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GreatSchools Rating

Miller Elementary School

Public | PK-6 | 762 students

 

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Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 4 ratings
2012:
Based on 3 ratings
2011:
Based on 4 ratings

Teacher quality

Principal leadership

Parent involvement

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24 reviews of this school


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Posted May 18, 2014

I am disappointed my child was expecting to have "The Great 5th Grade Team" this year. Well that silly principal, that I never see, moved all of the teachers around for the second time in two years. I see the principals smiling (if I see them), the staff upset, and the children confused. What next Arlingtion ISD....oh YA! another year with Miller receiving the bottom of the barrel in principals.
—Submitted by a parent


Posted April 2, 2014

I guess the thing that I like most about Miller Elementary is the climate. As we enter the Spring season the climate tends to change from the wintery cold and dreary to showers and sunshine. The climate at Miller Elementary has changed these last years from cold and dreary to sunny and warm. There is a new climate at Miller. A climate that is positive and fresh. A climate that says "global warming". Representative faces from around the globe are bursting in the academics and social arenas. I like what I see every time I walk through those doors. I like what I take with me when I leave. Someone must be responsible for this fresh new climate where students excel and teachers are recognized as finalists for "Teacher of the Year". Miller Elementary is not just another school in the AISD. Miller is the best school.
—Submitted by a parent


Posted December 24, 2013

There is almost a hostile response to parents on a day to day basis - as though their presence impedes the school's work and is an annoyance. It is unusual in my experience with many schools over the years.
—Submitted by a parent


Posted December 23, 2013

My four kids are in this school from pre-k 4 and aal teachers are so nice and coprative with kid and even i am so comfortable with them the girls working infront office are awsome i dont know why people keep telling that school is going downhill Good luck miller staff
—Submitted by a parent


Posted February 26, 2013

I've seen a lot of reviews that said they "loved" the school so much and it had a safe learning environment. However, I disagree. I went there in 4th grade and in just months my parents pulled me out to give me intense therapy at a hospital. I returned just in December. Much to my displeasure, I was getting bullied some more shortly after I arrived. I had to leave again in late winter for more therapy. Teachers and staff are surely not doing much to improve this school and people are starting to complain that this school is rolling downhill. I do not reccomend this school for anyone.


Posted February 8, 2013

We keep hearing great things about how people camp out to get into certain Arlington schools. Well, we will have to buy a tent because Miller is NOT a great school and we will either have to move or switch schools. The crap we deal with from there and the friction between teachers and office staff is awful, plus the teachers are very rude and rushed, they seem to always be too stressed for any conversations or help. We have two kids at Miller and they have had very different experiences, but neither of them good and neither what we would want for our kids. THESE ARE OUR KIDS!!!! Quit treating them like cattle and numbers! It's frustrating, this system is broken and I don't see any solutions other than if we move, but even then, where?
—Submitted by a parent


Posted June 7, 2012

I have to disagree with the last two comments. My son moved to Miller mid-year because he was at the school where I teach (which is poor at the best)... He absolutely LOVES Miller. His teachers are awesome, he is being challenged, and there is so much for him to be involved in. I wish I would've enrolled him here in Kindergarten!
—Submitted by a parent


Posted April 20, 2012

This school is going downhill fast. The school is way too crowded for any kid to get good attention or direction. Our son is smart, but he is so bored and unchallenged he has stopped taking school seriously and we fear his attitude is a result of how he's treated like cattle being herded around all day. It seems the principal is more interested in protecting the teachers than leading them to do their jobs.
—Submitted by a parent


Posted March 1, 2012

This year the teacher are stressed. The office staff is rude. Most of all there is no comuication with 6th grade teacher.
—Submitted by a parent


Posted October 3, 2011

My daughter is in 5th grade this year, and has gone to Miller since Kindergarten. We love it!! Great PTA, great teachers, great principal! A big 'thank you' to all the staff mambers and teachers who have made my daughter's time at school so wonderful!
—Submitted by a parent


Posted August 2, 2011

We are crushed to enter another school year at Miller. We had our home on the market all summer to get our two children, going in to 3rd and 5th grades, out of this school. Sadly the market wasn't in our favor and the few offers we got on our home were too low. We fear that not only will this neighborhood continue to go down, this school in particular is suffering from things such as apathetic teachers, a clueless guidance and administrative staff and now- as of two days ago- a huge drop in academic rating. Shame on us for not being in a situation to do better for our (very smart) kids.
—Submitted by a parent


Posted June 7, 2011

I loved being a Miller Maverick. I started when the school first opened in the second grade and loved the teachers and the big oak tree in the back. I remember the teachers as being dedicated to education as well as to the development of each child. I would recommend this school to anyone!!


Posted May 6, 2011

I went to Miller and boy has things changed. Not only are the kids bullies the teachers and vice principle are as well. My son had this one teacher who could not do fourth grade math. I am so so glad that my child is out of that school. Another thing that bothers me is that the teachers did not give the kids homework. I know that when I was in elementary we had homework. I am going to have another baby and I just pray to God that my child does not attend this uneducated school. I would never recommend this school to anyone
—Submitted by a parent


Posted September 21, 2009

This school has let me down completely...as a parent and educator it is my opinion that this school lacks the support needed by its principal and teachers to give the students the best they have to offer...From the constant bullying to the poor teaching ethics. This school does not represent the best interest of the student and needs an overhaul from the current principal on down on down. Until this is done this school will continue to struggle, for the building does not make a school, the administration and teachers make a school.
—Submitted by a parent


Posted February 6, 2009

My husband and I both went to Miller. We loved it so much our daughter goes there now. I've worked for the Arlington District for a few years now, and in my opinion - its the best school in Arlington!
—Submitted by a parent


Posted May 20, 2008

I love Miller Elem. we moved from another city to Arlington and Miller is out zoned is our zoned school. Right now we are living in a Temp. apt. until we can find a home that will allow us to stayed zoned to Miller. The teachers, staff and other parents have welcomed us with open arms.
—Submitted by a parent


Posted May 15, 2008

We have had 3 kids go through Miller over the last 6 years. There is a definite lack of discipline in the school. The school is on its 3rd principal and 3rd vice principal in the last 3 years with no change in the lack of discipline. Bullying is a major issue in the school that no one is doing anything to control. The school has had quite a few parents pull their children out of the school for this reason, and many more that have for other problems in the school. There are a lot of caring teachers in the school who really are trying, but they are severly hampered by students who are out of control. This is our last year there and I and my child are thrilled to be done with it.
—Submitted by a parent


Posted October 18, 2007

At Miller Elementary the children really do come first. The teaching staff in WONDERFUL and keeps parents up to date not only of problems with your child, but also of how well they are doing. My children are in 3rd and 6th grade and I would not have them in ANY other school!
—Submitted by a parent


Posted October 13, 2007

Our daughter is now in 1st grade and I am still impressed with the school. Parents with parking concerns etc., how does parking affect your child's education? Teachers have been attentive and friendly, staff also. I think the extra things like popcorn/pickle day amuse the kids, give my daughter a real sense of community in her school. My son will be starting Kindergarten next year and I look forward to then volunteering more in the school..they are a nice group...who do their very best for the kids.
—Submitted by a parent


Posted August 26, 2007

My children have attended Miller for 3 years, now going to 4th & 5th grades. I would like to say thank you to Mrs. Stone, the only teacher that has cared about the students and doing her part in the 'Arlington education system', to the others, if u r only there to get a paycheck, I'm sure that all the parents who are complaining would love to c u go elsewhere. The administration/staff has not adequately overseen & corrected the nightmare called parking, drop off & pick up. Miller's standards have definately declined over the last 2-3 years, but has a new principal. Yes, if it is not better the first 3 months, my children will not attend this school next year.
—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.

110 students were tested at this school in 2011.

2011

 
 
86%

2010

 
 
92%
Math

The state average for Math was 87% in 2011.

110 students were tested at this school in 2011.

2011

 
 
85%

2010

 
 
88%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

94 students were tested at this school in 2011.

2011

 
 
84%

2010

 
 
88%
Math

The state average for Math was 88% in 2011.

95 students were tested at this school in 2011.

2011

 
 
85%

2010

 
 
88%
Writing

The state average for Writing was 90% in 2011.

94 students were tested at this school in 2011.

2011

 
 
90%

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.

112 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
98%
Math

The state average for Math was 81% in 2011.

116 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
93%
Science

The state average for Science was 87% in 2011.

115 students were tested at this school in 2011.

2011

 
 
84%

2010

 
 
97%
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.

107 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
90%
Math

The state average for Math was 83% in 2011.

108 students were tested at this school in 2011.

2011

 
 
88%

2010

 
 
81%
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%
Female92%
Male79%
Black or African American81%
Asian91%
Hispanic89%
American Indian or Alaska Nativen/a
White87%
Economically disadvantaged88%
Not economically disadvantaged85%
Special education50%
Not special education89%
Limited English proficient (LEP)83%
Proficient in English86%
Migrantn/a
Not migrant86%
Gifted/talentedn/a

Math

All Students85%
Female89%
Male81%
Black or African American69%
Asian91%
Hispanic94%
American Indian or Alaska Nativen/a
White89%
Economically disadvantaged81%
Not economically disadvantaged88%
Special education50%
Not special education88%
Limited English proficient (LEP)83%
Proficient in English85%
Migrantn/a
Not migrant85%
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 Students84%
Female87%
Male81%
Black or African American80%
Asian100%
Hispanic73%
American Indian or Alaska Nativen/a
White88%
Economically disadvantaged74%
Not economically disadvantaged89%
Special education29%
Not special education89%
Limited English proficient (LEP)n/a
Proficient in English85%
Migrantn/a
Not migrant84%
Gifted/talentedn/a

Math

All Students85%
Female81%
Male89%
Black or African American53%
Asian100%
Hispanic86%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged78%
Not economically disadvantaged89%
Special education63%
Not special education87%
Limited English proficient (LEP)n/a
Proficient in English85%
Migrantn/a
Not migrant85%
Gifted/talentedn/a

Writing

All Students90%
Female94%
Male87%
Black or African American93%
Asian100%
Hispanic86%
American Indian or Alaska Nativen/a
White90%
Economically disadvantaged91%
Not economically disadvantaged90%
Special education50%
Not special education94%
Limited English proficient (LEP)n/a
Proficient in English89%
Migrantn/a
Not migrant90%
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 Students96%
Female100%
Male93%
Black or African American93%
Asian100%
Hispanic100%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged97%
Not economically disadvantaged96%
Special education88%
Not special education97%
Limited English proficient (LEP)100%
Proficient in English96%
Migrantn/a
Not migrant96%
Gifted/talented100%

Math

All Students93%
Female97%
Male89%
Black or African American81%
Asian100%
Hispanic100%
American Indian or Alaska Nativen/a
White91%
Economically disadvantaged83%
Not economically disadvantaged99%
Special education73%
Not special education95%
Limited English proficient (LEP)100%
Proficient in English92%
Migrantn/a
Not migrant93%
Gifted/talented100%

Science

All Students84%
Female89%
Male79%
Black or African American60%
Asian86%
Hispanic92%
American Indian or Alaska Nativen/a
White88%
Economically disadvantaged79%
Not economically disadvantaged88%
Special education55%
Not special education88%
Limited English proficient (LEP)57%
Proficient in English86%
Migrantn/a
Not migrant84%
Gifted/talented100%
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students92%
Female96%
Male89%
Black or African American100%
Asian100%
Hispanic89%
American Indian or Alaska Nativen/a
White89%
Economically disadvantaged92%
Not economically disadvantaged92%
Special education58%
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English91%
Migrantn/a
Not migrant92%
Gifted/talented100%

Math

All Students88%
Female91%
Male85%
Black or African American78%
Asian100%
Hispanic83%
American Indian or Alaska Nativen/a
White88%
Economically disadvantaged78%
Not economically disadvantaged93%
Special education50%
Not special education93%
Limited English proficient (LEP)n/a
Proficient in English88%
Migrantn/a
Not migrant88%
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.

113 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
74%
Math

The state average for Math was 69% in 2013.

116 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
68%
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

 
 
71%

2012

 
 
83%
Math

The state average for Math was 68% in 2013.

98 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
78%
Writing

The state average for Writing was 71% in 2013.

95 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
82%
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.

106 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
78%
Math

The state average for Math was 75% in 2013.

108 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
75%
Science

The state average for Science was 73% in 2013.

109 students were tested at this school in 2013.

2013

 
 
74%

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

English Language Arts

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

102 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
84%
Math

The state average for Math was 74% in 2013.

104 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
83%
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 Students88%
Female88%
Male89%
Black or African American94%
Asian80%
Hispanic86%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged85%
Not economically disadvantaged92%
Special education67%
Not special education90%
Limited English proficient (LEP)79%
Proficient in English91%
Migrantn/a
Not migrant88%
Gifted/talentedn/a
Not Gifted88%
Bilingualn/a

Math

All Students66%
Female60%
Male69%
Black or African American58%
Asian89%
Hispanic55%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White72%
Economically disadvantaged60%
Not economically disadvantaged70%
Special education36%
Not special education69%
Limited English proficient (LEP)65%
Proficient in English66%
Migrantn/a
Not migrant66%
Gifted/talentedn/a
Not Gifted65%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students71%
Female86%
Male58%
Black or African American56%
Asian90%
Hispanic54%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White79%
Economically disadvantaged48%
Not economically disadvantaged94%
Special educationn/a
Not special education73%
Limited English proficient (LEP)33%
Proficient in English76%
Migrantn/a
Not migrant71%
Gifted/talented100%
Not Gifted69%
Bilingualn/a

Math

All Students63%
Female67%
Male60%
Black or African American47%
Asian90%
Hispanic46%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White74%
Economically disadvantaged44%
Not economically disadvantaged83%
Special education17%
Not special education66%
Limited English proficient (LEP)50%
Proficient in English65%
Migrantn/a
Not migrant63%
Gifted/talented100%
Not Gifted61%
Bilingualn/a

Writing

All Students71%
Female84%
Male59%
Black or African American69%
Asian90%
Hispanic46%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White78%
Economically disadvantaged56%
Not economically disadvantaged85%
Special educationn/a
Not special education73%
Limited English proficient (LEP)42%
Proficient in English75%
Migrantn/a
Not migrant71%
Gifted/talented100%
Not Gifted69%
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%
Female87%
Male76%
Black or African American79%
Asian88%
Hispanic80%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White82%
Economically disadvantaged67%
Not economically disadvantaged96%
Special education82%
Not special education82%
Limited English proficient (LEP)25%
Proficient in English87%
Migrantn/a
Not migrant82%
Gifted/talentedn/a
Not Gifted82%
Bilingualn/a

Math

All Students74%
Female77%
Male70%
Black or African American64%
Asian88%
Hispanic65%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White79%
Economically disadvantaged67%
Not economically disadvantaged81%
Special education50%
Not special education77%
Limited English proficient (LEP)38%
Proficient in English77%
Migrantn/a
Not migrant74%
Gifted/talentedn/a
Not Gifted73%
Bilingualn/a

Science

All Students74%
Female77%
Male71%
Black or African American71%
Asian88%
Hispanic65%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White75%
Economically disadvantaged70%
Not economically disadvantaged78%
Special education62%
Not special education76%
Limited English proficient (LEP)25%
Proficient in English78%
Migrantn/a
Not migrant74%
Gifted/talentedn/a
Not Gifted73%
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 Students83%
Female83%
Male84%
Black or African American80%
Asian91%
Hispanic66%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged67%
Not economically disadvantaged98%
Special education33%
Not special education86%
Limited English proficient (LEP)43%
Proficient in English86%
Migrantn/a
Not migrant83%
Gifted/talentedn/a
Not Gifted83%
Bilingualn/a

Math

All Students79%
Female81%
Male77%
Black or African American50%
Asian91%
Hispanic76%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged68%
Not economically disadvantaged89%
Special education25%
Not special education83%
Limited English proficient (LEP)71%
Proficient in English79%
Migrantn/a
Not migrant79%
Gifted/talentedn/a
Not 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

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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

  • In 2010-2011, this school was rated "Academically Acceptable".
  • In 2009-2010, this school was rated "Recognized".
  • In 2008-2009, this school was rated "Recognized".

About the tests


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

Source: Texas Education Agency

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
White 40% 29%
Hispanic 27% 52%
Black 22% 13%
Asian or Pacific Islander 8% 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) 14%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

Teacher resources

Special staff resources available to students Librarian/media specialist(s)
Art teacher(s)
Music teacher(s)
Read more about programs at this school
Source: Provided by a school official.

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Special education / special needs

Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students

Arts & music

Staff resources available to students
  • Art teacher(s)
  • Music teacher(s)
Music
  • Vocal lessons / coaching

Language learning

Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
School leaders can update this information here.

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School basics

Before school or after school care / program onsite
  • After school
School Leader's name
  • JEANNE CURTIS
Fax number
  • (817) 561-8405

Programs

Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students

Resources

Staff resources available to students
  • Art teacher(s)
  • Librarian/media specialist(s)
  • Music teacher(s)
Extra learning resources offered
  • Counseling
Transportation options
  • Buses/vans for students only
School leaders can update this information here.

Upcoming Events

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School culture

Dress Code
  • Dress code
Parent involvement
  • Volunteer in the classroom
School leaders can update this information here.

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6401 West Pleasant Ridge Road
Arlington, TX 76016
Phone: (682) 867-8400

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