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Roquemore Elementary School

Public | PK-6 | 670 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
No new ratings
2012:
Based on 1 rating
2011:
Based on 4 ratings

Teacher quality

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Parent involvement

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20 reviews of this school


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Posted June 19, 2014

I have had my child here for the last 2 years ( 1st and 2nd) and I have seen great improvement, especially this 2nd grade year! Ms. Glass has been a wonderful leader in teaching my son. The principal and the front office have all been great, too!
—Submitted by a parent


Posted December 21, 2012

My neice just moved here from New Jersey and put her 5 year old daughter in kindergarten. She is a sweet and well behaved little girl. She is hit over and over and has been kicked, grabbed by an aide in the cafeteria for getting up to empty her trash. Her arm and thigh have been squeezed by other children. She has been punched in the face and has been left behind in the bathroom during an actual "fire" at that school. We have had many meetings with the teacher, assistant principals and the principal. We have gone to the AISD and complained about them. The principal keeps telling us each time that "that the problem is being handled". Then three days later, she is being hit again!!! The kids are out of control here and there is clearly no discipline going on. These bullies need to be put out of the school. We will keep making all the noise and trouble that we can about this school. We will be attending school board meetings in the future in order to bring our complaints against this principal and the lack of concern for the safety of a little innocent 5 year old girl. We have pulled her out of that school and insisted that the AISD send her to another school.


Posted July 3, 2011

60 people took valuable time out of their day on June 23, 2011 to show their support for Roquemore Elementary's new playground vision, to meet the new Principal, Ms. DuPont and the new Asst. Principal, Ms. Harry. The current Asst. Principal, Ms. Brooks was present. Ernie Horn from Score a Goal in the Classroom has taken the lead fund raising task to make sure the Roquemore kids have playground equipment at their school with they arrive for the fall semester. Please send your tax-deductible contribution to Score a Goal in the Classroom, Attn: Ernie Horn, 819 Penn St, Fort Worth, TX 76102-3413. The fund goal is $50,000...each dollar helps!


Posted July 3, 2011

Although this school has not yet been ranked as a "recognized" school, I believe we will see a big change next year. With more community involvement, as demonstrated by 60 people showing up at a meeting at the school recently, and the district focusing a great deal of attention on this school, I feel confident we will begin to see a positive change in student performance. RIght now we need for the community to come together and help in providing the necessary funding for some playground equipment for 2nd through 6th grade children.


Posted May 29, 2011

My daughter, who is a single mother, working fulltime and attending college has just moved intothis area and we are excited that her daughter will be in a school where she is not 1 of 4 white children - since she is taking a financial jump by obtainingher own apartment sot that her child will be in a better school system, and I as the grandmother will be driving from Fort Worth on days when the mother is not only working 8 hours a day but then attending night classes. Then I read where Katie McGowan, a parent states " The majority of the children are from lower income families and tend to lack discipline". Unfortunately because of being a single parent I guess my daughter falls into that group - I resent that statement. All apples are not red Ms. McGowan.


Posted May 5, 2011

Roquemore offers no homeowners, no PTA, & no accolades for teachers. Constant student turnover demands staff work 115% harder. Teachers stay late, come early, & pray together. This school is not for sissies. If you work here, it's because you have a special calling & a unique expertise with classroom management. The principal is compassionate.The AP, teachers, nurse, counselor, specials team,office & aids are outstanding educators who love the kids!
—Submitted by a teacher


Posted February 15, 2008

I love the staff at this school. Everyone is very helpful and friendly. When I walk into the school, I feel like I am walking into my own home.
—Submitted by a parent


Posted June 12, 2006

This school is very nice. I have had my kids there for 3 years now. I really appreciate the teachers and principals at this school they are dedecated. The only thing I don't approve of is lack of parent support. I go on every field trip and will come to school whenever necessary to support my kids learning. Most other parents don't do this. I am surprised at the lack of school support.
—Submitted by a parent


Posted May 23, 2006

My son is in his second year at Roquemore. I adore the teachers and all of the staff. The school does not have a PTA or a yearbook. I feel as though he is missing out on the everday joys of school. The majority of the children are from lower income families and tend to lack discipline. I hate to sound so negative, but, I feel as though this school is unacceptable. My son LOVES going to school and I hope things improve. The staff is awesome and VERY involved. But you can tell they are reaching limits as well. There are NO extracurricular activities. NONE!!
—Submitted by a parent


Posted February 19, 2006

I love the teachers and principals here--they worked very hard to help my child achieve. This school has very little parent involvement, no PTA program even. There are also many discipline problem students. We left Roquemore this year because my child kept getting picked on by bullies.
—Submitted by a parent


Posted November 8, 2005

my child just started attending Roquemore this year while we were staying with family members in the area. The teachers at Roquemore are, for the most part, exceptionally experienced and truly strive to meet the needs of the children. He has picked up some negative behaviors from some of his classmates, but the teachers and staff are dedicated to all of the children.
—Submitted by a parent


Posted September 27, 2005

Great Administration, Caring Teachers! As a former substitute who worked in this school, this is a place I enjoyed going because children are the top priority!
—Submitted by a teacher


Posted April 8, 2005

I read comments about schools failing students and parents being concerned. Yet, these noisemaking parents fail to take responosibility for their child's short comings. A straight A student tells me nothing, straight A's where? My son received commendable performance on the TAKS and attended Roquemore for the first 2 grading periods, the problem is not with the teachers but with the students and the parents. I removed my child not because teacher failure, but parent failure. When the teacher has to spend more than 10 minutes an hour maintaining discipline in an environment of disrespectful and apathetic students, it is not the teacher who is failing! It is the parent. Who taught or failed to teach these children manners and values? THE PARENT. My child now attends private school where students accept responsibility for their actions, or in the case of Roquemore students.. lack of!
—Submitted by a parent


Posted April 6, 2005

The teachers my children had while at Roquemore were actually quite good. But the facilities and support from the principals, counselors, etc seemed lacking. Many students did not seem to respect the teachers and parental support was lacking, to say the least. I was glad to get my kids out of this school!
—Submitted by a parent


Posted January 26, 2005

Upon moving to this school district we were warned by over 50 different parents that this school was way below standards academically and in manner other areas. We decided to see for ourselves what we thought. We put our straight A student in this school whom was being considered for the gateway program. A student who loves homework, school and cannot wait for summer to be over so they can return to school. Needless to say our child is now in counseling because they hate school. This students grades have fallen and after meeting with teachers and the Vice Principle repeatively the only result we have found is to withdraw our child and home school our child. We could not transfer them because this school on average was 5 weeks behind all other schools and over half my child's grade level could not pass the required T. A. K. S. testing.
—Submitted by a parent


Posted March 26, 2004

I have taught PreK and Kindergarten at Roquemore for 6 years and cannot see myself teaching anywhere else. This is a commited group of teachers who truly care about each child's success. Each grade level works together to be sure the curriculum is taught to each child in each class in a multitude of styles. Great School!!
—Submitted by a teacher


Posted March 18, 2004

The teachers that I have encountered at Roquemore want nothing more than to see your child be successful. The teachers I have worked with have been open and easy to communicate with. I have a child with ADHD, and he is difficult to work with in a classroom setting. I have seen so much improvement over the past couple of years since we came to this school. I appreciate all the support I have received.
—Submitted by a parent


Posted December 17, 2003

My daughter started her kindergarden year at Roquemore and had at least three different teachers that year come and go from her class. The whole situation made it hard for the children as well as the parents to adjust to the constant changes. Needless to say we had a rough year that year. My daughter is now a in the first grade at Roquemore and everything has been pretty good so far. My daughter really enjoys her teacher Mrs. Blanton as do I.
—Submitted by a parent


Posted November 8, 2003

I am a former teacher (6-7 years ago) & this was by far the roughest school I've ever taught at.
—Submitted by a teacher


Posted September 9, 2003

My son has been a transfer student at this school since the last half of kindergarten. I wouldn't move him to another school for anything. The faculty at this school is the best. Very attentive and genuinely caring. This is by far a wonderful school. Thanks, Kristi
—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

 
 
78%

2010

 
 
84%
Math

The state average for Math was 87% in 2011.

77 students were tested at this school in 2011.

2011

 
 
68%

2010

 
 
70%
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.

58 students were tested at this school in 2011.

2011

 
 
69%

2010

 
 
62%
Math

The state average for Math was 88% in 2011.

57 students were tested at this school in 2011.

2011

 
 
72%

2010

 
 
67%
Writing

The state average for Writing was 90% in 2011.

55 students were tested at this school in 2011.

2011

 
 
78%

2010

 
 
74%
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.

69 students were tested at this school in 2011.

2011

 
 
65%

2010

 
 
79%
Math

The state average for Math was 81% in 2011.

69 students were tested at this school in 2011.

2011

 
 
62%

2010

 
 
70%
Science

The state average for Science was 87% in 2011.

66 students were tested at this school in 2011.

2011

 
 
58%

2010

 
 
72%
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.

66 students were tested at this school in 2011.

2011

 
 
73%

2010

 
 
80%
Math

The state average for Math was 83% in 2011.

66 students were tested at this school in 2011.

2011

 
 
65%

2010

 
 
65%
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 Students78%
Female82%
Male73%
Black or African American83%
Asiann/a
Hispanic72%
American Indian or Alaska Nativen/a
White70%
Economically disadvantaged76%
Not economically disadvantaged90%
Special educationn/a
Not special education79%
Limited English proficient (LEP)72%
Proficient in English79%
Migrantn/a
Non-migrant78%
Gifted/talentedn/a

Math

All Students68%
Female72%
Male63%
Black or African American59%
Asiann/a
Hispanic72%
American Indian or Alaska Nativen/a
White90%
Economically disadvantaged67%
Not economically disadvantaged70%
Special educationn/a
Not special education69%
Limited English proficient (LEP)72%
Proficient in English66%
Migrantn/a
Non-migrant68%
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 Students69%
Female73%
Male65%
Black or African American52%
Asiann/a
Hispanic77%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged63%
Not economically disadvantaged92%
Special educationn/a
Not special education72%
Limited English proficient (LEP)69%
Proficient in English63%
Migrantn/a
Non-migrant69%
Gifted/talentedn/a

Math

All Students72%
Female84%
Male61%
Black or African American60%
Asiann/a
Hispanic77%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged67%
Not economically disadvantaged92%
Special educationn/a
Not special education74%
Limited English proficient (LEP)77%
Proficient in English68%
Migrantn/a
Non-migrant72%
Gifted/talentedn/a

Writing

All Students78%
Female88%
Male69%
Black or African American68%
Asiann/a
Hispanic81%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged74%
Not economically disadvantaged100%
Special educationn/a
Not special education81%
Limited English proficient (LEP)85%
Proficient in English74%
Migrantn/a
Non-migrant78%
Gifted/talentedn/a
Scale: % meeting or exceeding standards

About the tests


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

The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.

Source: Texas Education Agency

English Language Arts

All Students65%
Female67%
Male62%
Black or African American57%
Asiann/a
Hispanic85%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged62%
Not economically disadvantaged82%
Special educationn/a
Not special education65%
Limited English proficient (LEP)57%
Proficient in English61%
Migrantn/a
Non-migrant65%
Gifted/talentedn/a

Math

All Students62%
Female63%
Male62%
Black or African American51%
Asiann/a
Hispanic78%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged57%
Not economically disadvantaged91%
Special educationn/a
Not special education62%
Limited English proficient (LEP)57%
Proficient in English59%
Migrantn/a
Non-migrant62%
Gifted/talentedn/a

Science

All Students58%
Female57%
Male58%
Black or African American50%
Asiann/a
Hispanic76%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged56%
Not economically disadvantaged64%
Special educationn/a
Not special education58%
Limited English proficient (LEP)57%
Proficient in English53%
Migrantn/a
Non-migrant58%
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 Students73%
Female81%
Male63%
Black or African American69%
Asiann/a
Hispanic76%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged75%
Not economically disadvantaged57%
Special education40%
Not special education75%
Limited English proficient (LEP)63%
Proficient in English72%
Migrantn/a
Non-migrant73%
Gifted/talentedn/a

Math

All Students65%
Female72%
Male57%
Black or African American60%
Asiann/a
Hispanic72%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged69%
Not economically disadvantaged29%
Special education40%
Not special education67%
Limited English proficient (LEP)63%
Proficient in English65%
Migrantn/a
Non-migrant65%
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.

79 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
71%
Math

The state average for Math was 69% in 2013.

80 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
51%
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.

74 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
55%
Math

The state average for Math was 68% in 2013.

75 students were tested at this school in 2013.

2013

 
 
29%

2012

 
 
35%
Writing

The state average for Writing was 71% in 2013.

74 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
45%
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.

67 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
60%
Math

The state average for Math was 75% in 2013.

68 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
52%
Science

The state average for Science was 73% in 2013.

72 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
53%
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.

57 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
71%
Math

The state average for Math was 74% in 2013.

57 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
63%
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 Students67%
Female69%
Male65%
Black or African American68%
Asiann/a
Hispanic70%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged67%
Not economically disadvantaged67%
Special educationn/a
Not special education69%
Limited English proficient (LEP)60%
Proficient in English69%
Migrantn/a
Non-migrant67%
Gifted/talentedn/a
Non-Gifted66%
Bilingualn/a

Math

All Students60%
Female62%
Male58%
Black or African American66%
Asiann/a
Hispanic58%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged60%
Not economically disadvantaged60%
Special educationn/a
Not special education62%
Limited English proficient (LEP)62%
Proficient in English59%
Migrantn/a
Non-migrant60%
Gifted/talentedn/a
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 Students59%
Female71%
Male47%
Black or African American57%
Asiann/a
Hispanic65%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged59%
Not economically disadvantaged67%
Special educationn/a
Not special education60%
Limited English proficient (LEP)60%
Proficient in English59%
Migrantn/a
Non-migrant59%
Gifted/talentedn/a
Non-Gifted59%
Bilingualn/a

Math

All Students29%
Female34%
Male24%
Black or African American28%
Asiann/a
Hispanic31%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged32%
Not economically disadvantaged0%
Special educationn/a
Not special education31%
Limited English proficient (LEP)33%
Proficient in English28%
Migrantn/a
Non-migrant29%
Gifted/talentedn/a
Non-Gifted28%
Bilingualn/a

Writing

All Students42%
Female42%
Male42%
Black or African American46%
Asiann/a
Hispanic35%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged43%
Not economically disadvantaged33%
Special educationn/a
Not special education43%
Limited English proficient (LEP)27%
Proficient in English46%
Migrantn/a
Non-migrant42%
Gifted/talentedn/a
Non-Gifted41%
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 Students60%
Female71%
Male48%
Black or African American67%
Asiann/a
Hispanic55%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White40%
Economically disadvantaged60%
Not economically disadvantaged57%
Special educationn/a
Not special education61%
Limited English proficient (LEP)50%
Proficient in English63%
Migrantn/a
Non-migrant60%
Gifted/talentedn/a
Non-Gifted58%
Bilingualn/a

Math

All Students59%
Female71%
Male47%
Black or African American45%
Asiann/a
Hispanic68%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White80%
Economically disadvantaged59%
Not economically disadvantaged57%
Special educationn/a
Not special education60%
Limited English proficient (LEP)63%
Proficient in English58%
Migrantn/a
Non-migrant59%
Gifted/talentedn/a
Non-Gifted57%
Bilingualn/a

Science

All Students43%
Female44%
Male42%
Black or African American28%
Asiann/a
Hispanic55%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White60%
Economically disadvantaged41%
Not economically disadvantaged56%
Special educationn/a
Not special education46%
Limited English proficient (LEP)44%
Proficient in English43%
Migrantn/a
Non-migrant43%
Gifted/talentedn/a
Non-Gifted41%
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 Students72%
Female85%
Male61%
Black or African American63%
Asiann/a
Hispanic81%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White60%
Economically disadvantaged69%
Not economically disadvantaged100%
Special educationn/a
Not special education74%
Limited English proficient (LEP)71%
Proficient in English72%
Migrantn/a
Non-migrant72%
Gifted/talentedn/a
Non-Gifted71%
Bilingualn/a

Math

All Students63%
Female77%
Male52%
Black or African American58%
Asiann/a
Hispanic63%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White80%
Economically disadvantaged62%
Not economically disadvantaged80%
Special educationn/a
Not special education68%
Limited English proficient (LEP)57%
Proficient in English65%
Migrantn/a
Non-migrant63%
Gifted/talentedn/a
Non-Gifted62%
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 Unacceptable".
  • In 2009-2010, this school was rated "Academically Acceptable".
  • In 2008-2009, this school was rated "Academically Acceptable".

About the tests


Texas uses Accountability Ratings to indicate the overall performance of each school and district. The ratings are based on TAKS test results, dropout rates for grades 7 and 8 and school completion rates for grades 9 through 12. Schools and districts rated under standard accountability procedures are designated as Exemplary, Recognized, Academically Acceptable or Academically Unacceptable. Schools and districts rated under alternative education accountability (AEA) procedures are designated as either AEA: Academically Acceptable or AEA: Academically Unacceptable.

Source: Texas Education Agency

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Black 50% 13%
Hispanic 37% 52%
White 9% 29%
Two or more races 2% 2%
Asian or Pacific Islander 1% 4%
American Indian/Alaska Native N/A 0%
Hawaiian Native/Pacific Islander N/A 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 24%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 12%N/AN/A
Source: CRDC, 2011-2012

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School basics

School Leader's name
  • YVONNE HARRIS-DUPONT
Fax number
  • (817) 801-3505

Resources

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

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2001 Van Buren Drive
Arlington, TX 76011
Phone: (682) 867-3500

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