TX 76014
Website: Click here
Phone: (682) 867-4900

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