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GreatSchools Rating

Corey Elementary School

Public | PK-6 | 639 students

 
 

Last modified
Community Rating

5 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 2 ratings
2012:
No new ratings
2011:
No new ratings

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Parent involvement

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21 reviews of this school


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Posted April 28, 2014

Corey Elementary is one of the best kept secrets in Arlington. It is not only a place where students learn at the hands of caring staff/faculty, it is an environment in which children can thrive. Being a teacher this is definitely a place where I would be able to "buy into" the things that happen here for kids. Corey is our Adopt A School Partner and we are in the building often and at different times. It is always upbeat and lots going on for kids to achieve. Not only can they achieve here, they can thrive. We are excited to tell the Corey Story to anyone who will listen. Keep up the amazing work...


Posted April 25, 2014

My son was moved from burleson ISD to this school. I think this is a great school. All the teachers he has had have been very carrying about there students. They keep in touch. I loved mrs. Thompson she would communicate frequently. The teachers are happy and it shows with the children. He improved on school because his old school the teachers were unhappy and stressed which the pressure showed. I agree live mr. Howell best principal I have met!
—Submitted by a parent


Posted February 13, 2014

My daughter is in the fourth grade at Corey. Though I teach at a private school, I intend to keep her in the AISD schools. We have had nothing but top notch teachers at Corey. The principal, Mr. Howell, is wonderful, engaging, and the kids love him. I can't recommend this school enough.
—Submitted by a parent


Posted July 20, 2013

I feel sorry for any kindergartner who has the unfortunate privilege of encountering Mrs. Harman class. She is mean, bitter and unprofessional. It doesn t seem like she enjoys the children at all anymore. She is tired and needs to just hang up her hat.


Posted March 11, 2013

Excellent staff. Prek teachers Ms. Williams and Ms. Bowman are the best, my daughter has learned English and improved her social skills in less than a year. I highly recommend this schools for special need kids. Thank you Corey!
—Submitted by a parent


Posted March 8, 2010

My son is a special need child at Corey. This school has been a God send for me. Mrs. Martin is a wonderful teacher. My son wanted no part of school until she came into his life. Not to mention what she has done for him education wise he doing great. Thank you Corey Elm and staff.
—Submitted by a parent


Posted September 16, 2009

Corey Elementary is in the best district in the city. They have the best teachers and staff around. They have helped mold my daughter into a wonderful young lady. I couldn't ask for a better school.
—Submitted by a parent


Posted March 9, 2009

From the principal, Steve Howell, to each teacher in each grade level, to the office staff, to our custodial staff, Corey Elementary is a school that puts children first and will do whatever it takes to meet the educational and social needs of our students. Students are respected and in return they learn to respect others. Corey is an outstanding school, not only because of the administration and faculty, but, also, as a result of the involved parents that volunteer their time and resources. Together we are preparing our children to be successful citizens.
—Submitted by a teacher


Posted January 21, 2009

My duaghter who is in 4th grade, love's corey! THey have wonderful staff! They always have wonderful things planned. My daughter was at annother school, Duff elm. and she like the school. She went from c's and d's to all a's! Corey is really a great school for all children.
—Submitted by a parent


Posted September 16, 2008

This is the best school in Arlington, having had children in this district for over 27 years (oldest is 32) this school actively promotes its students from extra curricular to the team work from all the teachers. Very personable, caring, and considerate to all of the students. The absolute best. FYI they have field day, and field trips, plays, choir, concerts. Step inside of the school, meet the principal, you will see what I mean.
—Submitted by a parent


Posted April 22, 2008

My child loves the school and the teachers and they go out of their way to help. The one thing that is lacking is their events like Field Day and extracurricular activities.
—Submitted by a parent


Posted April 7, 2008

Ever since my s[o]n has started attending this school he is much more focused on his work. Hi[s] teachers are much more positive about his school work and behavior. All I get is positve reports from his teachers rather than negative like I did from his old school.He loves his teachers now he enjoys going to school.
—Submitted by a parent


Posted January 24, 2008

We just moved here from California. Corey elementary is an exceptional school. The parents are very involved and they have plenty of activities for the children.
—Submitted by a parent


Posted July 3, 2007

My kids started at Corey. Even though we no longer live in the Corey School District, we transfer our kids each year so they can stay there. The teachers are very personal with each child. You walk in and automatically someone knows who you are and who your kids are. The test scores are great and there is a very strong level of parental support as well. There is no other elementary school I would want my kids to attend. One more year and all 3 of my kids will be Corey Cubs. The principal, vice principal and all of the teachers have my support. Melanie Tarby
—Submitted by a parent


Posted August 29, 2006

I love Corey !!! 3 of my kids graduted from there I have 1 more child there and my grandkids are now attending there. Corey has the best teachers. The kids get the highest education there also the special help they get is excellent!!! I'm so blessed to have and good school with good teachers .
—Submitted by a parent


Posted January 9, 2006

My two children attended Corey for 7 years. They are very strong in nurturing social development and self-esteem. They were very creative and made learning fun through projects and enrichment activities. My children have great memories of Corey.
—Submitted by a parent


Posted October 6, 2005

I think this happens to be one of the best schools in the DFW area. It's well renown for it's excelency and quality of education, and life over all. It's always clean and very well maintained. Students are laxed and always seem to enjoy themselves. My daughter loves school and really enjoys it there. The teachers seem to also really try to work with the Students. The classrooms are also not over jamed with high student to children ratios.
—Submitted by a parent


Posted September 16, 2005

Great drama club. Good school for kids who are struggling and need special tutoring.
—Submitted by a parent


Posted April 12, 2004

Corey Elementary is one of the best schools in Arlington. As a parent of a third grader, I am excited that next year I will have another child attending Corey as a Kindergartener. The teachers are very professional and knowledgeable. They are always ready if you have a question about your child's progress or if your child needs individual attention. I am extremely happy with the entire faculty and staff at Corey . Shay Ballinger
—Submitted by a parent


Posted August 20, 2003

My daughter attended Corey (High Schooler now) and my son is currently a student of Corey Elementary. The feeling you get when you enter Corey Elementary is one of friendliness and professionalism. Being a very active PTA board member and volunteer I have interacted with many teachers, office staff, and the children. It is obvious that our children are receiving respect, wonderful social skills, and an education that will ensure success in their futures. We are blessed to be included in the Corey family.
—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.

97 students were tested at this school in 2011.

2011

 
 
86%

2010

 
 
90%
Math

The state average for Math was 87% in 2011.

97 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

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

102 students were tested at this school in 2011.

2011

 
 
87%

2010

 
 
90%
Math

The state average for Math was 88% in 2011.

103 students were tested at this school in 2011.

2011

 
 
91%

2010

 
 
83%
Writing

The state average for Writing was 90% in 2011.

104 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

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

111 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
97%
Math

The state average for Math was 81% in 2011.

109 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
96%
Science

The state average for Science was 87% in 2011.

109 students were tested at this school in 2011.

2011

 
 
94%

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 84% in 2011.

121 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
94%
Math

The state average for Math was 83% in 2011.

122 students were tested at this school in 2011.

2011

 
 
93%

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

All Students86%
Female86%
Male85%
Black or African American89%
Asiann/a
Hispanic90%
American Indian or Alaska Nativen/a
White85%
Economically disadvantaged71%
Not economically disadvantaged92%
Special education43%
Not special education89%
Limited English proficient (LEP)100%
Proficient in English85%
Migrantn/a
Non-migrant86%
Gifted/talented100%

Math

All Students91%
Female90%
Male91%
Black or African American100%
Asiann/a
Hispanic100%
American Indian or Alaska Nativen/a
White87%
Economically disadvantaged87%
Not economically disadvantaged92%
Special education100%
Not special education90%
Limited English proficient (LEP)100%
Proficient in English90%
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 Students87%
Female93%
Male83%
Black or African American71%
Asiann/a
Hispanic100%
American Indian or Alaska Nativen/a
White87%
Economically disadvantaged82%
Not economically disadvantaged91%
Special education75%
Not special education88%
Limited English proficient (LEP)100%
Proficient in English86%
Migrantn/a
Non-migrant87%
Gifted/talented100%

Math

All Students91%
Female95%
Male88%
Black or African American93%
Asiann/a
Hispanic95%
American Indian or Alaska Nativen/a
White89%
Economically disadvantaged92%
Not economically disadvantaged91%
Special education75%
Not special education93%
Limited English proficient (LEP)100%
Proficient in English91%
Migrantn/a
Non-migrant91%
Gifted/talented100%

Writing

All Students91%
Female96%
Male88%
Black or African American100%
Asiann/a
Hispanic85%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged89%
Not economically disadvantaged92%
Special education50%
Not special education95%
Limited English proficient (LEP)80%
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

All Students96%
Female95%
Male98%
Black or African American82%
Asiann/a
Hispanic96%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged96%
Not economically disadvantaged97%
Special education100%
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English96%
Migrantn/a
Non-migrant96%
Gifted/talented100%

Math

All Students90%
Female86%
Male94%
Black or African American76%
Asiann/a
Hispanic78%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged84%
Not economically disadvantaged94%
Special educationn/a
Not special education90%
Limited English proficient (LEP)n/a
Proficient in English90%
Migrantn/a
Non-migrant90%
Gifted/talented100%

Science

All Students94%
Female89%
Male100%
Black or African American81%
Asiann/a
Hispanic91%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged93%
Not economically disadvantaged95%
Special education80%
Not special education95%
Limited English proficient (LEP)n/a
Proficient in English95%
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 Students92%
Female99%
Male82%
Black or African American92%
Asiann/a
Hispanic86%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged88%
Not economically disadvantaged93%
Special education57%
Not special education94%
Limited English proficient (LEP)n/a
Proficient in English92%
Migrantn/a
Non-migrant92%
Gifted/talented100%

Math

All Students93%
Female93%
Male94%
Black or African American92%
Asiann/a
Hispanic83%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged85%
Not economically disadvantaged97%
Special education75%
Not special education95%
Limited English proficient (LEP)n/a
Proficient in English95%
Migrantn/a
Non-migrant93%
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.

88 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
79%
Math

The state average for Math was 69% in 2013.

88 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
75%
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.

73 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
78%
Math

The state average for Math was 68% in 2013.

73 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
74%
Writing

The state average for Writing was 71% in 2013.

71 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
71%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

101 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
78%
Math

The state average for Math was 75% in 2013.

102 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
78%
Science

The state average for Science was 73% in 2013.

105 students were tested at this school in 2013.

2013

 
 
84%

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

English Language Arts

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

92 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
86%
Math

The state average for Math was 74% in 2013.

91 students were tested at this school in 2013.

2013

 
 
81%

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

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 Students83%
Female85%
Male80%
Black or African American50%
Asiann/a
Hispanic75%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged90%
Not economically disadvantaged78%
Special education33%
Not special education87%
Limited English proficient (LEP)71%
Proficient in English84%
Migrantn/a
Non-migrant83%
Gifted/talented100%
Non-Gifted81%
Bilingualn/a

Math

All Students77%
Female77%
Male78%
Black or African American38%
Asiann/a
Hispanic63%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged69%
Not economically disadvantaged84%
Special education17%
Not special education82%
Limited English proficient (LEP)71%
Proficient in English78%
Migrantn/a
Non-migrant77%
Gifted/talented100%
Non-Gifted75%
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 Students68%
Female72%
Male65%
Black or African American50%
Asiann/a
Hispanic50%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White80%
Economically disadvantaged64%
Not economically disadvantaged74%
Special education40%
Not special education71%
Limited English proficient (LEP)20%
Proficient in English72%
Migrantn/a
Non-migrant68%
Gifted/talented100%
Non-Gifted66%
Bilingualn/a

Math

All Students68%
Female67%
Male70%
Black or African American38%
Asiann/a
Hispanic50%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White82%
Economically disadvantaged64%
Not economically disadvantaged74%
Special education60%
Not special education69%
Limited English proficient (LEP)40%
Proficient in English71%
Migrantn/a
Non-migrant68%
Gifted/talented100%
Non-Gifted66%
Bilingualn/a

Writing

All Students63%
Female64%
Male63%
Black or African American38%
Asiann/a
Hispanic76%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White65%
Economically disadvantaged56%
Not economically disadvantaged73%
Special education0%
Not special education68%
Limited English proficient (LEP)60%
Proficient in English64%
Migrantn/a
Non-migrant63%
Gifted/talented100%
Non-Gifted60%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students88%
Female92%
Male84%
Black or African American91%
Asiann/a
Hispanic76%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged78%
Not economically disadvantaged94%
Special education63%
Not special education90%
Limited English proficient (LEP)n/a
Proficient in English90%
Migrantn/a
Non-migrant88%
Gifted/talented100%
Non-Gifted87%
Bilingualn/a

Math

All Students82%
Female86%
Male79%
Black or African American75%
Asiann/a
Hispanic83%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White83%
Economically disadvantaged68%
Not economically disadvantaged91%
Special education50%
Not special education85%
Limited English proficient (LEP)n/a
Proficient in English83%
Migrantn/a
Non-migrant82%
Gifted/talented100%
Non-Gifted80%
Bilingualn/a

Science

All Students84%
Female85%
Male83%
Black or African American77%
Asiann/a
Hispanic84%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White84%
Economically disadvantaged85%
Not economically disadvantaged83%
Special education73%
Not special education85%
Limited English proficient (LEP)n/a
Proficient in English85%
Migrantn/a
Non-migrant84%
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 Students78%
Female80%
Male76%
Black or African American58%
Asiann/a
Hispanic84%
Multiracial86%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White79%
Economically disadvantaged60%
Not economically disadvantaged89%
Special educationn/a
Not special education80%
Limited English proficient (LEP)n/a
Proficient in English79%
Migrantn/a
Non-migrant78%
Gifted/talented100%
Non-Gifted73%
Bilingualn/a

Math

All Students81%
Female85%
Male78%
Black or African American58%
Asiann/a
Hispanic83%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White83%
Economically disadvantaged76%
Not economically disadvantaged84%
Special educationn/a
Not special education80%
Limited English proficient (LEP)n/a
Proficient in English81%
Migrantn/a
Non-migrant81%
Gifted/talented100%
Non-Gifted77%
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 "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 56% 29%
Hispanic 21% 52%
Black 15% 13%
Two or more races 4% 2%
Asian or Pacific Islander 2% 4%
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) 6%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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5200 Kelly Elliott Road
Arlington, TX 76017
Phone: (682) 867-3900

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