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GreatSchools Rating

Wells Branch Elementary School

Public | PK-5 | 1012 students

 

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Last modified
Community Rating

4 stars

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

Teacher quality

Principal leadership

Parent involvement

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17 reviews of this school


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Posted April 5, 2014

My daughter has attended WBE for six years. She will be heading to middle school. I would share that I have loved WBE for many reasons....because there is a culture of respect and caring, because it has a strong parent and volunteer presence grounded in an active pta, because it is a culturally and ecomically diverse school. My daughter has had some wonderful teachers. The coaching and specials teachers (art, music) are top notch. She has an outstanding smart fun silly group of friends. She has been encouraged to participate in art, and choir, and robotics, and extra curriculars.. Sure, I sometimes wish for more project-based learning, especially in science, but our experience has been positive and we will miss the school when she moves on.
—Submitted by a parent


Posted January 14, 2014

My daughter has been in this school for almost two years now. All teachers we have interacted with are very well prepared, very motivated and very professional. The principal knows how to run the school, but unfortunately she is not very charismatic. However, the new assistant principal is and they complement well each other. There are a number of parents and volunteers that are very involved in the school which is great. There is a nice sense of community at the school.
—Submitted by a parent


Posted May 7, 2012

The principal is cold, rude, and treats parents as a necessary annoyance that must be kept at arms-length. Information from her and the administrators is not at all forthcoming, and when more information is sought, there is a definite "stay-away" message that parents receive from her and her staff. As a result, parent involvement is reduced to a small handful of dedicated PTA board members. Students are low in morale, and don't see the point of going to school, turning in assignments. I'll be glad to be leaving WBE.
—Submitted by a parent


Posted April 22, 2012

I have 3 kids at this elementary school, 5th, 3rd, and 1st. Their teachers are all exceptional, and they take the time to talk to me, about my kids and how they are doing. It really feels like a collabrative effort for their education. As a parent, I believe parent involvment makes or breaks a school. The PTA at Wells Branch is awsome! The teachers encourage my help, and the principal and vice principal listen to my concerns. Even though it is overcrowded we are making it work.
—Submitted by a parent


Posted November 1, 2011

The school is overcrowded. The teachers are stressed and are not getting enough support. My daughter is bored, and I have asked to have her moved into the gifted classes, but that is not how RRISD works. Being a single parent on a major budget I can ill afford to send her to private school, or pay for after school enrichment activities. I moved to this area as I heard good things about the school, but I am dissapointed to be sure. Thank goodness for hebrew school and the library!
—Submitted by a parent


Posted June 21, 2011

Great staff and super teachers.The one time we had an issue with bullying it was diffused swiftly in a professional manner. The teachers are committed emotionally as well as professionally and really care about the kids. We will miss the WBE family.
—Submitted by a parent


Posted March 4, 2009

My children are currently in 3rd and 1st grades, they have been at Wells Branch elem for their entire school careers. I have been very pleased with the diverse make-up of the school. The teachers have gone out of their way to make an effort to accomodate every child. I do feel that discipline problems of some students should be addressed in a fashion that does not effect the entire class. Our principal has made an effort to know every child.
—Submitted by a parent


Posted August 23, 2008

My sone attended K and 1st here under previous principal. We were impressed by the teachers and admin staff. They all gave 110%. His 1st grade teacher was by far the best we've seen. If you look at the cultural and societal make-up of WBE, you'll see children of all backgrounds and, in my opinion, the staff is doing an amazing job of keeping all the children learning and on course. They have good rules to prevent distractions in the class rooms. We're now at a highly rated school in the same district and I wish it had the same staff, faculty, and structure of WBE.
—Submitted by a parent


Posted April 25, 2008

From what I have heard around the neighborhood, multiple teachers are leaving WBE due to things going on on the campus. As a parent I am only privy to so much information, but I do know several are leaving. It makes sense that lack of support would cause good teachers to go elsewhere. I guess maybe I should be thankful this is my daughter's last year there.
—Submitted by a parent


Posted March 26, 2008

The teachers at this school truely are amazing. They are the most dedicated group of professionals I have ever come across in the school system. They do whatever it takes for your children, inspire of the lack of support from the principal. She is basically non-existent from what I can tell, working 3-4 full days a week. When she is there, she is condesending and cold. She doesn't seem to encourage her teachers or help them out. They appear to do their jobs inspire of her. Still, because of the faculty, I will keep my child at WBE because I know her teachers are the best there are. I just hope they stay.
—Submitted by a parent


Posted January 10, 2008

My oldest daughter attended WBE from K-5. Under the previous principal, Ms. Taylor, (whom the children absolutely adored) the children were taught self control, pride, respect and good behavior. She led the children with a calm gentle voice and without fear. Under the new principal, Ms. Cini, I see the children less under control, the cafeteria is much louder, and the behavior is wilder at the school sponsored public events. It's a shame that the gentle leadership is going away.
—Submitted by a parent


Posted April 23, 2007

First let me start by saying the WBE has some of the best trained and most competent teachers I have ever seen. They work hard to promote the learning of all students. I disagree that they do not challenge higher students. The fact that the commended and passing rates on TAKS are rising is proof these teachers are giving 110%. Regardless the make up of the community, I would much rather my children be at WBE where I have seen proof amazing teachers still exist. You could not ask for a more didicated or hard working faculty.
—Submitted by a parent


Posted May 17, 2006

Academically the school does not challenge the higher achieving kids. the TAKS scores have been going up (passing rates are higher), but the kids that can handle higher order thinking skills and simply more challenging curriculum are not served well in the school. The teachers and admin staff are very nice, and some teachers are very effective. The school building is always very clean. Less than 20 parents attend the PTA meetings, but parents do volunteer for activities.
—Submitted by a parent


Posted April 26, 2006

My son is in Kindergarten at WBE, and so far, we are happy with it. The principal is fantastic--very friendly and accessible to parents and students. I've subbed at the school and the teachers seem competent and happy, which is a good sign. It is ethnically diverse, which I like. Not sure about parent involvement--the PTA seems to have a low membership and had a hard time recruiting officers this year. The music and PE programs seems to be good--I have not had as much feedback about art, so I can't comment about that. The kids are mostly well behaved from what I've seen, so they seem to have an adequate discipline plan. I like the fact that they teach life skills and communication, such as how to handle bullying, etc.
—Submitted by a parent


Posted February 21, 2006

Low parent involvement, discipline problems. Great teachers!
—Submitted by a parent


Posted July 26, 2005

This school is a mixed package. The lower middle class neighborhood is composed of many non-English speaking families, so due to the No Child Left Behind Act the school is more focused on the kids who have more difficulty with English. Those kids who are 'above the minimum standards' get very little additional motivational help or recognition from the school. Parental involvement is very, very low, probably due to many 2 working parent families. For these reasons, we are moving away from WBE this year. On the plus side, the staff is great, and most of the teachers care deeply about the students. The obvious fact is that RRISD is stingy with $ for the 'outlying' schools like WBE. Computers break and are not fixed, and portables abound. If you can afford it, move close to Laurel Mountain, Fern Bluff, or North Oaks OR go to Leander ISD.
—Submitted by a parent


Posted April 29, 2005

So many school events parents can join, international fair, reading books fair, talent show, it's a wonderful school.
—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.

103 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
96%
Math

The state average for Math was 87% in 2011.

104 students were tested at this school in 2011.

2011

 
 
94%

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.

128 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
90%
Math

The state average for Math was 88% in 2011.

132 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
86%
Writing

The state average for Writing was 90% in 2011.

135 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
90%
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.

148 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
92%
Math

The state average for Math was 81% in 2011.

148 students were tested at this school in 2011.

2011

 
 
91%

2010

 
 
91%
Science

The state average for Science was 87% in 2011.

150 students were tested at this school in 2011.

2011

 
 
82%

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

All Students93%
Female91%
Male96%
Black or African American83%
Asian100%
Hispanic100%
American Indian or Alaska Nativen/a
White90%
Economically disadvantaged93%
Not economically disadvantaged94%
Special educationn/a
Not special education94%
Limited English proficient (LEP)100%
Proficient in English92%
Migrantn/a
Not migrant93%
Gifted/talented100%

Math

All Students94%
Female93%
Male96%
Black or African American90%
Asian100%
Hispanic93%
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged91%
Not economically disadvantaged98%
Special education80%
Not special education95%
Limited English proficient (LEP)100%
Proficient in English93%
Migrantn/a
Not 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 Students93%
Female96%
Male88%
Black or African American86%
Asian100%
Hispanic90%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged90%
Not economically disadvantaged97%
Special educationn/a
Not special education93%
Limited English proficient (LEP)82%
Proficient in English94%
Migrantn/a
Not migrant93%
Gifted/talented100%

Math

All Students89%
Female88%
Male91%
Black or African American82%
Asian100%
Hispanic88%
American Indian or Alaska Nativen/a
White90%
Economically disadvantaged88%
Not economically disadvantaged92%
Special education60%
Not special education91%
Limited English proficient (LEP)83%
Proficient in English89%
Migrantn/a
Not migrant89%
Gifted/talented100%

Writing

All Students93%
Female95%
Male91%
Black or African American82%
Asian100%
Hispanic98%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged91%
Not economically disadvantaged97%
Special educationn/a
Not special education94%
Limited English proficient (LEP)92%
Proficient in English93%
Migrantn/a
Not 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

All Students97%
Female96%
Male97%
Black or African American100%
Asian100%
Hispanic92%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged94%
Not economically disadvantaged99%
Special education100%
Not special education96%
Limited English proficient (LEP)87%
Proficient in English98%
Migrantn/a
Not migrant97%
Gifted/talented100%

Math

All Students91%
Female91%
Male90%
Black or African American84%
Asian100%
Hispanic86%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged83%
Not economically disadvantaged97%
Special education83%
Not special education91%
Limited English proficient (LEP)87%
Proficient in English91%
Migrantn/a
Not migrant91%
Gifted/talented100%

Science

All Students82%
Female78%
Male86%
Black or African American65%
Asian100%
Hispanic75%
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged73%
Not economically disadvantaged91%
Special education100%
Not special education81%
Limited English proficient (LEP)69%
Proficient in English84%
Migrantn/a
Not migrant82%
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.

137 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
81%
Math

The state average for Math was 69% in 2013.

130 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
70%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 72% in 2013.

127 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
84%
Math

The state average for Math was 68% in 2013.

127 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
71%
Writing

The state average for Writing was 71% in 2013.

128 students were tested at this school in 2013.

2013

 
 
80%

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 77% in 2013.

92 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
81%
Math

The state average for Math was 75% in 2013.

90 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
81%
Science

The state average for Science was 73% in 2013.

92 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
78%
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 Students81%
Female79%
Male83%
Black or African American75%
Asian78%
Hispanic76%
Multiracial82%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White92%
Economically disadvantaged77%
Not economically disadvantaged86%
Special education22%
Not special education85%
Limited English proficient (LEP)61%
Proficient in English84%
Migrantn/a
Not migrant81%
Gifted/talented100%
Not Gifted79%
Bilingual67%

Math

All Students75%
Female73%
Male78%
Black or African American52%
Asian94%
Hispanic67%
Multiracial80%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White92%
Economically disadvantaged64%
Not economically disadvantaged88%
Special education40%
Not special education77%
Limited English proficient (LEP)70%
Proficient in English77%
Migrantn/a
Not migrant75%
Gifted/talented100%
Not Gifted73%
Bilingual83%
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%
Female85%
Male78%
Black or African American73%
Asian100%
Hispanic73%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged78%
Not economically disadvantaged86%
Special education60%
Not special education83%
Limited English proficient (LEP)54%
Proficient in English85%
Migrantn/a
Not migrant82%
Gifted/talented100%
Not Gifted80%
Bilingualn/a

Math

All Students81%
Female84%
Male78%
Black or African American73%
Asian100%
Hispanic69%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White94%
Economically disadvantaged74%
Not economically disadvantaged87%
Special education40%
Not special education83%
Limited English proficient (LEP)46%
Proficient in English85%
Migrantn/a
Not migrant81%
Gifted/talented100%
Not Gifted79%
Bilingualn/a

Writing

All Students80%
Female89%
Male72%
Black or African American73%
Asian100%
Hispanic73%
Multiracial80%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged69%
Not economically disadvantaged90%
Special education40%
Not special education82%
Limited English proficient (LEP)46%
Proficient in English84%
Migrantn/a
Not migrant80%
Gifted/talented100%
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

English Language Arts

All Students88%
Female88%
Male88%
Black or African American92%
Asian100%
Hispanic74%
Multiracial86%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged85%
Not economically disadvantaged91%
Special educationn/a
Not special education89%
Limited English proficient (LEP)85%
Proficient in English89%
Migrantn/a
Not migrant88%
Gifted/talented100%
Not Gifted87%
Bilingualn/a

Math

All Students72%
Female72%
Male73%
Black or African American68%
Asian100%
Hispanic57%
Multiracial71%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged67%
Not economically disadvantaged78%
Special educationn/a
Not special education74%
Limited English proficient (LEP)73%
Proficient in English73%
Migrantn/a
Not migrant72%
Gifted/talented100%
Not Gifted69%
Bilingualn/a

Science

All Students73%
Female78%
Male66%
Black or African American64%
Asian92%
Hispanic56%
Multiracial86%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged73%
Not economically disadvantaged72%
Special educationn/a
Not special education76%
Limited English proficient (LEP)64%
Proficient in English74%
Migrantn/a
Not migrant73%
Gifted/talented100%
Not Gifted70%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

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

About the tests


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

Source: Texas Education Agency

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
Hispanic 39% 52%
White 27% 29%
Black 19% 13%
Asian or Pacific Islander 9% 4%
Two or more races 6% 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) 17%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 5%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • BELINDA CINI
Fax number
  • (512) 428-3490

Resources

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

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14650 Merrilltown Drive
Austin, TX 78728
Website: Click here
Phone: (512) 428-3400

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