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GreatSchools Rating

Wood Elementary School

Public | PK-6 | 741 students

 
 

Last modified
Community Rating

5 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 3 ratings
2012:
Based on 5 ratings
2011:
No new ratings

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Parent involvement

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25 reviews of this school


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Posted September 29, 2013

Wood is an excellent elementary school. The previous principal that resulted in some of the negative comments on this site was replaced after one semester in December of 2012 and the new principle has restored everything that has made this school outstanding for all of our children. The teachers are fantastic, easy to communicate with, and truly care about their students.
—Submitted by a parent


Posted August 18, 2013

My child is entering Wood this school year and I am very nervous about the whole situation. I decided to put my child at Wood vs private school based on recommendation. According to other parents that have children at Wood the teachers challenge the kids and will teach to their level and not wait for other to catch up. However I have one concern that did not sit well with me the Principal. I had to register my child for school and had an opportunity to meet several staff members at that time. All of them were pretty warming and seemed to care. Ms. Bettis is not an approachable individual and was not friendly at all. She never offered to help any parent , smiled, or even spoke to parents. She just sat down and talked to staff and that was not a good first impression of Wood. Her unfriendliness made me second guess if I was doing the right thing with Ms. Bettis being so cold and not inviting. Thankfully other staff members made up for her first impression of what Wood and AISD represent. Hopefully after reading this a better first impression will be made to other visitor/ parents that walk into the building.
—Submitted by a parent


Posted August 14, 2013

Great schools are like great families. They have their high points and their low points. In the end the family may be changed, but it s still a family. Wood Elementary has been through many changes recently. As parents, we try to make the best decisions for our children. I believe with Wood Elementary, I have. My children learn everyday and are happy, nurtured and respected. The parent involvement is unlike any public school I ve ever seen. When I have a concern, I feel it is addressed with professionalism and kindness. The faculty & staff are friendly, caring and focused. I always feel welcome when I enter the front doors. A great school will continue to change, not all will agree with the change. A positive attitude speaks volumes. I look forward to my children s growth and education at Wood Elementary.
—Submitted by a parent


Posted October 28, 2012

Change is always difficult, but when the best interest of children is in mind, it is good. I would like to say that is the case this year, but it is not. Wood of the past has always had administrators who knew each students' name, this year I'm not sure he knows the teacher's names. Never have I seen such cold and unfriendly administration. Thank goodness most of the orginal teachers are still there that know that there is more to teaching than data. A well rounded child has strong academics and teachers that truly care. For that reason I will continue to send my kids to Wood.
—Submitted by a parent


Posted October 23, 2012

I LOVE our school. They are so caring and I can see my daughter learning every day. The administration is AMAZING! They are innovative and make sure they have a personal connection with every child. They address parents concerns directly and publicly, and explain the reasoning behind their decisions. It is a shame however, that the PTA and some teachers are reluctant to embrace the POSITIVE change that is going on. I make sure to volunteer at school at every opportunity I get and am pleased to note that not all parents are focused on their status rather than the quality of education their children are receiving. I look forward to 5 additional years at Wood under the Johansen/Walker administration.
—Submitted by a parent


Posted October 4, 2012

I am a parent at Wood. We came to Wood this year BECAUSE of the new principal & assistant principal. They are AMAZING, CARING administrators. My son was at their last school and we followed them to Wood! Mr. J is going to make TONS of changes to the school. And, while they seem a little "out there", once they're in place, you're gonna love them! He is an out-of-the box thinker who wants our kids to receive a world-class education every day!
—Submitted by a parent


Posted September 6, 2012

My heart breaks for our school. The teachers care deeply about the children.The parents are involved and supportive. We have a new principal and assistant principal who are making many, many changes without a complete understanding of what has made Wood so special for many years.
—Submitted by a teacher


Posted February 17, 2012

I moved to Texas from Chicago, IL in July of 2011 and my main concern was a good school and the safety of my children. I have a kindergartener and a 3rd grader, Mrs. Escott is my kindergartener's teacher and she is AWESOME, she's caring, he has learned so much in her class, and she's very patient with the children. My son loves her. My 3rd grader has Mrs. Frank and although Mrs. Frank is older and may visually seem to be a conservative. She's actually a lot of fun, but serious about the children's learning. She teaches the children to think things out, comprehend and forces them to explain what they have learned. I love this about her. She doesnt apply memorization learning, she actually teaches. My daughter is continuing to thrive in her class. I think Principal Sandra White is excellent, you can tell she genuinely cares about the students education & safety. They have an awesome PTA, their always hosting fun events for the children. I have no complaints about Wood. My children have not experienced bullying, and this is something they take serious. They have anti-bullying rules in place, they have campaigns and encourage the children to speak up against bullying. Great School!
—Submitted by a parent


Posted September 3, 2009

Great School. Originally under Ms. Sandy McNutt, now principle is one of her understudies. Good teachers, VERY involved parents, as close to private school as one will see in public school.
—Submitted by a parent


Posted March 8, 2009

We are new at this school this year (2008 - 09), and didn't know what to expect when we arrived. This school undoubtedly goes the second mile for the students (and sometimes the third and fourth mile too). Academics and good manners and behaviour are the primary emphases at Wood. The new principal, Mrs. Sandy White, will know the names of your children during their first month in the school -- and will likely call you by name as well. The school has a long history of achievement, with multiple extra curricular activities and a great music & drama program. Even the Optimist-sponsored sports teams are more prolific at Wood than any of the surrounding elementary schools. You will not be disappointed by Wood Elementary. Dan & Genoveva Malone
—Submitted by a parent


Posted August 30, 2008

Wood Elementary is a great school! Both of my children attend and I feel they are very well taken care of and loved when they are away from me. The staff is wonderful and the PTA is awesome!
—Submitted by a parent


Posted August 25, 2008

We have been at wood for the past 7 years all four of my children have now attended. Two are now in High School. My two youngest still attend. Wood is a great school overall the staff does get to know each child and parent by name that shocks me at times. Parent involvement is really strong at this school sometimes to strong but it is better than not having any. Taks testing is expressesd very strongly but that goes for any Texas school. Would you rather them ignore it and your child not succeed it is a catch 22. The teachers are great but you always have atleast one bad apple in the group just listen to your kids and their friends when they talk. As for the comment about parents dressing up, look at the neighborhood the school is in that is a given.
—Submitted by a parent


Posted August 18, 2008

I am extremely impressed with the teaching and caring environment for the children at Wood Elementary. All students and parents feel welcomed the moment they walk through the doors. The teachers are supportive and dedicated to their students and strive to instill in them values rarely seen in schools these days. You could not find a better school in Arlington!
—Submitted by a parent


Posted August 1, 2008

I love this school! We moved into the area specifically so my then kindergartener could attend such a great school. We are satisfied with our choice. We wouldn't want to be anywhere else! Jeremy & Charisa Nowell
—Submitted by a parent


Posted April 25, 2007

The facilty at Wood are top notch.
—Submitted by a parent


Posted April 4, 2007

Words cannot begin to describe Wood Elementary. After being in private schools for several years, we moved our boys to Wood. Until this year, I've had three boys at Wood. Not only have they received an incredible education, but they spend their day in a loving, nuturing environment. Parents are always welcome during the day...anytime, anyday. Moving our children to Wood was one of the best decisions my husband and I have made. Thank you Ms. McNutt and the Wood teachers! We love you!
—Submitted by a parent


Posted March 26, 2007

We love Wood Elementary! There is a warm, caring feeling from the minute you walk into the front office. It is obvious that this school loves our children!
—Submitted by a parent


Posted February 23, 2007

Wood has been a wonderful experience for my child. The staff at Wood are excellent and most caring. Sandy McNutt is a wonderful principal who definitely cares about every student.
—Submitted by a parent


Posted April 17, 2006

great school, excellent teachers
—Submitted by a parent


Posted January 28, 2006

This is a fabulous school! High parent participation and you couldn't ask for a better administrative staff! The principal Sandy Mcnutt and the Vice Principal Ms. White are the most wonderful people and great role modles for the kids. They always try to provide a positive and up lifting experiance for the Kids.
—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.

128 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
88%
Math

The state average for Math was 87% in 2011.

129 students were tested at this school in 2011.

2011

 
 
85%

2010

 
 
87%
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.

128 students were tested at this school in 2011.

2011

 
 
87%

2010

 
 
92%
Math

The state average for Math was 88% in 2011.

128 students were tested at this school in 2011.

2011

 
 
91%

2010

 
 
90%
Writing

The state average for Writing was 90% in 2011.

127 students were tested at this school in 2011.

2011

 
 
91%

2010

 
 
93%
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.

135 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
95%
Math

The state average for Math was 81% in 2011.

136 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
92%
Science

The state average for Science was 87% in 2011.

135 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
86%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 84% in 2011.

156 students were tested at this school in 2011.

2011

 
 
91%

2010

 
 
90%
Math

The state average for Math was 83% in 2011.

156 students were tested at this school in 2011.

2011

 
 
91%

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

All Students95%
Female96%
Male93%
Black or African American94%
Asian100%
Hispanic88%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged92%
Not economically disadvantaged95%
Special education89%
Not special education95%
Limited English proficient (LEP)83%
Proficient in English95%
Migrantn/a
Non-migrant94%
Gifted/talentedn/a

Math

All Students85%
Female84%
Male88%
Black or African American69%
Asian100%
Hispanic69%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged72%
Not economically disadvantaged92%
Special education78%
Not special education86%
Limited English proficient (LEP)54%
Proficient in English89%
Migrantn/a
Non-migrant86%
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 Students87%
Female88%
Male85%
Black or African American58%
Asian100%
Hispanic77%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged73%
Not economically disadvantaged92%
Special education60%
Not special education89%
Limited English proficient (LEP)63%
Proficient in English89%
Migrantn/a
Non-migrant88%
Gifted/talented100%

Math

All Students91%
Female96%
Male85%
Black or African American83%
Asian100%
Hispanic82%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged81%
Not economically disadvantaged96%
Special education100%
Not special education93%
Limited English proficient (LEP)63%
Proficient in English95%
Migrantn/a
Non-migrant93%
Gifted/talented100%

Writing

All Students91%
Female94%
Male85%
Black or African American75%
Asian100%
Hispanic77%
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged73%
Not economically disadvantaged96%
Special education60%
Not special education92%
Limited English proficient (LEP)50%
Proficient in English94%
Migrantn/a
Non-migrant91%
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 Students96%
Female97%
Male96%
Black or African American89%
Asian100%
Hispanic82%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged88%
Not economically disadvantaged99%
Special educationn/a
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English98%
Migrantn/a
Non-migrant96%
Gifted/talented100%

Math

All Students94%
Female94%
Male94%
Black or African American89%
Asian100%
Hispanic73%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged78%
Not economically disadvantaged99%
Special educationn/a
Not special education94%
Limited English proficient (LEP)n/a
Proficient in English97%
Migrantn/a
Non-migrant94%
Gifted/talented100%

Science

All Students94%
Female95%
Male93%
Black or African American80%
Asian100%
Hispanic77%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged82%
Not economically disadvantaged98%
Special education67%
Not special education95%
Limited English proficient (LEP)n/a
Proficient in English94%
Migrantn/a
Non-migrant94%
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 Students91%
Female94%
Male88%
Black or African American90%
Asian100%
Hispanic83%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged84%
Not economically disadvantaged93%
Special educationn/a
Not special education92%
Limited English proficient (LEP)88%
Proficient in English91%
Migrantn/a
Non-migrant91%
Gifted/talented100%

Math

All Students91%
Female89%
Male93%
Black or African American80%
Asian100%
Hispanic87%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged76%
Not economically disadvantaged96%
Special educationn/a
Not special education91%
Limited English proficient (LEP)75%
Proficient in English92%
Migrantn/a
Non-migrant91%
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 79% in 2013.

117 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
81%
Math

The state average for Math was 69% in 2013.

117 students were tested at this school in 2013.

2013

 
 
84%

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 72% in 2013.

102 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
83%
Math

The state average for Math was 68% in 2013.

102 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
64%
Writing

The state average for Writing was 71% in 2013.

101 students were tested at this school in 2013.

2013

 
 
80%

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

English Language Arts

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

122 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
87%
Math

The state average for Math was 75% in 2013.

125 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
81%
Science

The state average for Science was 73% in 2013.

127 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
88%
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.

131 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
83%
Math

The state average for Math was 74% in 2013.

130 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
76%
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 Students92%
Female92%
Male93%
Black or African American71%
Asiann/a
Hispanic85%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White98%
Economically disadvantaged87%
Not economically disadvantaged94%
Special education83%
Not special education93%
Limited English proficient (LEP)73%
Proficient in English94%
Migrantn/a
Non-migrant92%
Gifted/talentedn/a
Non-Gifted92%
Bilingualn/a

Math

All Students84%
Female82%
Male86%
Black or African American57%
Asiann/a
Hispanic78%
Multiracial80%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged73%
Not economically disadvantaged87%
Special education67%
Not special education85%
Limited English proficient (LEP)82%
Proficient in English84%
Migrantn/a
Non-migrant84%
Gifted/talentedn/a
Non-Gifted84%
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 Students87%
Female90%
Male84%
Black or African American70%
Asiann/a
Hispanic68%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White95%
Economically disadvantaged70%
Not economically disadvantaged93%
Special educationn/a
Not special education87%
Limited English proficient (LEP)63%
Proficient in English89%
Migrantn/a
Non-migrant87%
Gifted/talented100%
Non-Gifted86%
Bilingualn/a

Math

All Students82%
Female87%
Male78%
Black or African American40%
Asiann/a
Hispanic68%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White92%
Economically disadvantaged56%
Not economically disadvantaged92%
Special educationn/a
Not special education82%
Limited English proficient (LEP)50%
Proficient in English85%
Migrantn/a
Non-migrant82%
Gifted/talented100%
Non-Gifted80%
Bilingualn/a

Writing

All Students80%
Female92%
Male68%
Black or African American40%
Asiann/a
Hispanic64%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged50%
Not economically disadvantaged91%
Special educationn/a
Not special education81%
Limited English proficient (LEP)25%
Proficient in English85%
Migrantn/a
Non-migrant80%
Gifted/talented100%
Non-Gifted78%
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 Students84%
Female84%
Male83%
Black or African American80%
Asiann/a
Hispanic50%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White95%
Economically disadvantaged51%
Not economically disadvantaged98%
Special education50%
Not special education85%
Limited English proficient (LEP)46%
Proficient in English87%
Migrantn/a
Non-migrant84%
Gifted/talented100%
Non-Gifted82%
Bilingualn/a

Math

All Students70%
Female69%
Male72%
Black or African American60%
Asiann/a
Hispanic41%
Multiracial80%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White81%
Economically disadvantaged46%
Not economically disadvantaged81%
Special education29%
Not special education73%
Limited English proficient (LEP)31%
Proficient in English74%
Migrantn/a
Non-migrant70%
Gifted/talented100%
Non-Gifted68%
Bilingualn/a

Science

All Students83%
Female80%
Male88%
Black or African American73%
Asiann/a
Hispanic57%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White95%
Economically disadvantaged58%
Not economically disadvantaged95%
Special education71%
Not special education84%
Limited English proficient (LEP)23%
Proficient in English90%
Migrantn/a
Non-migrant83%
Gifted/talented100%
Non-Gifted82%
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 Students82%
Female86%
Male79%
Black or African American71%
Asiann/a
Hispanic66%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged52%
Not economically disadvantaged93%
Special education57%
Not special education84%
Limited English proficient (LEP)14%
Proficient in English86%
Migrantn/a
Non-migrant82%
Gifted/talented100%
Non-Gifted80%
Bilingualn/a

Math

All Students88%
Female94%
Male82%
Black or African American79%
Asiann/a
Hispanic79%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged72%
Not economically disadvantaged93%
Special education67%
Not special education89%
Limited English proficient (LEP)43%
Proficient in English90%
Migrantn/a
Non-migrant88%
Gifted/talented100%
Non-Gifted86%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

Algebra I

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

Algebra II

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

Biology I

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

Chemistry

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

English I Reading

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

English I Writing

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

English II Reading

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

English II Writing

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

English III Reading

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

English III Writing

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

Geometry

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

Physics

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

U.S. History

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

World Geography

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

World History

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

About the tests


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

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

Source: Texas Education Agency

  • In 2010-2011, this school was rated "Recognized".
  • In 2009-2010, this school was rated "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
White 58% 29%
Hispanic 22% 52%
Black 10% 13%
Asian or Pacific Islander 5% 4%
Two or more races 3% 2%
American Indian/Alaska Native 1% 0%
Hawaiian Native/Pacific Islander N/A 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 11%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 6%N/AN/A
Source: CRDC, 2011-2012

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3300 Pimlico Drive
Arlington, TX 76017
Phone: (682) 867-1100

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