Advertisement
Advertisement

GreatSchools Rating

Dunn Elementary School

Public | PK-6 | 535 students

 
 

Last modified
Community Rating

4 stars

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

Teacher quality

Principal leadership

Parent involvement

Rate this school

Click on stars to rate
Please select a star rating for this school.
    Helpful reviews answer questions:
  • What do you think others should know?
  • What do you like?
  • How could your school improve?
    Review Guidelines
    GreatSchools won’t post reviews that contain:
  • Inappropriate language
  • Allegations of criminal conduct
  • Names of students, teachers or staff
1200 characters remaining
Please read and accept our Terms of Use to join GreatSchools.
Please indicate your relationship to the school.
Registration is required to post your anonymous review
We will not display your name, photo or email address with your review.
OR
Your email address will never be published or shared.
Indicates a required field

26 reviews of this school


Sort by:
Show reviews by:
Posted June 22, 2014

Dunn has an amazing administration with a constant presence on the campus. Teachers are very experienced and interested in the students' education. As far as a few issues we've had over the years, the principal has been quick to respond. My kids have placed well in state competitions and had a great experience at Dunn.
—Submitted by a parent


Posted August 12, 2013

My grandsons have both gone to Dunn since they started school. I have nothing but high praise for the teachers and staff of Dunn . They make learning fun and exciting, and the boys both love to go to school. I give Dunn top marks in my book.


Posted January 31, 2012

Dunn is a really good school with a great faculty and great parent involvement. I have one child who has been at Dunn for a few years now and another one will also go to Dunn a few years down the road, and I wouldn't have it any other way. The Principal is very involved and quite responsive to parent inquiries and the Assistant Principal is just the same. We have had great experiences with the teachers and YES, my son learns A LOT. He has really excelled academically due to the quality of teachers and programs. I do not consider the fact that a large percentage of the students come from financially challenged homes. It's a great group of kids.
—Submitted by a parent


Posted April 23, 2010

Is this school perfect? No. Does this school have challenges? Yes. Any school with 46% of the children classified as economically disadvantaged is going to have challenges. Are you searching for a utopia when it comes to your child s education? Then I encourage you to keep looking. Oakridge and Pantego are close and there is one heck of a charter school just 1.5 miles away on Arkansas Lane. If however, you are like me and see the good in this school, then I encourage you to send your child to Dunn. You will find an energetic and high energy Principal, Mary Helen Burnett, who appreciates Dunn s diversity. She s no stranger to schools with challenges having served 90% of her career in Title 1 schools. She is supported by an excellent Vice Principal, Natalie Dailey, who sends her kids to Arlington schools and is personally vested in AISD s success. How about the teachers? The ones that I have personally met over the years and worked with in PTA and other various school sponsored events seem just as committed to making Dunn a great place as I do. I can name more than 1 teacher in each grade who has made a significant impact in my child s life and has gone above and beyond to create an excellent learning experience for their students. What s the key to making sure your child gets the best out of their educational experience at Dunn, and anywhere for that matter? Get involved. Don t stand on the sidelines. Fill out that volunteer application. Join PTA. I work full time and so does my spouse and we still find time to volunteer, help with fundraisers, support the teachers and administration and help with classroom events because it is important to us. In conclusion, is Dunn the perfect place to send your precious ones? If you plan on dropping them off at the front door every morning at 8:20 and picking them up at 3:20 while using your child s folder as your preferred method for communicating with their teachers, then probably not. If however, you are excited about joining your child on a journey in a school that is diverse, vibrant, fun and surrounded with staff and administration committed to making Dunn the best place it can be, then you have found the right place!
—Submitted by a parent


Posted September 16, 2009

the teachers there are wonderful!
—Submitted by a parent


Posted September 3, 2009

My experience with Dunn 2008-2009 was great. I had some minor issues but the interim staff made sure to help and keep me informed. I have two children at Dunn. This year we have new staff. There are some policies that are in place that treat the children horrible. I am a very involved parent therefore I stay on top of my children and staff. It saddens me about the new staff and I am now looking into moving my children to private school. I would advise others do the same if they can afford it or atleast talk to your children to discover more about what is going on with the new administration. I also advising visiting the AISD site and read Campus Impovement Plan for Dunn, you would gain more insight about the school and it's concerns.
—Submitted by a parent


Posted August 29, 2008

I live close to Miller, but I drive my 4th grade daughter to Dunn every morning! I chose to send my daughter to Dunn because of the teaching faculty and caring staff. Dunn is a great school!
—Submitted by a parent


Posted August 20, 2008

I don't really agree with some of the reviews here stating that if you have a lower income, they don't want anything to do with you. I definitely have a lower income than most parents there and I was treated fine by most. It really all depends on the individual you are dealing with. This is a great school, I have an autistic son and I have recieved incredible support and so has my son! He is reading full books all because of the great teaching and the huge group of teachers and administrators that are behind him! I love love love our ARD meetings, they are all so supportive and encouraging! I have had some bad experiences here but overall they have been really really good!
—Submitted by a parent


Posted September 27, 2007

Excellent school for our 5th grader. He is very excited about his strings classes , and really likes all his teachers, especially his math teacher that makes class go easy and fun. Way to go on safety!!! Parent involvement is awesome!!! Our new asst. principal is doing great, and teacher quality is fantastic!!!
—Submitted by a parent


Posted September 26, 2007

I have 2 children who have attended Dunn during the past 10 years. They have both had an excellent experience overall. The older child always excelled and we were very pleased the way her teachers challenged her. My younger child has struggled with learning from the beginning. We have found the teachers and administration to be very supportive in meeting his needs. His teachers have always been willing to talk with us about our concerns and make adjustments in his accommodations as needed. Parents are kept informed by the weekly PTA newsletter and the schools website calendar. It is easy to become involved if you make an effort to respond to the requests for volunteers seen in that newsletter. PTA plans several events throughout the school year for families to come and enjoy time together. Most of these events are free and provide a great opportunity for parents to meet other parents. The administration has also planned opportunities for parent education at least once a year for the last several years. My only complaint is parents that do not follow the traffic safety plan for picking up and dropping off their children.
—Submitted by a parent


Posted September 25, 2007

I have 2 children at Dunn also. My children are like night and day. One is an overachieving teacher's pet. The other is a high energy child who can test even the patience of Job on some days. It's hard to hear that one of your children has trouble focusing and keeping hands to themselves, but so far the teachers have worked closely with us and have been positive and helpful. I noticed that one reviewer stated that only upper income kids seem to be treated well. I find that interesting since there are very few houses (maybe 2 or 3 dozen) that qualify as upper income and most of this school is on free and reduced lunch. We have really enjoyed Dunn and look forward to many more years there.
—Submitted by a parent


Posted September 25, 2007

I have two children that I choose to send to Dunn. By 'choose' I mean that I actually have the option to send my kids to a different school district because I am an educator in that other District. Although the school that I could have sent my children to is identified as an 'Exemplary School,' my husband and I have been so impressed by the teachers and administrators at Dunn that we continue to send both our children. The principal's door is always open to any parent that has a concern and she (and the teachers) make each child's success the number one priority. The PTA offers a ton a special incentives and programs for the students and Dunn families and yes, they require money to operate (hence the wrapping paper sales). Dunn has been a great experience for our entire family and I wouldn't send my kids anywhere else.
—Submitted by a parent


Posted September 25, 2007

I agree with the previous poster. My son used to go to private school and we took him out to put him in Dunn because of what friends and neighbors had said about Dunn. We love Dunn now and know others that have had the same experience. I know you can't please everyone all the time, but I think Dunn does a great job. If I have any complaints at all it's that not enough parents are involved. The PTA club is small and when I attend a PTA meeting, I'm usually one of only 2 dads.
—Submitted by a parent


Posted August 29, 2007

I have two children at Dunn and their educational experience could not be any different. One child is an over achiever and is treated very well by administration and staff, the other is an above average student, but is constantly at odds with administration and staff for very minor infractions of the never ending rules list. I sincerly hope that the departure of the former Vice Principal will lead to a climate that is more interested in education than discipline for petty infractions. That has not been the case in previous years. Overall, I believe the staff is good, but the leadership has been average at best.
—Submitted by a parent


Posted April 24, 2007

Dunn Elementary is a fine school if you are of the upper income bracket. These children are treated far nicer than those of lower income families. This is from observation of several years. Some of the teachers there are excellent and do a great job while others should not be in the teaching profession at all. The school is well maintained. The children work hard selling items for the school while receiving little in exchange. All in all, it isn't the worst of the schools, but far from the best. Check the TEAC records for the real truth about school.
—Submitted by a parent


Posted April 16, 2007

Grandparent here. My granddaughters attend Dunn. It's been over a year since I have seen Cassidy and Cheyanne. But I rememeber Dunn as a very good school with teachers who truly cared about the children's academics. I was impressed with how well the school looked after the students as well.
—Submitted by a parent


Posted February 22, 2007

Start with the basics. Recess is somewhat important to 2nd graders. It is a time for them to release energy. 15 minute recess as compared to 30 - 45 minute recess at all other area schools is not a good start. Next, the teaching is very flat. There is no working around a child that might have very slight learning disabilities that doesn't quite qualify for special education. Teacher-parent relationship is very poor. They tend to avoid the parents that are not in the 'elite' list at all cost. This type of behavior goes all the way from the top down. Next year, private school or charter school. No more games in the education department.
—Submitted by a parent


Posted February 12, 2007

Both of my daughters are currently attending Dunn, my youngest is in Kindergarden, My oldest is in sixth, the school is clean and well maintained, they do have an ok acdemics program, they also have an enormus budget for gift wrap sales. Most of the teachers are friendly and very professional, there are a few that should not be teaching.
—Submitted by a parent


Posted July 22, 2006

My grandson has been at Dunn for 2 years. It's been a great experience for him and for us as a family. The teachers are incredible and they do a great job of working with the kids at whatever level they are at. My grandson didn't pick up on reading as quick as most and his teacher tried all kinds of methods, and ideas..and was very creative in working with him. She also kept in close contact with us as parents/guardians and kept us informed on her newest idea and what we could do at home to work on his skills and help with the plan. She tried everything! Finally we have success and while my grandson doesn't love reading, he has seen and felt success....and never once has felt bad about his abilities. He was encouraged at all times. I think the district wide school lunch program needs overhauled.
—Submitted by a parent


Posted July 7, 2006

Overall Dunn has been great for my children as of Fall 2006 all three of my children will attend.
—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.

76 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
85%
Math

The state average for Math was 87% in 2011.

77 students were tested at this school in 2011.

2011

 
 
83%

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

The state average for English Language Arts was 85% in 2011.

67 students were tested at this school in 2011.

2011

 
 
78%

2010

 
 
78%
Math

The state average for Math was 88% in 2011.

68 students were tested at this school in 2011.

2011

 
 
75%

2010

 
 
88%
Writing

The state average for Writing was 90% in 2011.

68 students were tested at this school in 2011.

2011

 
 
82%

2010

 
 
82%
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.

77 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
97%
Math

The state average for Math was 81% in 2011.

77 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
97%
Science

The state average for Science was 87% in 2011.

77 students were tested at this school in 2011.

2011

 
 
87%

2010

 
 
97%
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.

72 students were tested at this school in 2011.

2011

 
 
99%

2010

 
 
91%
Math

The state average for Math was 83% in 2011.

72 students were tested at this school in 2011.

2011

 
 
86%

2010

 
 
69%
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 Students93%
Female90%
Male97%
Black or African American86%
Asiann/a
Hispanic100%
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged92%
Not economically disadvantaged95%
Special educationn/a
Not special education95%
Limited English proficient (LEP)n/a
Proficient in English93%
Migrantn/a
Non-migrant93%
Gifted/talented100%

Math

All Students83%
Female73%
Male94%
Black or African American67%
Asiann/a
Hispanic80%
American Indian or Alaska Nativen/a
White90%
Economically disadvantaged69%
Not economically disadvantaged97%
Special educationn/a
Not special education86%
Limited English proficient (LEP)n/a
Proficient in English82%
Migrantn/a
Non-migrant83%
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 Students78%
Female79%
Male76%
Black or African American50%
Asian100%
Hispanic57%
American Indian or Alaska Nativen/a
White88%
Economically disadvantaged72%
Not economically disadvantaged82%
Special education50%
Not special education81%
Limited English proficient (LEP)n/a
Proficient in English78%
Migrantn/a
Non-migrant78%
Gifted/talented100%

Math

All Students75%
Female74%
Male76%
Black or African American40%
Asian100%
Hispanic71%
American Indian or Alaska Nativen/a
White78%
Economically disadvantaged69%
Not economically disadvantaged79%
Special education44%
Not special education80%
Limited English proficient (LEP)n/a
Proficient in English72%
Migrantn/a
Non-migrant75%
Gifted/talented100%

Writing

All Students82%
Female91%
Male74%
Black or African American60%
Asian100%
Hispanic86%
American Indian or Alaska Nativen/a
White83%
Economically disadvantaged73%
Not economically disadvantaged89%
Special education63%
Not special education85%
Limited English proficient (LEP)n/a
Proficient in English83%
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 Students90%
Female86%
Male93%
Black or African American69%
Asian100%
Hispanic91%
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged88%
Not economically disadvantaged92%
Special educationn/a
Not special education89%
Limited English proficient (LEP)n/a
Proficient in English90%
Migrantn/a
Non-migrant90%
Gifted/talented100%

Math

All Students90%
Female83%
Male95%
Black or African American81%
Asian100%
Hispanic91%
American Indian or Alaska Nativen/a
White90%
Economically disadvantaged83%
Not economically disadvantaged97%
Special educationn/a
Not special education90%
Limited English proficient (LEP)n/a
Proficient in English90%
Migrantn/a
Non-migrant90%
Gifted/talented100%

Science

All Students87%
Female86%
Male88%
Black or African American75%
Asian100%
Hispanic80%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged81%
Not economically disadvantaged93%
Special education80%
Not special education88%
Limited English proficient (LEP)n/a
Proficient in English88%
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 Students99%
Female100%
Male98%
Black or African American100%
Asiann/a
Hispanic100%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged97%
Not economically disadvantaged100%
Special educationn/a
Not special education99%
Limited English proficient (LEP)n/a
Proficient in English99%
Migrantn/a
Non-migrant99%
Gifted/talented100%

Math

All Students86%
Female89%
Male84%
Black or African American74%
Asiann/a
Hispanic91%
American Indian or Alaska Nativen/a
White89%
Economically disadvantaged76%
Not economically disadvantaged95%
Special educationn/a
Not special education86%
Limited English proficient (LEP)n/a
Proficient in English86%
Migrantn/a
Non-migrant86%
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.

67 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
77%
Math

The state average for Math was 69% in 2013.

61 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
66%
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.

67 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
75%
Math

The state average for Math was 68% in 2013.

66 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
52%
Writing

The state average for Writing was 71% in 2013.

67 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 77% in 2013.

80 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
80%
Math

The state average for Math was 75% in 2013.

79 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
68%
Science

The state average for Science was 73% in 2013.

86 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
71%
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.

75 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
84%
Math

The state average for Math was 74% in 2013.

73 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
76%
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 Students88%
Female94%
Male82%
Black or African American74%
Asiann/a
Hispanic79%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged84%
Not economically disadvantaged96%
Special education83%
Not special education89%
Limited English proficient (LEP)80%
Proficient in English89%
Migrantn/a
Non-migrant88%
Gifted/talented100%
Non-Gifted87%
Bilingualn/a

Math

All Students62%
Female61%
Male63%
Black or African American26%
Asiann/a
Hispanic67%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White80%
Economically disadvantaged54%
Not economically disadvantaged77%
Special education50%
Not special education64%
Limited English proficient (LEP)n/a
Proficient in English61%
Migrantn/a
Non-migrant62%
Gifted/talented100%
Non-Gifted59%
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 Students78%
Female81%
Male75%
Black or African American56%
Asiann/a
Hispanic77%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged71%
Not economically disadvantaged84%
Special education50%
Not special education80%
Limited English proficient (LEP)n/a
Proficient in English77%
Migrantn/a
Non-migrant78%
Gifted/talented100%
Non-Gifted75%
Bilingualn/a

Math

All Students65%
Female65%
Male66%
Black or African American50%
Asiann/a
Hispanic77%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White66%
Economically disadvantaged57%
Not economically disadvantaged74%
Special education40%
Not special education67%
Limited English proficient (LEP)n/a
Proficient in English65%
Migrantn/a
Non-migrant65%
Gifted/talented100%
Non-Gifted61%
Bilingualn/a

Writing

All Students75%
Female77%
Male72%
Black or African American56%
Asiann/a
Hispanic77%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White79%
Economically disadvantaged66%
Not economically disadvantaged84%
Special education33%
Not special education79%
Limited English proficient (LEP)n/a
Proficient in English76%
Migrantn/a
Non-migrant75%
Gifted/talented100%
Non-Gifted72%
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 Students76%
Female83%
Male70%
Black or African American65%
Asiann/a
Hispanic69%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged67%
Not economically disadvantaged85%
Special educationn/a
Not special education78%
Limited English proficient (LEP)n/a
Proficient in English79%
Migrantn/a
Non-migrant76%
Gifted/talented100%
Non-Gifted73%
Bilingualn/a

Math

All Students70%
Female67%
Male73%
Black or African American54%
Asiann/a
Hispanic46%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged53%
Not economically disadvantaged85%
Special educationn/a
Not special education72%
Limited English proficient (LEP)n/a
Proficient in English72%
Migrantn/a
Non-migrant70%
Gifted/talented100%
Non-Gifted66%
Bilingualn/a

Science

All Students69%
Female63%
Male73%
Black or African American48%
Asiann/a
Hispanic65%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White82%
Economically disadvantaged52%
Not economically disadvantaged84%
Special education0%
Not special education76%
Limited English proficient (LEP)n/a
Proficient in English71%
Migrantn/a
Non-migrant69%
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

English Language Arts

All Students77%
Female76%
Male78%
Black or African American70%
Asiann/a
Hispanic62%
Multiracial80%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White81%
Economically disadvantaged65%
Not economically disadvantaged89%
Special education78%
Not special education77%
Limited English proficient (LEP)60%
Proficient in English79%
Migrantn/a
Non-migrant77%
Gifted/talented100%
Non-Gifted74%
Bilingualn/a

Math

All Students70%
Female68%
Male72%
Black or African American78%
Asiann/a
Hispanic50%
Multiracial80%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White71%
Economically disadvantaged58%
Not economically disadvantaged81%
Special education38%
Not special education74%
Limited English proficient (LEP)n/a
Proficient in English71%
Migrantn/a
Non-migrant70%
Gifted/talented100%
Non-Gifted65%
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 "Academically Acceptable".
  • 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
White 45% 29%
Black 27% 13%
Hispanic 20% 52%
Asian or Pacific Islander 4% 4%
Two or more races 3% 2%
American Indian/Alaska Native 1% 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) 8%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

This school has not yet provided program information.


Help other families

Millions of families turn to GreatSchools for help with their
school search. You can help these families by providing
a few details about this school.

Administrators & teachers: Let your school shine!

Help your school shine online by adding program highlights, photos and more on GreatSchools! Get started »

Upcoming Events

No upcoming events found for this school
Searching for school events...
Date
Title
  • {{date}}
    {{title}}
Export calendar
Outlook.com
Microsoft Outlook
iCal Format
Google Calendar
Print Calendar
Uploading, please wait...
POWERED BY
Tandem
Notice an inaccuracy? Let us know!

2201 Woodside Drive
Arlington, TX 76013
Phone: (682) 867-3200

ADVERTISEMENT
ADVERTISEMENT

Compare this school
to nearby schools

Compare schools »

Compare

Add this school to compare

Nearby schools




Young J High School
Arlington, TX



The Flint Academy
Pantego, TX


ADVERTISEMENT
ADVERTISEMENT