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GreatSchools Rating

Williams Elementary School

Public | PK-6 | 813 students

 

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Last modified
Community Rating

2 stars

Community Rating by Year
2014:
Based on 4 ratings
2013:
Based on 1 rating
2012:
Based on 1 rating
2011:
Based on 5 ratings

Teacher quality

Principal leadership

Parent involvement

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21 reviews of this school


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Posted May 2, 2014

When we bought are home, the biggest selling point was that the school was just a few doors away. It started out as a wonderful school . I spend every free moment I had there volunteering, it really felt like a family. When the principal Mrs Goode left, she took that sense of family with her. The current principal and teachers do not care about the students. You can always tell when teachers love their job, or are there for a paycheck. The curriculum is sub par. Many of my complaints have gone unresolved. There have been 3 instances of adults being physical with my children. I am told it will be investigated, but still no resolve. I am in the process of getting the school board to investigate this school. If you have the chance to go to any other school, please do. You will not be happy here!
—Submitted by a parent


Posted April 2, 2014

Pre k team is great, no problem there. My son was being bullied by a classmate and the teacher always looked the other way. We were borrowing a friend's address so they could go to that school. Back in November my son had a major surgery and the principal found out about the address so the sorry excuse of a man kicked my other two kids off the school saying they needed to leave by Friday February 14 2014 and this was on a February 11 2014. The school is getting worse since that new principal took over. All he does is stare at women's behinds. It used to be a great school. The principal is not a good leader, so the school is not good at all.
—Submitted by a parent


Posted February 11, 2014

Pre k team is great, no problem there. My son was being bullied by a classmate and the teacher always looked the other way. We were borrowing a friend's address so they could go to that school. Back in November my son had a major surgery and the principal found out about the address so the sorry excuse of a man kicked my other two kids off the school saying they needed to leave by Friday February 14 2014 and this was on a Tuesday. The school is getting worse since that new principal took over. All he does is stare at women's behinds. It used to be a great school.
—Submitted by a parent


Posted January 31, 2014

I have two kids at this school. First off my son needs more attention and one on one than others. Last year he received that but this year none at all. When I first moved here I wanted him in special classes but the school didn't feel it was necessary. I thought that was a bit strange. My 3rd grader is in danger of failing. She's never had trouble with school until now. What really bothers me is the lack of compassion from the teachers. It seems to me they have a I don't care attitude. Communication is awful. You wire notes on their PDS and get no response. I wouldn't recommend this school at all. All I get from it is a bunch of adults who rather be somewhere else. There's only a handful of teachers that really cares. In the process of relocating my kids.
—Submitted by a parent


Posted March 5, 2013

I have 3 kids in this school.. I have to say Pre-k is excellent with helping and getting involed. but if something happens on the playground (like fell and hit is head) you would find out intil after school. I also have a child in 2nd grade. she has the best teacher all around, sweet kind caring, and helpful. works with your child. but then it comes to my older child she is in 4th grade, I Have nothing but negitive comments. I have addressed all my problems (what happens, NOTHING) If a child needs help, and you see them struggle HELP THEM! dont put them on the back burner. Dont yell at the child! Dont punish a child. and DONT bully the child, because your the teacher!
—Submitted by a parent


Posted February 15, 2012

My son has there on prek 4 the teachers there are a terrible teacher they do not care about the kids safety my son was pushed from the top of the slide from another kid when I pick up my child they told me how they saw this kid did it with all the intention later I don't know the reason they tried to hide whole situation saying that they did not saw anything in front of the principal . I can not believe it what I was hearing they were lying in front of my face changing everything they had told me .I submit a letter to the superintendent about that situation but all them cover each other the teachers and principal .I move my son to a private school thanks god now he is learning a lot .. if you have a situation please report to the superintendent people like that do not need to be around kids I still have to deal with my son pain in his back .
—Submitted by a parent


Posted November 10, 2011

We have had nothing but issues with my son's teacher and the administrative staff is more interested in protecting the teacher than the child she is bullying. He has been left for very extended amounts of time in a room unsupervised and they seem to find the outcome of his mischeif during this time disturbing and not the fact that a 7 year old has been left alone in a room full of desks with a tool to remove all of the screws and for a period of time long enough for him to decide to do so. The situation there is so grave he has regressed about 2 to 3 years in many development areas and is afraid to be left in a room alone at home. He won't even shut the door when he goes to the bathroom or showers anymore, and if I shut it he will scream out of fear.
—Submitted by a parent


Posted July 13, 2011

As a product of Williams Elementary myself and the sister and aunt of students who went there, I find Williams to be an enriching school that provides good classroom instruction and teachers who care.


Posted June 21, 2011

School has problems with communicating with parents. Notices for school events are often sent the night of the event.
—Submitted by a parent


Posted March 31, 2011

Williams is not the worst school by far but it definitely has room for improvement. I am, however, a little dissappointed in the minimum amount of activities/programs offered to the children to partake in. Fundraisers are sometimes last minute so parents aren't given enough time to actively participate. Wish there was a little more organization and parent participation throughout the classrooms but it won't improve overnight. My child seems to be learning so that is the most important thing!!
—Submitted by a parent


Posted February 7, 2011

This is the worst school ever. The teachers do not care. The principal show no interest in the childrens well-fare. children are intergated with out the parents. i have never seeen so much racialism going on in one school. I do not recommend that school at all.
—Submitted by a parent


Posted October 27, 2010

Is this People has kids ? or did they when on teaching for money? give me a break. my son does not have a problem, Quick judge those kids. i wonder if i m only one out there that is done this school.
—Submitted by a parent


Posted July 15, 2010

Communication is slow, often notices for events are sent out 2 days before an event, sometimes the day before.


Posted August 27, 2009

Williams could be a top notch school, unfortunately the combination of administrative turnover, differing focus areas, teacher stress and burnout, hidden agendas, lack of the depth of quality realtionships in parent/teacher, teacher/teacher, administration/teacher, and confusion of across the board district policies negatively impacts a school that could be fantastic. Thank goodness There are some very special staff, community, and parents that keep Williams going in a positive direction. I struggle with a 3 star because of the ongoing problems, so have to give it a 2 star rating.


Posted August 26, 2009

currently I have three kids in willaims ele, they started last year and it was a difficult year. my two youngest are having to repeat there grades, I have mixed feelings about this but I do believe that when I tried to speak with the teachers they were quick to judge and say they may have other type of problmes that rquire drugs. I am currtenly looking and reserching a new school I feel as if my childern and I are not really welcomed at this school. I would deffinltly do your research before you settle on willams ele, I am not tring to be disrespectful there may be some real great teachers and staff, however the unwelcoming feeling is overwhelming.
—Submitted by a parent


Posted February 27, 2008

I've had a child enrolled in this school every year from the time it opened in 1993. The third is currently attending, but am looking for other schools to transfer to at the year's end. When this school first opened, it was great and I would have given it five stars. The quality of education and administration has come down each and every year since. There are a few really good teachers scattered among the various grades, but overall the quality of the schools curriculum, and opportunities are lacking, as is the parental involvement. It has the feel of a big daycare, I'm sorry to admit. I was struggling as to give this 2 or 3 stars, but opted for 3 out of respect. Nothing really bad about the school, but nothing great either.
—Submitted by a parent


Posted January 9, 2008

I feel that the school falls below average. The teachers have a dont care attitude. My child has questions on assignments and they don't take the time to truley make sure every child in the class room understands the assignments or curriculum. The children there are out of control and the principal is not involved. Infact we are moving to another area in the town so she can have a better education. I do not recommend this school to anyone, that cares about the education for their children. The afterschool day care at the school is wonderful.
—Submitted by a parent


Posted November 14, 2007

I wish more people would write a review on this school. My son has been in this school a short time. I think the teachers want to help him, but other times I think they want to get rid of him. The teachers here are not so patient with kids with learning difficulties. It take too long to get assess to find out what some of the issues maybe. I feel that if your child has the potential and do not fit in the mode of the model of a normal child according to the school then you will have issues. There's positive things available for the kids at this school if you have all the time in the world to keep up with every little thing that goes on and remember it all.
—Submitted by a parent


Posted May 20, 2006

I have had 3 kids go to school here. IF you have 'normal' kids then this school is great. If you happen to have a special needs child then don't go here! My honors kids have learned alot here. The extra curricular activities are good. They have great PE, Art, Music, Strings and Band teachers! Overall the teachers seem to truely care about your child. It's the administrators that might not be as caring as they should be. Hope this helps!
—Submitted by a parent


Posted December 9, 2005

My first hand experience at Willams was a great one then a few terrible things changed. We went Title 1 and a new Addministration. Since then all we get is problems with the teachers and terrible students and most of all an Administration that doesnt want to deal with either problems... They (admin.) seem to worried about what will happen if they acted on the behalf of the students that were really there to get an education not to see how much trouble they can cause before they have to go home and not get in to trouble for it.
—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.

108 students were tested at this school in 2011.

2011

 
 
86%

2010

 
 
90%
Math

The state average for Math was 87% in 2011.

111 students were tested at this school in 2011.

2011

 
 
80%

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

The state average for English Language Arts was 85% in 2011.

118 students were tested at this school in 2011.

2011

 
 
77%

2010

 
 
82%
Math

The state average for Math was 88% in 2011.

121 students were tested at this school in 2011.

2011

 
 
74%

2010

 
 
88%
Writing

The state average for Writing was 90% in 2011.

117 students were tested at this school in 2011.

2011

 
 
87%

2010

 
 
92%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 82% in 2011.

107 students were tested at this school in 2011.

2011

 
 
85%

2010

 
 
85%
Math

The state average for Math was 81% in 2011.

108 students were tested at this school in 2011.

2011

 
 
87%

2010

 
 
85%
Science

The state average for Science was 87% in 2011.

106 students were tested at this school in 2011.

2011

 
 
79%

2010

 
 
82%
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.

110 students were tested at this school in 2011.

2011

 
 
83%

2010

 
 
88%
Math

The state average for Math was 83% in 2011.

109 students were tested at this school in 2011.

2011

 
 
81%

2010

 
 
75%
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 Students86%
Female89%
Male83%
Black or African American87%
Asian94%
Hispanic82%
American Indian or Alaska Nativen/a
White87%
Economically disadvantaged84%
Not economically disadvantaged91%
Special educationn/a
Not special education86%
Limited English proficient (LEP)74%
Proficient in English90%
Migrantn/a
Non-migrant86%
Gifted/talentedn/a

Math

All Students80%
Female75%
Male85%
Black or African American81%
Asian94%
Hispanic76%
American Indian or Alaska Nativen/a
White81%
Economically disadvantaged78%
Not economically disadvantaged85%
Special educationn/a
Not special education83%
Limited English proficient (LEP)74%
Proficient in English80%
Migrantn/a
Non-migrant80%
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%
Female87%
Male69%
Black or African American82%
Asian79%
Hispanic75%
American Indian or Alaska Nativen/a
White74%
Economically disadvantaged73%
Not economically disadvantaged88%
Special education75%
Not special education77%
Limited English proficient (LEP)38%
Proficient in English83%
Migrantn/a
Non-migrant77%
Gifted/talented100%

Math

All Students74%
Female74%
Male73%
Black or African American64%
Asian93%
Hispanic76%
American Indian or Alaska Nativen/a
White80%
Economically disadvantaged70%
Not economically disadvantaged82%
Special education55%
Not special education75%
Limited English proficient (LEP)47%
Proficient in English74%
Migrantn/a
Non-migrant74%
Gifted/talented100%

Writing

All Students87%
Female89%
Male86%
Black or African American84%
Asian93%
Hispanic88%
American Indian or Alaska Nativen/a
White84%
Economically disadvantaged86%
Not economically disadvantaged91%
Special education56%
Not special education90%
Limited English proficient (LEP)69%
Proficient in English88%
Migrantn/a
Non-migrant87%
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 Students85%
Female88%
Male82%
Black or African American79%
Asian100%
Hispanic84%
American Indian or Alaska Nativen/a
White82%
Economically disadvantaged83%
Not economically disadvantaged90%
Special education50%
Not special education87%
Limited English proficient (LEP)67%
Proficient in English86%
Migrantn/a
Non-migrant85%
Gifted/talented100%

Math

All Students87%
Female85%
Male89%
Black or African American72%
Asian100%
Hispanic88%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged84%
Not economically disadvantaged97%
Special education43%
Not special education90%
Limited English proficient (LEP)78%
Proficient in English86%
Migrantn/a
Non-migrant87%
Gifted/talented100%

Science

All Students79%
Female72%
Male87%
Black or African American71%
Asian94%
Hispanic76%
American Indian or Alaska Nativen/a
White83%
Economically disadvantaged76%
Not economically disadvantaged87%
Special education43%
Not special education82%
Limited English proficient (LEP)56%
Proficient in English81%
Migrantn/a
Non-migrant79%
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%
Female84%
Male82%
Black or African American79%
Asian80%
Hispanic86%
American Indian or Alaska Nativen/a
White87%
Economically disadvantaged82%
Not economically disadvantaged84%
Special education40%
Not special education85%
Limited English proficient (LEP)57%
Proficient in English85%
Migrantn/a
Non-migrant83%
Gifted/talentedn/a

Math

All Students81%
Female80%
Male82%
Black or African American82%
Asian80%
Hispanic76%
American Indian or Alaska Nativen/a
White87%
Economically disadvantaged81%
Not economically disadvantaged81%
Special educationn/a
Not special education83%
Limited English proficient (LEP)64%
Proficient in English82%
Migrantn/a
Non-migrant81%
Gifted/talentedn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

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

105 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
60%
Math

The state average for Math was 69% in 2013.

95 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
57%
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.

96 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
73%
Math

The state average for Math was 68% in 2013.

100 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
54%
Writing

The state average for Writing was 71% in 2013.

100 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
67%
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.

111 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
74%
Math

The state average for Math was 75% in 2013.

113 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
77%
Science

The state average for Science was 73% in 2013.

117 students were tested at this school in 2013.

2013

 
 
72%

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.

110 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
80%
Math

The state average for Math was 74% in 2013.

113 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
79%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

Algebra I

The state average for Algebra I was 78% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Algebra II

The state average for Algebra II was 97% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Biology I

The state average for Biology I was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Chemistry

The state average for Chemistry was 84% in 2013.

2013

 
 
n/a

2012

 
 
n/a
English I Reading

The state average for English I Reading was 65% in 2013.

2013

 
 
n/a

2012

 
 
n/a
English I Writing

The state average for English I Writing was 48% in 2013.

2013

 
 
n/a

2012

 
 
n/a
English II Reading

The state average for English II Reading was 78% in 2013.

2013

 
 
n/a

2012

 
 
n/a
English II Writing

The state average for English II Writing was 52% in 2013.

2013

 
 
n/a

2012

 
 
n/a
English III Reading

The state average for English III Reading was 63% in 2013.

2013

 
 
n/a

2012

 
 
n/a
English III Writing

The state average for English III Writing was 42% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Geometry

The state average for Geometry was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Physics

The state average for Physics was 81% in 2013.

2013

 
 
n/a

2012

 
 
n/a
U.S. History

The state average for U.S. History was 73% in 2013.

2013

 
 
n/a

2012

 
 
n/a
World Geography

The state average for World Geography was 75% in 2013.

2013

 
 
n/a

2012

 
 
n/a
World History

The state average for World History was 70% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

All Students73%
Female85%
Male62%
Black or African American73%
Asian82%
Hispanic68%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White79%
Economically disadvantaged70%
Not economically disadvantaged88%
Special education33%
Not special education77%
Limited English proficient (LEP)70%
Proficient in English76%
Migrantn/a
Non-migrant73%
Gifted/talentedn/a
Non-Gifted73%
Bilingualn/a

Math

All Students69%
Female78%
Male61%
Black or African American61%
Asian100%
Hispanic62%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White79%
Economically disadvantaged67%
Not economically disadvantaged82%
Special education13%
Not special education75%
Limited English proficient (LEP)70%
Proficient in English69%
Migrantn/a
Non-migrant69%
Gifted/talentedn/a
Non-Gifted68%
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 Students64%
Female70%
Male58%
Black or African American64%
Asian73%
Hispanic71%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White50%
Economically disadvantaged56%
Not economically disadvantaged82%
Special educationn/a
Not special education64%
Limited English proficient (LEP)43%
Proficient in English73%
Migrantn/a
Non-migrant64%
Gifted/talented100%
Non-Gifted60%
Bilingualn/a

Math

All Students55%
Female55%
Male55%
Black or African American48%
Asian73%
Hispanic74%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White33%
Economically disadvantaged51%
Not economically disadvantaged66%
Special education14%
Not special education58%
Limited English proficient (LEP)50%
Proficient in English57%
Migrantn/a
Non-migrant55%
Gifted/talented100%
Non-Gifted51%
Bilingualn/a

Writing

All Students65%
Female78%
Male55%
Black or African American70%
Asian73%
Hispanic74%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White50%
Economically disadvantaged61%
Not economically disadvantaged76%
Special education17%
Not special education68%
Limited English proficient (LEP)53%
Proficient in English70%
Migrantn/a
Non-migrant65%
Gifted/talented100%
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

English Language Arts

All Students73%
Female74%
Male72%
Black or African American87%
Asian82%
Hispanic61%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White75%
Economically disadvantaged68%
Not economically disadvantaged89%
Special educationn/a
Not special education75%
Limited English proficient (LEP)46%
Proficient in English82%
Migrantn/a
Non-migrant73%
Gifted/talented100%
Non-Gifted71%
Bilingualn/a

Math

All Students65%
Female61%
Male69%
Black or African American65%
Asian71%
Hispanic62%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White71%
Economically disadvantaged63%
Not economically disadvantaged69%
Special education50%
Not special education65%
Limited English proficient (LEP)55%
Proficient in English67%
Migrantn/a
Non-migrant65%
Gifted/talented100%
Non-Gifted62%
Bilingualn/a

Science

All Students72%
Female66%
Male78%
Black or African American75%
Asian76%
Hispanic66%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White76%
Economically disadvantaged70%
Not economically disadvantaged79%
Special education57%
Not special education73%
Limited English proficient (LEP)52%
Proficient in English80%
Migrantn/a
Non-migrant72%
Gifted/talented100%
Non-Gifted70%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students66%
Female73%
Male60%
Black or African American68%
Asian82%
Hispanic67%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White56%
Economically disadvantaged65%
Not economically disadvantaged69%
Special education60%
Not special education67%
Limited English proficient (LEP)21%
Proficient in English76%
Migrantn/a
Non-migrant66%
Gifted/talented95%
Non-Gifted60%
Bilingualn/a

Math

All Students70%
Female74%
Male66%
Black or African American67%
Asian91%
Hispanic65%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White75%
Economically disadvantaged67%
Not economically disadvantaged78%
Special education40%
Not special education73%
Limited English proficient (LEP)40%
Proficient in English76%
Migrantn/a
Non-migrant70%
Gifted/talented100%
Non-Gifted63%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

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 "Academically Acceptable".
  • In 2008-2009, this school was rated "Recognized".

About the tests


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

Source: Texas Education Agency

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
Hispanic 34% 52%
Black 30% 13%
White 20% 29%
Asian or Pacific Islander 13% 4%
Two or more races 3% 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) 33%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 7%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • MARK KAMMLAH
Fax number
  • (817) 419-5905

Resources

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

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4915 Red Birch Drive
Arlington, TX 76018
Phone: (682) 867-5900

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