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GreatSchools Rating

Wimbish Elementary School

Public | PK-6 | 606 students

 

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Last modified
Community Rating

3 stars

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

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25 reviews of this school


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Posted April 18, 2013

This school is awful the fighting the bullying i am just tired of the drama. I believe that the teachers pick on my son to get him fired up then they call me with a different story getting my kids out as soon as possible..
—Submitted by a parent


Posted August 20, 2012

WARNING! This school as of August 8th has been put on an unacceptable level! They should have done this years ago. I received a letter telling me that we were allowed to transfer to another school, that transfers would be accepted to Hill of Swift. Wimbish does have some very good and loving teachers, but they can't handle the horrible behavior of most of those kids. One teacher Mr. Friend, the music teacher, stands up to the kids who constantly misbehave! The lunchroom staff, should be fired ASAP! They are very mean and they cross the line regarding how they treat the kids. The disruptive kids run that school, not the staff. I've even had teachers tell me they would not bring their kids to Wimbish.
—Submitted by a parent


Posted March 1, 2012

Extremely unhappy with this school, we are currently trying to find a charter school for our children to get them out of there. The problems are endless. Let's start with the bullying situation. My youngest child (8) has gotten into many fights because the teachers will not protect her. It started last year and we went to her teacher numerous times and nothing was done. This year a new child is bullying her and after being pushed around and the teachers doing NOTHING, we told her to start fighting back. The principal is ridiculous, he has no control of the school at all. The traffic situation out front is also dangerous and parents are constantly screaming at each other and arguing over it. One dad went as far as to rip the side mirror off a mom's car...guess what...nothing was done. Kids run out into the street while teachers stand by and chit chat with each other. This is probably the worst elementary school i have seen outside the inner city. Do not send your child here...transfer to Butler or Ditto if you want them to actually learn and be happy.
—Submitted by a parent


Posted August 25, 2011

We agreed with most of the negative reviews posted here. We continue to hope for other better disciplined schools to call us for transfer. If the bullying continues and our kids are begging to not go to school, we will home school.
—Submitted by a parent


Posted September 10, 2010

I agree with a lot of the reviews listed here. While there are worse schools out there, I was very surprised at how we've been treated by office staff and some of the things I've seen the kids get away with in the cafeteria. It's loud, out of control.. My 1st grade daughter doesn't have enough time to eat, because the higher grades are allowed in the cafeteria at the same time, and they are cutting in line so bad, she never gets enough time to finish eating! She's been coming home very hungry, and when I finally went to have lunch with her, I understood why. There was NO supervision in that cafeteria until 10 minutes after we walked in. My husband watched the principal unlock the front doors to open the school and left two little girls sleeping outside the front doors barely out of the rain.
—Submitted by a parent


Posted May 10, 2010

I Think This Is An Awesome School. Everything Is Great Such As Field Trips But I Think The Kids Should Be Able To Talk More At Lunch. The Moniters Should Give Them A Break!
—Submitted by a parent


Posted September 30, 2008

This is my 2nd year my son has been at Wimbish. The bullying and fighting is out of control and the principle does nothing about it. The teachers have been pretty good but they seem to have their hands tied and worry too much about the taks test. We're moving over Christmas just so he can get a better school experience.
—Submitted by a parent


Posted September 11, 2008

My experience with Wimbish has been similar to some of the other reviews. The teachers seem to really care about the students, but the administrative staff is unacceptable. The principal and vice-principal spend all their time sitting in each other's offices and avoid any real work. It has been our experience that little is done to curb discipline problems. Test scores are the only real concern. We are hoping to be able to move our children soon.
—Submitted by a parent


Posted February 25, 2008

My daughter is currently attending Pre-k there, and I absolutely love her teachers. She is very caring and great with them. I really like how the classroom is organized by groups and how she follows through with the discipline plan. I really have enjoyed having my daughter enrolled there this year.
—Submitted by a parent


Posted August 27, 2007

My daughter is a fifth grader at Wimbish and I love it there. The teachers and staff are wonderful and caring and she loves to go to school everyday.
—Submitted by a parent


Posted August 27, 2007

My daughter went to Wimbish for her Pre-K and Kindergarten years. Her teachers were nice to her and she liked it most of the time, but if we ever did have problems the principal and office staff were terrible at fixing it. There were also times when my daughter was hit by other classmates and nothing would be done to stop or prevent it.So we moved this summer so she could go to a better school.
—Submitted by a parent


Posted May 22, 2007

My daughter is in 1st grade this year and she is doing very well. her homework this year is not bad 1-2 pages a night and weekly spelling tests. this year the school has earned a gold rating for reading. In this 2006-2007 school rumor has it our test scores have gone up to move us up to a recognized school. The teachers here are wonderful and do care for our children! The principal is great and a caring person as well. Each child(unless your child is undisciplined) is treated with respect and they are urged by character counts to respect others! My daughter loves school and can't wait till next year. we do need more parental involvement, but that will come with time.
—Submitted by a parent


Posted May 20, 2007

My husband and I have had a very disappointing experience with this school. My [child] has had the most horrible year at this school with the teachers and students. The principle and assistant principle to me are just there to be there. If I could afford to transfer her to a new school I would tommorrow. My child and other kids also a being picked on at this school without any discipline being done to the children.
—Submitted by a parent


Posted April 27, 2007

We are about to move to a new area and are sad about leaving Wimbish. My daughter has been there for 4 years and I have been pleased with all teachers I have met as well as the Principal. It is very diverse ethnically and financially, which I think has been good, although it is sometimes challenging. Parental involvement is lower than I have noticed in other schools, but the diversity may present challenges in this area. Very experienced staff that have taken a personal interest in my child.
—Submitted by a parent


Posted April 30, 2006

This is my daughters first year at Wimbish and she absolutly loves it. She is making straight A's now and she has made wonderful friends. There is plenty of extracurricular activities for everyone to share and love. The only downfall is that she has 3 assignments of homwork every night. This takes her about 2-3 hours to finish everyday. Parental involvement seems kinda low here, maybe average.
—Submitted by a parent


Posted February 25, 2006

This school needs to focus more on the children rather than the teachers performance
—Submitted by a parent


Posted February 25, 2006

If teachers could be treated the way the kids are being treated;the school would probably be better in helping kids reach the goal provided by the state.
—Submitted by a parent


Posted November 21, 2005

I have 3 students attending wimbish, and the only one of the 3 that is happy with this school is my prek. My 3rd grader and my 1st grader would rather attend a different school. The reason for that is the school is putting to much pressure on these children to past the standerdized test given by the state. What happened to helping the children become well rounded? Wimbish is really just focusing on the numbers the children will provide for that school.Can we please work together and try to help the students become more well rounded people instead of using them to boost the district numbers.
—Submitted by a parent


Posted November 21, 2005

This school is not focused on the children it is focused on the test scores, the staff. What happend to just being truely concerned about the children; And there ablity to become well rounded human beings instead of stressed out adults. I am very disappointed with this school and the staff.
—Submitted by a parent


Posted August 29, 2005

My daughter has gone to this school for the last 3 years and has struggled the whole time. She hasn't received the extra help and attention that she has needed The music and Arts teachers are wonderful with the children.
—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.

95 students were tested at this school in 2011.

2011

 
 
69%

2010

 
 
75%
Math

The state average for Math was 87% in 2011.

96 students were tested at this school in 2011.

2011

 
 
63%

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 85% in 2011.

76 students were tested at this school in 2011.

2011

 
 
68%

2010

 
 
74%
Math

The state average for Math was 88% in 2011.

75 students were tested at this school in 2011.

2011

 
 
64%

2010

 
 
69%
Writing

The state average for Writing was 90% in 2011.

76 students were tested at this school in 2011.

2011

 
 
72%

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.

67 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
85%
Math

The state average for Math was 81% in 2011.

67 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
88%
Science

The state average for Science was 87% in 2011.

67 students were tested at this school in 2011.

2011

 
 
88%

2010

 
 
91%
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.

70 students were tested at this school in 2011.

2011

 
 
77%

2010

 
 
81%
Math

The state average for Math was 83% in 2011.

70 students were tested at this school in 2011.

2011

 
 
83%

2010

 
 
83%
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 Students69%
Female69%
Male70%
Black or African American55%
Asiann/a
Hispanic74%
American Indian or Alaska Nativen/a
White83%
Economically disadvantaged68%
Not economically disadvantaged79%
Special education56%
Not special education71%
Limited English proficient (LEP)79%
Proficient in English68%
Migrantn/a
Non-migrant69%
Gifted/talentedn/a

Math

All Students63%
Female69%
Male55%
Black or African American46%
Asiann/a
Hispanic78%
American Indian or Alaska Nativen/a
White65%
Economically disadvantaged61%
Not economically disadvantaged71%
Special education50%
Not special education64%
Limited English proficient (LEP)86%
Proficient in English59%
Migrantn/a
Non-migrant63%
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 Students68%
Female65%
Male72%
Black or African American60%
Asiann/a
Hispanic69%
American Indian or Alaska Nativen/a
White80%
Economically disadvantaged65%
Not economically disadvantaged90%
Special education29%
Not special education72%
Limited English proficient (LEP)20%
Proficient in English74%
Migrantn/a
Non-migrant68%
Gifted/talentedn/a

Math

All Students64%
Female58%
Male69%
Black or African American68%
Asiann/a
Hispanic58%
American Indian or Alaska Nativen/a
White60%
Economically disadvantaged64%
Not economically disadvantaged67%
Special education17%
Not special education68%
Limited English proficient (LEP)30%
Proficient in English68%
Migrantn/a
Non-migrant64%
Gifted/talentedn/a

Writing

All Students72%
Female78%
Male67%
Black or African American70%
Asiann/a
Hispanic70%
American Indian or Alaska Nativen/a
White78%
Economically disadvantaged70%
Not economically disadvantaged90%
Special education29%
Not special education77%
Limited English proficient (LEP)45%
Proficient in English73%
Migrantn/a
Non-migrant72%
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 Students93%
Female96%
Male90%
Black or African American85%
Asiann/a
Hispanic94%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged92%
Not economically disadvantaged94%
Special educationn/a
Not special education92%
Limited English proficient (LEP)n/a
Proficient in English93%
Migrantn/a
Non-migrant93%
Gifted/talentedn/a

Math

All Students94%
Female96%
Male93%
Black or African American85%
Asiann/a
Hispanic100%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged94%
Not economically disadvantaged94%
Special educationn/a
Not special education95%
Limited English proficient (LEP)n/a
Proficient in English93%
Migrantn/a
Non-migrant94%
Gifted/talentedn/a

Science

All Students88%
Female89%
Male88%
Black or African American86%
Asiann/a
Hispanic82%
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged86%
Not economically disadvantaged94%
Special education80%
Not special education89%
Limited English proficient (LEP)n/a
Proficient in English88%
Migrantn/a
Non-migrant88%
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 Students77%
Female84%
Male69%
Black or African American77%
Asiann/a
Hispanic70%
American Indian or Alaska Nativen/a
White87%
Economically disadvantaged80%
Not economically disadvantaged69%
Special educationn/a
Not special education78%
Limited English proficient (LEP)67%
Proficient in English80%
Migrantn/a
Non-migrant77%
Gifted/talentedn/a

Math

All Students83%
Female84%
Male81%
Black or African American73%
Asiann/a
Hispanic96%
American Indian or Alaska Nativen/a
White80%
Economically disadvantaged83%
Not economically disadvantaged81%
Special educationn/a
Not special education84%
Limited English proficient (LEP)100%
Proficient in English78%
Migrantn/a
Non-migrant83%
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.

75 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
66%
Math

The state average for Math was 69% in 2013.

65 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
43%
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.

72 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
63%
Math

The state average for Math was 68% in 2013.

76 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
45%
Writing

The state average for Writing was 71% in 2013.

72 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
55%
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.

66 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
74%
Math

The state average for Math was 75% in 2013.

67 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
70%
Science

The state average for Science was 73% in 2013.

68 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
71%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

86 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
83%
Math

The state average for Math was 74% in 2013.

85 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
73%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

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 Students52%
Female61%
Male44%
Black or African American53%
Asiann/a
Hispanic45%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White50%
Economically disadvantaged53%
Not economically disadvantaged46%
Special educationn/a
Not special education53%
Limited English proficient (LEP)25%
Proficient in English59%
Migrantn/a
Non-migrant52%
Gifted/talentedn/a
Non-Gifted51%
Bilingualn/a

Math

All Students43%
Female47%
Male40%
Black or African American40%
Asiann/a
Hispanic48%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White38%
Economically disadvantaged45%
Not economically disadvantaged33%
Special educationn/a
Not special education44%
Limited English proficient (LEP)50%
Proficient in English42%
Migrantn/a
Non-migrant43%
Gifted/talentedn/a
Non-Gifted39%
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 Students53%
Female73%
Male36%
Black or African American46%
Asiann/a
Hispanic44%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White73%
Economically disadvantaged48%
Not economically disadvantaged82%
Special educationn/a
Not special education54%
Limited English proficient (LEP)41%
Proficient in English56%
Migrantn/a
Non-migrant53%
Gifted/talentedn/a
Non-Gifted50%
Bilingualn/a

Math

All Students34%
Female40%
Male29%
Black or African American17%
Asiann/a
Hispanic41%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White60%
Economically disadvantaged32%
Not economically disadvantaged45%
Special education0%
Not special education37%
Limited English proficient (LEP)50%
Proficient in English29%
Migrantn/a
Non-migrant34%
Gifted/talentedn/a
Non-Gifted31%
Bilingualn/a

Writing

All Students63%
Female85%
Male44%
Black or African American54%
Asiann/a
Hispanic59%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White80%
Economically disadvantaged57%
Not economically disadvantaged91%
Special educationn/a
Not special education62%
Limited English proficient (LEP)65%
Proficient in English62%
Migrantn/a
Non-migrant63%
Gifted/talentedn/a
Non-Gifted60%
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 Students61%
Female59%
Male64%
Black or African American58%
Asiann/a
Hispanic52%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White73%
Economically disadvantaged60%
Not economically disadvantaged64%
Special educationn/a
Not special education62%
Limited English proficient (LEP)40%
Proficient in English62%
Migrantn/a
Non-migrant61%
Gifted/talentedn/a
Non-Gifted59%
Bilingualn/a

Math

All Students60%
Female63%
Male56%
Black or African American56%
Asiann/a
Hispanic58%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White64%
Economically disadvantaged61%
Not economically disadvantaged50%
Special educationn/a
Not special education60%
Limited English proficient (LEP)40%
Proficient in English61%
Migrantn/a
Non-migrant60%
Gifted/talentedn/a
Non-Gifted58%
Bilingualn/a

Science

All Students68%
Female60%
Male79%
Black or African American54%
Asiann/a
Hispanic68%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White80%
Economically disadvantaged68%
Not economically disadvantaged67%
Special education29%
Not special education72%
Limited English proficient (LEP)60%
Proficient in English68%
Migrantn/a
Non-migrant68%
Gifted/talentedn/a
Non-Gifted66%
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 Students69%
Female64%
Male72%
Black or African American67%
Asiann/a
Hispanic63%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White80%
Economically disadvantaged72%
Not economically disadvantaged59%
Special education43%
Not special education71%
Limited English proficient (LEP)43%
Proficient in English74%
Migrantn/a
Non-migrant68%
Gifted/talented100%
Non-Gifted66%
Bilingualn/a

Math

All Students62%
Female63%
Male62%
Black or African American57%
Asiann/a
Hispanic54%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White81%
Economically disadvantaged67%
Not economically disadvantaged48%
Special education33%
Not special education65%
Limited English proficient (LEP)31%
Proficient in English68%
Migrantn/a
Non-migrant63%
Gifted/talented100%
Non-Gifted59%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

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 "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 40% 13%
Hispanic 36% 52%
White 17% 29%
Two or more races 5% 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) 20%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
  • RUSSELL BERRONG
Fax number
  • (817) 801-6005

Resources

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

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1601 Wright Street
Arlington, TX 76012
Phone: (682) 867-6000

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