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GreatSchools Rating

Pope Elementary School

Public | PK-6 | 662 students

 

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Last modified
Community Rating

4 stars

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

Teacher quality

Principal leadership

Parent involvement

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25 reviews of this school


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Posted Wednesday, July 30, 2014

This school has the best teachers, but not the best students. In second grade was punch and had 50$ stolen from me. I felt safe most of the times and had fun, i wasn't bullied or teased, I met great friends. Sixth grade is one of my favorite years, i had great teachers and friends. But the boys thought it was cool to get in fights, so every now and then we would have a fight (not me). And most of the new girls would want to get in fights, but my friends and i stayed out of it. The faculty lacked personality, one of the teachers had inappropriate photos on their computer folder. Overall the school has been wonderful!


Posted June 17, 2014

I had my children transferred here from another school. I absolutely love this school. The teachers are very helpful in keeping you informed on the status of your children and grades. They work with them if closely if they see their lacking in some areas. I wish more schools were like this.
—Submitted by a parent


Posted June 16, 2014

I am a very active dad in the dads' club and the PTA for the last 8 years at Pope. I have two children that have attended this school and I have been very happy. We have had great teachers in that time with the exception of two who are no longer there. As I read some of the reviews I saw several outright lies. The class size runs around 18-20 children per class. I have made copies for each teacher and know this to be a fact. Also the district has strict guidelines for class size. Ms. Kilgore is very supportive of the Dads' Club and PTA. She has been at every event the Dads' Club has hosted and I have seen her at every PTA meeting I have attended. When we had a problem with one of our children being bullied, the problem was addressed and stopped immediately. I can assure you that the school does not "bus kids in" to get federal money. There is a federal law that if your school does not meet standards you can transfer to another school. Pope has a reputation as a good school so it is a natural choice for parents from nearby under-performing schools.
—Submitted by a parent


Posted July 11, 2013

All three of my children are Pope Panthers, and I am thankful for that. The teachers and staff are dedicated, and the diversity of the school's students will prepare my children for the "real world." There are lots of activities for the children to be involved in, including Choir, Battle of the Books, Accelerated Reader, Mythology Club, Chess Club, Books for Breakfast, and Junior Scholars. Parents are welcome to be involved through PTA, Dad's Club or as volunteers. This past year, the school focused on our children building good character, and had a theme for each week. As far as public schools go, Pope Elementary is one of the best in Arlington.
—Submitted by a parent


Posted October 6, 2012

My daughter is a current kindergartner at this school. I have had two incidents so far with the school that are yet to be resolved. The first is my daughter received 19 insect bites on one leg while playing on the playground in pants and the teacher did not even notice until a few days later when she was caught trying to apply antihistamine cream to herself in class because she did not receive proper medical attention from the school staff. ( I did not send her to school with this creme). The second issue so far in my first six weeks of dealing with this school is I called the school one afternoon about 2:45 PM to explain I was stuck in traffic and would be late to pick her up. I was reassured she would be waiting in the front office when I arrived. She was not. They did not know where she was nor who had picked her up. Turns out she was allowed to go home with an unauthorized person that one of the other children at the school introduced to her and offered her a ride home. I still do not know who this person is to date even after speaking with Mrs. Kilgore. She did not make me feel reassured my child was safe at her school. Thank god my kid was ok.
—Submitted by a parent


Posted June 13, 2011

This school is a very nice school..My nephew goes there and they are so helpful with him.. He is learning so many things, everyday he comes home with all these new topics he is learning.


Posted January 31, 2011

I had a total of 4 children attend this school. I withdrew the youngest two b/c the needs of the children for gifted and talented were not being met. When concerns arose about a teacher, the responsibility was placed back on the parents to resolve the issue. There has been a sharp decline in the quality of the education. The last straw was the overcrowded classroom (24 in a k-2 class) with multiple behavior problem children and no regular teacher's aide to assist.
—Submitted by a parent


Posted December 21, 2010

I went to this school from K-6 and all I can say is that it really isn't that great of a school. When you are in sixth grade, all they do is baby you. By the principal, she never supported us. She never attended any events that were important to the school. The school isn't that good. When I was in sixth grade, I wanted to move to Butler Elementary School. As far as fighting, there was really nothing going on. But they took off the monkey bars... and once you got older you had less and less time of recess. I didn't like it there. The cafeteria staff was also real mean and rude.


Posted November 3, 2010

When my son transferred in from another school district, Pope was very snobbish. I was told my son would be behind since, all other schools were not as great as theirs. The principal is always pushing for TAKS scores to be higher. My son was passing all of his classes and missed the TAKS by a couple of points, in one subject, so they held him back one year. I felt they could have kept him with the rest of his classmates, and just worked with him a little more. I do not feel that a school should teach to a test, but to the individual student. They want your money to join the PTA, but not a lot of encouragement to help.
—Submitted by a parent


Posted October 21, 2010

I have been a teacher and a parent at Pope for over a decade. I have never been so proud to be a part of a faculty before. We support each other and our students. My children have grown by leaps and bounds due to the exceptional teachers they've had at Pope. I am highly motivated by my co-workers and feel blessed to have my kids there. They are doing very well because of they great teachers employed at our school who work to reach students of all abilities. If I had to do it over again, I wouldn't change a thing. You will love Pope's campus and your child will leave prepared for junior high.
—Submitted by a parent


Posted September 27, 2010

I agree...I believe the school is declining, and a big reason is due to becoming title one last year. The school is more concerned about getting the extra money by busing kids in, than keeping up their reputation as a great school. My daughter does not qualify for speech, even though she has in every other school she has attended. I just wonder if a child not living in the tax paying area is filling her spot. I am very dissapointed in this school and can not wait to move and find a better school for my children. We have been lucky the last two years and had great teachers. I just think administration is lacking and to blame
—Submitted by a parent


Posted January 5, 2010

I have two children that have attended Pope for the past seven years and we will not be returning next year with our youngest. Principal leadership is significantly lacking and/or has declined over the past few years. Pope does have some extraordinary teachers and go above their normal teaching duties. Pope does teach and tutor for students to pass the TAKS test. The PTA and Dad's Club are great but are not fully supported by the Principal, Ms. Kilgore. Extracurricular activities only occur if a dedicated teacher wants to put forth the extra time and effort, but again, is not supported by Ms. Kilgore, you do not see her at these events. An overall decline in parental and student involvement is evident. If moving to this area or if you have a child starting kindergarten please ask around for unbiased opinions.
—Submitted by a parent


Posted May 19, 2009

I have a first grader, fourth grader and fifth grader attending this school. I usually interact with the children and staff at the school my children have attended in the past. I only feel comfortable talking to the office staff, the PE teacher and my first graders teacher. This school I did not get that welcome feeling. Lunchtime is the worst (talk about miltary chow time). This school also seems a little socially bias and this is a discussion for another review board. I can say I honestly gave it a chance , unfortunately this will be my first and last year at Pope.
—Submitted by a parent


Posted March 19, 2009

This school has a great PTA & Dad's club that cares about the kids.
—Submitted by a parent


Posted August 14, 2008

Pope is a great school..I think they focus more outward than inward. The appearance is there, but the education is lacking. It needs to be more challenging. The teachers are nice and kids are wonderful, but no long term values are set here...it's a test school if you will...only learn what you can for the TAKS so teachers and principals can get a bonus. Don't get me wrong I wouldn't pull my kid out and put them in any other school. As I said the education may need a little work, but the family, kids and teachers are really amazing.
—Submitted by a parent


Posted June 24, 2008

Both of my children attend Pope and we are transfers. We wouldn't go anywhere else. The teachers are very encouraging and there are lots of extras like a Star Gazers club and Battle of the Books for the children to participate in. I love this school.
—Submitted by a parent


Posted February 4, 2007

Pope is a great school for kids that are average or above. I have one child that went 2nd - 6th there, and two others that are still there. I have found that above-average learners are not challenged as much as they could be, and below-average learners are not given the extra support they need. There are some fantastic teachers, but there are also some that need to retire. Overall, Pope truly is a special school, but it has its problems.
—Submitted by a parent


Posted May 18, 2006

The academic programs are very good as are their art and music departments. They have wonderful extracurricular programs such as 'Books for Breakfast' and the chess club.
—Submitted by a parent


Posted April 20, 2006

As public schools go, this is a good school. The faculty have been very helpful with academic concerns with attention deficit disorder and any modifications that need to be made for their educational needs. I recommend this school to anyone moving into the Arlington area.
—Submitted by a parent


Posted January 10, 2006

This is the second year has attended Pope as a transfer student. His first year we had a phenomenal teacher (Mrs Wisbrock). However, this year both my son have been greatly disappointed by his teacher. She is unfair and not willing to take responsibility for any problems within the classroom. She favors girls to an extreme. She does not listen to the kids if they have a problem with an assignment-she tells them she has already explained how to do the work and won't again. I spoke to the principal a number of times and nothing was/had done. I am not the only partent with a problem with this teacher either. He will not be attending a 3rd year due to this particular teacher.
—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.

82 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
86%
Math

The state average for Math was 87% in 2011.

83 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 85% in 2011.

84 students were tested at this school in 2011.

2011

 
 
85%

2010

 
 
91%
Math

The state average for Math was 88% in 2011.

84 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
94%
Writing

The state average for Writing was 90% in 2011.

83 students were tested at this school in 2011.

2011

 
 
93%

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.

91 students were tested at this school in 2011.

2011

 
 
91%

2010

 
 
93%
Math

The state average for Math was 81% in 2011.

89 students were tested at this school in 2011.

2011

 
 
91%

2010

 
 
96%
Science

The state average for Science was 87% in 2011.

97 students were tested at this school in 2011.

2011

 
 
81%

2010

 
 
86%
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

 
 
92%
Math

The state average for Math was 83% in 2011.

91 students were tested at this school in 2011.

2011

 
 
87%

2010

 
 
94%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in English language arts and mathematics in grade 11. The grade 11 exit Level TAKS is a high school graduation requirement. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The goal is for all students to score at or above the state standard.

Source: Texas Education Agency

English Language Arts

All Students93%
Female92%
Male93%
Black or African American92%
Asiann/a
Hispanic88%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged87%
Not economically disadvantaged100%
Special educationn/a
Not special education93%
Limited English proficient (LEP)87%
Proficient in English95%
Migrantn/a
Non-migrant93%
Gifted/talentedn/a

Math

All Students87%
Female84%
Male89%
Black or African American85%
Asiann/a
Hispanic85%
American Indian or Alaska Nativen/a
White88%
Economically disadvantaged81%
Not economically disadvantaged94%
Special educationn/a
Not special education86%
Limited English proficient (LEP)88%
Proficient in English86%
Migrantn/a
Non-migrant87%
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 Students85%
Female90%
Male80%
Black or African American92%
Asiann/a
Hispanic73%
American Indian or Alaska Nativen/a
White91%
Economically disadvantaged80%
Not economically disadvantaged93%
Special education50%
Not special education87%
Limited English proficient (LEP)50%
Proficient in English90%
Migrantn/a
Non-migrant85%
Gifted/talentedn/a

Math

All Students89%
Female90%
Male89%
Black or African American85%
Asiann/a
Hispanic85%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged85%
Not economically disadvantaged97%
Special education67%
Not special education91%
Limited English proficient (LEP)79%
Proficient in English90%
Migrantn/a
Non-migrant89%
Gifted/talentedn/a

Writing

All Students93%
Female92%
Male93%
Black or African American92%
Asiann/a
Hispanic91%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged91%
Not economically disadvantaged97%
Special education100%
Not special education92%
Limited English proficient (LEP)79%
Proficient in English95%
Migrantn/a
Non-migrant93%
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 Students91%
Female94%
Male87%
Black or African American93%
Asiann/a
Hispanic88%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged91%
Not economically disadvantaged91%
Special education40%
Not special education94%
Limited English proficient (LEP)90%
Proficient in English92%
Migrantn/a
Non-migrant91%
Gifted/talentedn/a

Math

All Students91%
Female94%
Male87%
Black or African American86%
Asiann/a
Hispanic88%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged84%
Not economically disadvantaged98%
Special educationn/a
Not special education91%
Limited English proficient (LEP)80%
Proficient in English92%
Migrantn/a
Non-migrant91%
Gifted/talentedn/a

Science

All Students81%
Female89%
Male73%
Black or African American88%
Asiann/a
Hispanic81%
American Indian or Alaska Nativen/a
White77%
Economically disadvantaged79%
Not economically disadvantaged84%
Special education36%
Not special education87%
Limited English proficient (LEP)70%
Proficient in English81%
Migrantn/a
Non-migrant81%
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 Students91%
Female92%
Male90%
Black or African American82%
Asiann/a
Hispanic90%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged89%
Not economically disadvantaged93%
Special educationn/a
Not special education94%
Limited English proficient (LEP)89%
Proficient in English93%
Migrantn/a
Non-migrant91%
Gifted/talentedn/a

Math

All Students87%
Female88%
Male86%
Black or African American78%
Asiann/a
Hispanic81%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged80%
Not economically disadvantaged93%
Special educationn/a
Not special education88%
Limited English proficient (LEP)80%
Proficient in English88%
Migrantn/a
Non-migrant87%
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

The state average for English Language Arts was 79% in 2013.

92 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
65%
Math

The state average for Math was 69% in 2013.

95 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
48%
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.

75 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
72%
Math

The state average for Math was 68% in 2013.

75 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
55%
Writing

The state average for Writing was 71% in 2013.

73 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
72%
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.

86 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
72%
Math

The state average for Math was 75% in 2013.

86 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
75%
Science

The state average for Science was 73% in 2013.

85 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
64%
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

 
 
85%

2012

 
 
84%
Math

The state average for Math was 74% in 2013.

76 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
80%
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 Students73%
Female70%
Male76%
Black or African American75%
Asiann/a
Hispanic55%
Multiracial88%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White96%
Economically disadvantaged65%
Not economically disadvantaged90%
Special educationn/a
Not special education74%
Limited English proficient (LEP)48%
Proficient in English85%
Migrantn/a
Non-migrant73%
Gifted/talentedn/a
Non-Gifted73%
Bilingualn/a

Math

All Students45%
Female47%
Male43%
Black or African American30%
Asiann/a
Hispanic38%
Multiracial75%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White63%
Economically disadvantaged31%
Not economically disadvantaged77%
Special education20%
Not special education47%
Limited English proficient (LEP)25%
Proficient in English56%
Migrantn/a
Non-migrant45%
Gifted/talentedn/a
Non-Gifted45%
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 Students68%
Female69%
Male68%
Black or African American54%
Asiann/a
Hispanic64%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White78%
Economically disadvantaged63%
Not economically disadvantaged78%
Special education25%
Not special education73%
Limited English proficient (LEP)47%
Proficient in English74%
Migrantn/a
Non-migrant68%
Gifted/talentedn/a
Non-Gifted68%
Bilingualn/a

Math

All Students43%
Female34%
Male50%
Black or African American23%
Asiann/a
Hispanic38%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White54%
Economically disadvantaged39%
Not economically disadvantaged50%
Special education13%
Not special education46%
Limited English proficient (LEP)24%
Proficient in English48%
Migrantn/a
Non-migrant43%
Gifted/talentedn/a
Non-Gifted43%
Bilingualn/a

Writing

All Students64%
Female63%
Male66%
Black or African American62%
Asiann/a
Hispanic58%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White75%
Economically disadvantaged62%
Not economically disadvantaged69%
Special education14%
Not special education70%
Limited English proficient (LEP)47%
Proficient in English70%
Migrantn/a
Non-migrant64%
Gifted/talentedn/a
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 Students78%
Female77%
Male79%
Black or African American76%
Asiann/a
Hispanic66%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged69%
Not economically disadvantaged89%
Special educationn/a
Not special education77%
Limited English proficient (LEP)53%
Proficient in English83%
Migrantn/a
Non-migrant78%
Gifted/talentedn/a
Non-Gifted78%
Bilingualn/a

Math

All Students67%
Female72%
Male63%
Black or African American53%
Asiann/a
Hispanic51%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged51%
Not economically disadvantaged89%
Special educationn/a
Not special education68%
Limited English proficient (LEP)20%
Proficient in English77%
Migrantn/a
Non-migrant67%
Gifted/talentedn/a
Non-Gifted67%
Bilingualn/a

Science

All Students64%
Female61%
Male66%
Black or African American53%
Asiann/a
Hispanic49%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White83%
Economically disadvantaged51%
Not economically disadvantaged81%
Special educationn/a
Not special education64%
Limited English proficient (LEP)33%
Proficient in English70%
Migrantn/a
Non-migrant64%
Gifted/talentedn/a
Non-Gifted63%
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%
Female93%
Male77%
Black or African American93%
Asiann/a
Hispanic76%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged80%
Not economically disadvantaged96%
Special educationn/a
Not special education89%
Limited English proficient (LEP)71%
Proficient in English91%
Migrantn/a
Non-migrant85%
Gifted/talentedn/a
Non-Gifted85%
Bilingualn/a

Math

All Students80%
Female80%
Male81%
Black or African American80%
Asiann/a
Hispanic73%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged76%
Not economically disadvantaged88%
Special education60%
Not special education82%
Limited English proficient (LEP)67%
Proficient in English83%
Migrantn/a
Non-migrant80%
Gifted/talentedn/a
Non-Gifted79%
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 "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
Hispanic 48% 52%
White 26% 29%
Black 19% 13%
Two or more races 4% 2%
Asian or Pacific Islander 2% 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) 28%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

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School basics

School Leader's name
  • CELINA KILGORE
Fax number
  • (817) 801-2755

Resources

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

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901 Chestnut Drive
Arlington, TX 76012
Phone: (682) 867-2750

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