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GreatSchools Rating

Hill Elementary School

Public | PK-6 | 652 students

 
 

Last modified
Community Rating

5 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 3 ratings
2012:
Based on 2 ratings
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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24 reviews of this school


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Posted June 12, 2014

We moved our family to be closer to Hill and cannot imagine being anywhere else. My kids have always had positive experiences at Hill and when we did have an issue it was resolved quickly. There are always people in life we won't prefer but those are everywhere! Ive never seen any teacher or staff treat the children differently based on race or economic status. We love it here. Its a wonderful school family to be a part of.
—Submitted by a parent


Posted December 6, 2013

Also, 100% agree with the teacher who posted on Posted July 29, 2013.. It's not a perfect place, but this type of behavior is unacceptable.
—Submitted by a parent


Posted July 29, 2013

I left this school because I notice some of the staff favors children who are of race or even there economical level. I didn't want to be part of a school like that.
—Submitted by a teacher


Posted May 10, 2013

I am so happy that my two girls are at Hill. My oldest daughter has had some issues adjusting in general, and I have had nothing but positive interactions with the teachers and the school leadership as we work together to sort it out. Thanks to their caring guidance, she is happy, settled, and growing more confident by the day. I can't say enough good things about this school.
—Submitted by a teacher


Posted May 6, 2012

My daughter has had a rough start this year. She started kindergarten this year and we found out she is ADD/ADHD. Her teacher has been on top of this problem and has been great with her. She, I know, is a handful but her teacher has been able to work with her and I think she may make it after all. Thanks for all your patience, Mrs. Loskorn.
—Submitted by a parent


Posted January 6, 2012

The new principal Mr. Day is AMAZING!!!! He not only knows pretty much every single kid by name, but he makes a point to talk to all of them everyday. I give him and the school 5 stars!
—Submitted by a parent


Posted May 11, 2011

I have two children that attend Hill, and I have been pleasantly surprised with this school. As a parent who was heavily weighing homeschooling or charter school (can't afford private), I am very happy I chose this public school. The teacher's have ALWAYS been more than willing to listen to parents and help the student. The principals have exceeded my expectations with their leadership and dedication. And my children are progressing academically.
—Submitted by a parent


Posted May 10, 2011

My daughter has gone to hill since 2nd grade and we are moving out of state now before she starts 4th. The teachers have been great, and more the administration has been absolutely fantastic. My daughter is definitely a social butterfly and has seemed to get to everyone's hearts while being there. She has had better grades and been happier here than any other school. I love this school and hate to leave before she finishes her elementary years, but just wanted to say - good job 2nd and 3rd grade team and office staff. We will truly miss you
—Submitted by a parent


Posted March 22, 2010

I have had 3 children go to school at Hill and for the most part was very happy with the teachers, principal & discipline. Since the new principal alot of things have changed drasticaly. The teachers are more intense, not as much friendliness. There is alot of tension between students and teachers where in the past there used to be kindness and patience. The acedemic level has gone down alot. I have compared papers from my two oldest to the ones that my youngest gets now, there is a temendous difference. Not as much writing as there used to be. No projects like there used to be. I don't know if it is because of the demographics have changed or economics...but it's not like it used to be and it saddens our family alot. My older kids notice it when they visit.
—Submitted by a parent


Posted March 18, 2010

Hill elementary is a GREAT school! The teachers are welcoming and you can fit in, if you're a transfer or not!
—Submitted by a parent


Posted January 15, 2009

This school is great and has strong parent involvement. The teachers are excellent and dedicated.
—Submitted by a parent


Posted April 24, 2008

My daughter attended Kindergarten at Hill this year. We moved 2 months before school was out to Mansfield. I was extremely pleased with Hill. As a mom with a Kindergartener going to public school for the first time, I was very nervous and very skeptical. I couldn't have been more pleased! Her teacher (Ms. Evans) was incredible!!! My daughter learned so much in such a short amount of time. She handled those kids so well, she was tough but also tender hearted. She was excellent at teaching each child at their own individual level. She really cares about those kids. Parent involvement was incredible. School spirit was exceptional. I would recommend this school to anyone who is looking to move to Arlington or transfer. By the way, we were a transfer student and we were never treated any differently from those who weren't. Go Highlanders!!! We miss you!
—Submitted by a parent


Posted August 29, 2007

I would like to respond to the comments from different parents stating they were outsiders or outcast because they are transfer students. My daughter is a transfer student, and we have never felt excluded. We even moved here from another city and knew no one. I do agree that the TAKS test are out of control. Too bad our state feels one test is more important than the overall education of our children. And, too bad our teachers have to endure it also. As for Hill we have been very pleased. Great teachers, involved parents, and great kids. Yes, it has it's problems, but don't they all.... even the private
—Submitted by a parent


Posted June 16, 2007

My son will be a 5th grader at Hill next year. He has been there since 2nd grade. It may just be the way things are now a days, but it seems they work toward the TAKS test a bit too much. I am sure it's that way at every school. His every day course work is a bit repetitive. He came from a small private school where advancing your knowledge was stressed more. Seems at Hill they grind the same things into you to be ready for the TAKS. All in all a good school. It seems easier if the kids go to school with the children in their own neighborhood. Bit of the outcast treatment.
—Submitted by a parent


Posted February 23, 2007

As a grandparent of a transfer student I had to reply to the negative message I read regarding transfer students. There has been no distinction made because of the transfer. The teachers and the office staff have all been wonderful. My grandson prefers it to the private school he attended at one point. I give Hill top marks for the education he is receiving as well as the after school science class he is in.
—Submitted by a parent


Posted August 27, 2006

My son had a fabulous experience at Hill. The teachers and the administration are caring, loving, dedicated and hard working people. I, also, camped out for an entire weekend to get my children into Hill, and have transferred them every year. I never felt like a guest there -- I always felt at home. The teachers and administrators rely on the parents of transfer students -- our children are there because we worked hard to get them there. My children have received an excellent education from the teachers at Hill, both academically and emotionally.
—Submitted by a parent


Posted December 16, 2005

my son has only attended pre-k at Fielder Road Baptist ECC for one semester, but already I am very impressed by what he's learned and the security he feels in his classroom. He participates in music, spanish,p.e.,computers,and his favorite is science. I love that they keep the parents well informed and active in the children's education.I'm looking forward to another semester.
—Submitted by a parent


Posted August 20, 2005

Great school. Kids were previously at a private school but Hill is much better.
—Submitted by a parent


Posted June 11, 2005

This was a great school, My children really enjoyed it. We were transfer students from another school in the district and found it a huge improvement
—Submitted by a parent


Posted July 25, 2004

Son will be in 5th in fall of '04. Began in kindergarten. I camped out for an entire weekend in order to get him into what I was told was the district's 'best.' Have mixed feelings about this today, but husband feels it too late to change to the (lousy) neighborhood school or a private one. He is a professor in the humanities, I am a former newspaper writer. We have always felt like guests in the school because of our status as 'transfers;' the vice principal, the only male member of the faculty, has as much as invited us to leave. The school suffers from the pressure to live up to historically high test scores; advised too late to run, not walk, from such a place. Overriding sense of smug, self-righteous satisfaction. White, rich, conservative.
—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.

83 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
97%
Math

The state average for Math was 87% in 2011.

83 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
92%
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.

76 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
94%
Math

The state average for Math was 88% in 2011.

76 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
93%
Writing

The state average for Writing was 90% in 2011.

75 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
96%
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.

94 students were tested at this school in 2011.

2011

 
 
98%

2010

 
 
97%
Math

The state average for Math was 81% in 2011.

94 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
97%
Science

The state average for Science was 87% in 2011.

95 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
93%
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.

91 students were tested at this school in 2011.

2011

 
 
91%

2010

 
 
89%
Math

The state average for Math was 83% in 2011.

91 students were tested at this school in 2011.

2011

 
 
85%

2010

 
 
80%
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 Students96%
Female97%
Male95%
Black or African American100%
Asiann/a
Hispanic100%
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged84%
Not economically disadvantaged100%
Special educationn/a
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English96%
Migrantn/a
Non-migrant96%
Gifted/talentedn/a

Math

All Students95%
Female97%
Male93%
Black or African American80%
Asiann/a
Hispanic100%
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged79%
Not economically disadvantaged100%
Special educationn/a
Not special education95%
Limited English proficient (LEP)n/a
Proficient in English95%
Migrantn/a
Non-migrant95%
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 Students92%
Female95%
Male90%
Black or African Americann/a
Asiann/a
Hispanic92%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged92%
Not economically disadvantaged92%
Special educationn/a
Not special education93%
Limited English proficient (LEP)n/a
Proficient in English93%
Migrantn/a
Non-migrant93%
Gifted/talented100%

Math

All Students95%
Female97%
Male92%
Black or African Americann/a
Asiann/a
Hispanic92%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged96%
Not economically disadvantaged94%
Special educationn/a
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English94%
Migrantn/a
Non-migrant95%
Gifted/talented100%

Writing

All Students89%
Female92%
Male87%
Black or African Americann/a
Asiann/a
Hispanic83%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged83%
Not economically disadvantaged92%
Special educationn/a
Not special education89%
Limited English proficient (LEP)n/a
Proficient in English91%
Migrantn/a
Non-migrant89%
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 Students98%
Female98%
Male98%
Black or African Americann/a
Asian100%
Hispanic93%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged100%
Not economically disadvantaged97%
Special educationn/a
Not special education99%
Limited English proficient (LEP)n/a
Proficient in English98%
Migrantn/a
Non-migrant98%
Gifted/talented100%

Math

All Students96%
Female92%
Male100%
Black or African Americann/a
Asian80%
Hispanic100%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged89%
Not economically disadvantaged97%
Special educationn/a
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English97%
Migrantn/a
Non-migrant96%
Gifted/talented100%

Science

All Students96%
Female94%
Male98%
Black or African Americann/a
Asian100%
Hispanic93%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged89%
Not economically disadvantaged97%
Special educationn/a
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English96%
Migrantn/a
Non-migrant96%
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 Students91%
Female98%
Male83%
Black or African American83%
Asian67%
Hispanic100%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged88%
Not economically disadvantaged94%
Special educationn/a
Not special education93%
Limited English proficient (LEP)n/a
Proficient in English94%
Migrantn/a
Non-migrant92%
Gifted/talented100%

Math

All Students85%
Female84%
Male85%
Black or African American83%
Asian83%
Hispanic90%
American Indian or Alaska Nativen/a
White83%
Economically disadvantaged75%
Not economically disadvantaged88%
Special educationn/a
Not special education85%
Limited English proficient (LEP)n/a
Proficient in English85%
Migrantn/a
Non-migrant84%
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.

83 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
90%
Math

The state average for Math was 69% in 2013.

85 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
82%
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.

92 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
89%
Math

The state average for Math was 68% in 2013.

90 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
71%
Writing

The state average for Writing was 71% in 2013.

92 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
79%
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.

91 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
88%
Math

The state average for Math was 75% in 2013.

94 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
81%
Science

The state average for Science was 73% in 2013.

94 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
84%
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.

85 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
83%
Math

The state average for Math was 74% in 2013.

85 students were tested at this school in 2013.

2013

 
 
81%

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 Students78%
Female74%
Male82%
Black or African American50%
Asiann/a
Hispanic81%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White82%
Economically disadvantaged57%
Not economically disadvantaged89%
Special educationn/a
Not special education79%
Limited English proficient (LEP)67%
Proficient in English79%
Migrantn/a
Non-migrant78%
Gifted/talented100%
Non-Gifted76%
Bilingualn/a

Math

All Students76%
Female77%
Male76%
Black or African American50%
Asiann/a
Hispanic78%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White78%
Economically disadvantaged55%
Not economically disadvantaged88%
Special educationn/a
Not special education78%
Limited English proficient (LEP)67%
Proficient in English77%
Migrantn/a
Non-migrant76%
Gifted/talented100%
Non-Gifted74%
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 Students86%
Female78%
Male94%
Black or African Americann/a
Asiann/a
Hispanic89%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged78%
Not economically disadvantaged88%
Special educationn/a
Not special education86%
Limited English proficient (LEP)60%
Proficient in English87%
Migrantn/a
Non-migrant86%
Gifted/talented100%
Non-Gifted84%
Bilingualn/a

Math

All Students86%
Female88%
Male83%
Black or African Americann/a
Asiann/a
Hispanic89%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged70%
Not economically disadvantaged91%
Special educationn/a
Not special education87%
Limited English proficient (LEP)n/a
Proficient in English85%
Migrantn/a
Non-migrant86%
Gifted/talented89%
Non-Gifted85%
Bilingualn/a

Writing

All Students84%
Female84%
Male83%
Black or African Americann/a
Asiann/a
Hispanic67%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged57%
Not economically disadvantaged93%
Special educationn/a
Not special education84%
Limited English proficient (LEP)20%
Proficient in English87%
Migrantn/a
Non-migrant84%
Gifted/talented100%
Non-Gifted82%
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 Students81%
Female79%
Male83%
Black or African American71%
Asiann/a
Hispanic71%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged78%
Not economically disadvantaged83%
Special education50%
Not special education84%
Limited English proficient (LEP)n/a
Proficient in English81%
Migrantn/a
Non-migrant81%
Gifted/talentedn/a
Non-Gifted80%
Bilingualn/a

Math

All Students78%
Female75%
Male80%
Black or African American71%
Asiann/a
Hispanic67%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White81%
Economically disadvantaged67%
Not economically disadvantaged82%
Special education38%
Not special education81%
Limited English proficient (LEP)n/a
Proficient in English77%
Migrantn/a
Non-migrant78%
Gifted/talentedn/a
Non-Gifted77%
Bilingualn/a

Science

All Students71%
Female66%
Male75%
Black or African American14%
Asiann/a
Hispanic73%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White76%
Economically disadvantaged59%
Not economically disadvantaged76%
Special education38%
Not special education74%
Limited English proficient (LEP)n/a
Proficient in English72%
Migrantn/a
Non-migrant71%
Gifted/talentedn/a
Non-Gifted70%
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 Students85%
Female88%
Male81%
Black or African Americann/a
Asiann/a
Hispanic71%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged78%
Not economically disadvantaged89%
Special educationn/a
Not special education88%
Limited English proficient (LEP)n/a
Proficient in English86%
Migrantn/a
Non-migrant85%
Gifted/talented100%
Non-Gifted82%
Bilingualn/a

Math

All Students81%
Female88%
Male73%
Black or African Americann/a
Asiann/a
Hispanic65%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White84%
Economically disadvantaged75%
Not economically disadvantaged85%
Special educationn/a
Not special education85%
Limited English proficient (LEP)n/a
Proficient in English84%
Migrantn/a
Non-migrant81%
Gifted/talented100%
Non-Gifted78%
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 "Exemplary".
  • In 2009-2010, this school was rated "Recognized".
  • 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 67% 29%
Hispanic 19% 52%
Black 6% 13%
Two or more races 4% 2%
Asian or Pacific Islander 3% 4%
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) 5%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 16%N/AN/A
Source: CRDC, 2011-2012

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2020 West Tucker Boulevard
Arlington, TX 76013
Phone: (682) 867-2300

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