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GreatSchools Rating

Cross Timbers Intermediate School

Public | 5-6 | 800 students

 

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Last modified
Community Rating

4 stars

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

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31 reviews of this school


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Posted April 27, 2013

this the best and respectful school that my children has been to. It has the best teachers you can have.
—Submitted by a parent


Posted September 17, 2011

Cross Timbers has a good administration and a lot of great teachers; however, they seem to have a continuous failure to deal with disciplinary issues. Last year and this year, it's the norm for an entire class to be punished because 2 or 3 kids are misbehaving. I realize many parents don't have high expectations for their kids and that the teachers are overloaded, but they wind up alienating the kids who are doing a good job. Bottom line, if your kid's not a problem, they'll be swept aside. We've transferred. They have a good team at CTIS and are trying- improving every year. I just was not willing to sacrifice my son's 6th grade year for the cause.
—Submitted by a parent


Posted May 26, 2011

The administration at this school are very pleasant and friendly. Whenever you come to the office, they are ready and willing to help. However, my only problem was with support from teachers on team 6B regarding control of students that easily disrupt the class and bully others. Instead of targeting the disruptive students, they targeted my son who actually is quiet, cooperative, gets good grades and wants to learn. That was my experience, but depending on where you are from, your experience may be different.
—Submitted by a parent


Posted August 26, 2009

the school is very nice and clean i believe thats where it all starts with a good education
—Submitted by a parent


Posted March 13, 2009

I go to this school and it rocks! The teachers are great. They're friendly when you're good, strict when you're bad (this is good for parents, beacause it teaches the kids good behavior), and can be funny... my math teacher was dancing today (as an example) and it was hilarious! My girlfriend and I were laughing so hard!!!! This is a great school with great staff and a great principal!
—Submitted by a student


Posted August 31, 2008

Your asst. principal, Mr. Wimbrey is a wonderful mentor for my granddaughter. I am so glad she is a student at this school.


Posted August 2, 2008

I am a teacher at this school, and have been a teacher for many years and at several different schools in a variety of districts. I must say that we have some of the best students I have ever had the pleasure of teaching. It is obvious that the majority of the parents have done a fantastic job raising their children, for it shows in the classroom. This adminstration on campus is by far the best I have ever had the privilege of being under, for many reasons that I won't bore you with. Not only is the adminstration a blessing to work for, but the faculty are true professionals and you know that children come first on this campus. Go Cross Timbers!
—Submitted by a teacher


Posted June 17, 2008

My son just completed his 5th grade year at Cross Timbers & I have to say I was very pleased with the teachers and the office staff. Anytime I had a concern or question they were accessible & very quick to respond. Cross Timbers has a dress code policy that they truly enforced and other factors that made the students see that they are responsible for themselves and should always conduct themselves in the proper manner. I am pleased that he will have one more year there, because it is a good feeling to be able to send your child back to a school that was so involved in helping him succeed.
—Submitted by a parent


Posted March 15, 2008

I have had a nice time at cross timbers, and I am in the 6th grade. I like this school because we are free to make our own choices. What I don't like is that there are lots of bullies on my team- 6B. I have to dodge people and stuff like that. The teachers are really trying their best, but other students just do not show any respect. So basically, it is those kids' parents fault. Just try to watch them, you know, the gangsters that say bad words and do not care about their grades. That's all.
—Submitted by a student


Posted July 26, 2007

I went to CTIS last year. I had really great teachers.I've been in two school districts and by far MISD is the best district I've ever been in.
—Submitted by a former student


Posted March 12, 2007

I have to say the teachers are great and I love this school. My child has a learning disability we were at Arlington and Venus and she was not prgressing. In the past year since we moved she is now able to be in the regular classroom thanks to the teachers and her hard work. They are very helpful and really care about the students. Communication is easy and fast with them. Any questions I have will be answered ASAP with e-mail or phone call. You as a parent always need to be involved. My child doesn't participate in extracurricular activities, but there are a lot of choices. Your child will have a good education at this school and good expereince. YOu need to care and the teachers relly do. They address problems immediatly
—Submitted by a parent


Posted June 17, 2006

This is a great school, top notch teachers and leadership. This was our best year of school ever.
—Submitted by a parent


Posted August 10, 2005

Way Way over crowded! They really need another intermediate school around here. It is not fair to the children this is one of the most overcrowded schools in Mansfield.
—Submitted by a parent


Posted August 3, 2005

The school is overcrowded. Regarding special education department, the teachers and aides are not properly trained. They have caring hearts but feel they are ignored when training is requested. This school district should take a seriouis look at Arlington ISD.
—Submitted by a parent


Posted June 7, 2005

New to this school district. So far, it is okay. The school is a little crowded - hope MISD corrects this soon.
—Submitted by a parent


Posted May 4, 2005

I am very happy with this school. We moved here from El Paso and was not sure about how my son would feel in a different school with so many studnets. Let me tell you it has been great! Even if there are so many students it still feels like a small school where teachers give their students their indidvidual attention. The teachers care about their studnets and are in constant communication with the parents. I am very happy to have made a great decision.
—Submitted by a parent


Posted March 28, 2005

The teachers at Cross Timbers have been working hard to improve their students' performances over last year. I also like that they still allow a good choice of artistic programs like band, art, theater, choir and foreign languages. I know that many schools are moving away from providing these programs so it is good to see that this school still finds them important amid the state's push for higher test scores. As with all schools, Cross Timbers has some things they can improve on but I feel that the administration and teachers know this and are working toward a better school atmosphere considering the extremely high enrollment rate and lack of funds.
—Submitted by a parent


Posted March 4, 2005

I like the cultural diversity in this school. My son's teachers do a good job with what they have..., too many students, not enough books, not their fault, the district is growing so fast. Many teachers keep up a web page with homework assignments and such, and will e-mail parents when concerns arise. The office staff is cheerful and efficient.
—Submitted by a parent


Posted February 15, 2005

The academic program needs improvement. The Tak test results are below the Texas average. Limited availability of extracurricular activities. As a parent it has been difficult to really get details of what is going on in the classroom.
—Submitted by a parent


Posted January 29, 2005

The parents at this school fit into three categories: parents who try to help the school; parents who constantly make trouble for the school and believe their child is an innocent angel, and those that just don't care about the school or their kid. Unfortunately for Cross Timbers the majority of the parents fall into the second and the third category. Next time you want to complain about something first ask yourself these questions: Does my child treat the teachers at this school with disrespect constantly? What have I done as a parent to help my child be a respectful young adult? If you constantly put the blame on the teachers and not the child, then you are setting your child up for failure as an adult. If your child cannot show respect to their teacher then how will they be able to show respect to their future employers?
—Submitted by a teacher


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 82% in 2011.

469 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
86%
Math

The state average for Math was 81% in 2011.

469 students were tested at this school in 2011.

2011

 
 
88%

2010

 
 
90%
Science

The state average for Science was 87% in 2011.

462 students were tested at this school in 2011.

2011

 
 
84%

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 84% in 2011.

418 students were tested at this school in 2011.

2011

 
 
83%

2010

 
 
91%
Math

The state average for Math was 83% in 2011.

418 students were tested at this school in 2011.

2011

 
 
86%

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

All Students92%
Female94%
Male90%
Black or African American88%
Asian100%
Hispanic88%
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged86%
Not economically disadvantaged97%
Special education64%
Not special education93%
Limited English proficient (LEP)72%
Proficient in English92%
Migrantn/a
Non-migrant92%
Gifted/talented100%

Math

All Students88%
Female86%
Male90%
Black or African American80%
Asian100%
Hispanic86%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged81%
Not economically disadvantaged94%
Special education59%
Not special education89%
Limited English proficient (LEP)84%
Proficient in English87%
Migrantn/a
Non-migrant88%
Gifted/talented100%

Science

All Students84%
Female82%
Male85%
Black or African American78%
Asian97%
Hispanic73%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged77%
Not economically disadvantaged90%
Special education61%
Not special education85%
Limited English proficient (LEP)56%
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

All Students83%
Female88%
Male77%
Black or African American75%
Asian91%
Hispanic78%
American Indian or Alaska Nativen/a
White90%
Economically disadvantaged76%
Not economically disadvantaged89%
Special education32%
Not special education85%
Limited English proficient (LEP)53%
Proficient in English84%
Migrantn/a
Non-migrant83%
Gifted/talented100%

Math

All Students86%
Female89%
Male83%
Black or African American76%
Asian100%
Hispanic89%
American Indian or Alaska Nativen/a
White91%
Economically disadvantaged82%
Not economically disadvantaged90%
Special education45%
Not special education88%
Limited English proficient (LEP)79%
Proficient in English85%
Migrantn/a
Non-migrant86%
Gifted/talented100%
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 77% in 2013.

375 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
73%
Math

The state average for Math was 75% in 2013.

372 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
78%
Science

The state average for Science was 73% in 2013.

379 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
70%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the State of Texas Assessments of Academic Readiness (STAAR) was used to test students in reading and math in grades 3 through 8; in writing in grades 4 and 7; in science in grades 5 and 8; in social studies in grade 8; and end-of-course assessments for English I, II, and II, Algebra I and II, biology and US History. STAAR is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The goal is for all students to score at or above the state standard.

Source: Texas Education Agency

English Language Arts

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

414 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
76%
Math

The state average for Math was 74% in 2013.

408 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
78%
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 Students76%
Female77%
Male76%
Black or African American67%
Asian82%
Hispanic73%
Multiracial81%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White84%
Economically disadvantaged67%
Not economically disadvantaged84%
Special education39%
Not special education78%
Limited English proficient (LEP)61%
Proficient in English78%
Migrantn/a
Non-migrant76%
Gifted/talented97%
Non-Gifted74%
Bilingualn/a

Math

All Students76%
Female72%
Male80%
Black or African American60%
Asian94%
Hispanic75%
Multiracial81%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged66%
Not economically disadvantaged85%
Special education9%
Not special education81%
Limited English proficient (LEP)68%
Proficient in English77%
Migrantn/a
Non-migrant76%
Gifted/talented100%
Non-Gifted74%
Bilingualn/a

Science

All Students78%
Female72%
Male83%
Black or African American61%
Asian97%
Hispanic78%
Multiracial94%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged70%
Not economically disadvantaged85%
Special education30%
Not special education82%
Limited English proficient (LEP)67%
Proficient in English80%
Migrantn/a
Non-migrant78%
Gifted/talented100%
Non-Gifted76%
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 Students71%
Female73%
Male70%
Black or African American53%
Asian85%
Hispanic71%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged62%
Not economically disadvantaged84%
Special education27%
Not special education75%
Limited English proficient (LEP)39%
Proficient in English74%
Migrantn/a
Non-migrant71%
Gifted/talented100%
Non-Gifted69%
Bilingualn/a

Math

All Students78%
Female78%
Male78%
Black or African American64%
Asian94%
Hispanic78%
Multiracial92%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged71%
Not economically disadvantaged88%
Special education36%
Not special education81%
Limited English proficient (LEP)63%
Proficient in English79%
Migrantn/a
Non-migrant78%
Gifted/talented100%
Non-Gifted76%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the State of Texas Assessments of Academic Readiness (STAAR) was used to test students in reading and math in grades 3 through 8; in writing in grades 4 and 7; in science in grades 5 and 8; in social studies in grade 8; and end-of-course assessments for English I, II, and II, Algebra I and II, biology and US History. STAAR is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The goal is for all students to score at or above the state standard.

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

Source: Texas Education Agency

Algebra I

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

Algebra II

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

Biology I

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

Chemistry

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

English I Reading

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

English I Writing

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

English II Reading

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

English II Writing

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

English III Reading

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a

English III Writing

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a

Geometry

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

Physics

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a

U.S. History

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a

World Geography

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

World History

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the State of Texas Assessments of Academic Readiness (STAAR) was used to test students in reading and math in grades 3 through 8; in writing in grades 4 and 7; in science in grades 5 and 8; in social studies in grade 8; and end-of-course assessments for English I, II, and II, Algebra I and II, biology and US History. STAAR is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The goal is for all students to score at or above the state standard.

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

Source: Texas Education Agency

  • In 2010-2011, this school was rated "Academically Acceptable".
  • In 2009-2010, this school was rated "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
Black 33% 13%
White 30% 29%
Hispanic 23% 52%
Asian or Pacific Islander 8% 4%
Two or more races 5% 2%
American Indian/Alaska Native N/A 0%
Hawaiian Native/Pacific Islander N/A 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 12%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 4%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • GINA RIETFORTS
Fax number
  • (817) 561-3814

Resources

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

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2934 Russell Road
Arlington, TX 76001
Website: Click here
Phone: (817) 299-3560

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