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GreatSchools Rating

Turner High School

Public | 9-12 | 2140 students

 

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Living in Carrollton

Situated in a suburban neighborhood. The median home value is $125,000. The average monthly rent for a 2 bedroom apartment is $880.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 3 ratings
2012:
Based on 1 rating
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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11 reviews of this school


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Posted January 18, 2014

If you are black and from another country, don't take your children to RL Turner. In other words if you are from Africa don't take your kids to this school. Kids from Africa are discriminated against and no one says a thing. Teachers, counsellors pretend nothing is happening. Racism is serious at this school. WARNING! this school will not accept credits from Africa! I was really shocked when one of my kids was placed in 9th grade despite being in 12th grade in Africa. When I complained, no one cared. I had to remove my children in a hurry coz they were severely depressed. My child's grades were later accepted in another school district and she has since graduated. And to make matters worse they don't have too many high schools in this school district so you don't have too many options. Do some research before moving to this area. We moved from Dallas to Addison thinking Addison fell under Richardson School District little did we know it was in CFBISD. Other black parents with kids who came from other countries are removing their kids too. By the way most African kids in America do better in school I don't see reason why credits from Africa can't be accepted.
—Submitted by a parent


Posted July 20, 2013

I like Turner for my Child. He has made very good grades and has met lifetime good kids in the METSA Program which prepares a student for college like courses. A parent heps make a good student.
—Submitted by a parent


Posted February 22, 2013

I have had two students go from K-12th in CFBISD. Turner has been a great school, awesome school spirit and staff. The new small learning communities are a big benefit to students that start as freshmen and attend all 4 years. Our youngest will graduate in May, and she is extremely well prepared for college, as was our oldest. No matter where you go to school, volunteering and parent involvement is still important.
—Submitted by a parent


Posted January 27, 2013

I have two kids who live in the CFBISD area.Parents know your hand book, policies and TEA information. Janie Stark Elementary school is AMAZING!Its the Middle school and high school they get lost and the faculty are desensitized.
—Submitted by a parent


Posted April 25, 2012

I loved Turner in '95, and my son loves it now in 2012. As far as the tardy rule we have never a problem. He only has gotten one tardy and it was dismissed. If your child shows up on time, has desire to suceed and works at it, this school will allow them the freedom and comfortable enviroment needed. I get emails from his teachers and coach, and from the 9th grade counslers even calls from the assistant principal with progress reports. My son has requested when we move we gotta move to Turner territory.
—Submitted by a parent


Posted November 2, 2011

I am 2011 alumni. For the first year and a half of high school I attended Newman Smith High School down the street from Turner. I had a horrible experience with Newman Smith as a whole. The teachers, principals, and counselors have absolutely no sympathy for their students. Their philosophy seems to be guilty until proven innocent and they certainly enforce this. Because of this and other issues with them, my mother and I agreed to transfer over to R. L. Turner where she and my older brother had graduated from. We were very pleased with the change because immediately I was accepted with my peers and with the administration. Turner allows their students to make the right decisions on their own and because of this it builds great character in their students. I recommend this school for students who want to have a great relationship with their peers and teachers who are also wonderful.
—Submitted by a student


Posted January 28, 2011

Unrealistic expectations of any teenager growing up in this neighborhood sets them up for failure If you walk into class even as the bell is ringing-you are sent to the 'tardy tank' 3 times is an ue absence and you miss 2 class PERIODS-not days-straight to court where $ is the motivation. I don't blame kids for simply skipping the entire class period if they know they may be even a few seconds late they will not be allowed to attend the class anyway The school is forcing students to miss a whole day's lecture over a tardy. My daughter was approached by a girl in the lunchroom who hit her in the face so daughter swung and hit her back. My daughter & the other girl were ticketed & sent to the alternative school for 30 days. My daughter made good grades and went to school daily but because she defended herself against an attacker-she was punished. The policy is to 'duck and cover' when someone begins attacking you at school. It's ridiculous. Even the officer said so. The tardy rule is the reason kids are finally just skipping classes, then whole days, then dropping out. They need to get with it and realize THEY are the one's ruining kids future's by their ludicrous views.
—Submitted by a parent


Posted October 9, 2010

Because my daughter goes there!
—Submitted by a parent


Posted November 13, 2008

I think Turner is an AMAZING school. Teachers, students, and principals get along just fine. There's a friendly person greeting you at every corner and it amazes me how students always give it their all to prove everyone wrong. Turner might not be winning district championships but they have the thing that matters the most which is character.... Like their slogan says 'character Counts'. I think students have a really good idea of what character is. If you don't know turner don't hesitate to give it a tour, you will see that you shouldn't judge a book by its cover. 'Cheer, cheer for old Turner High Lift up her colors, long may they fly Send the volley cheer on high; Shake down the thunder from the sky. What though the odds may be great or small Old Turner High will win over all While her loyal sons go marching Onward to victory !'
—Submitted by a parent


Posted August 1, 2006

I have found Turner to be a great school. It is in a bad neighborhood, but but the school is safer than any other high school in the district. The activities are great, and the teachers are understanding. What amazes me most are the students. You would imagine a school like this to have groups and fights at every corner. However, people of all races, genders, and religions are friends. I really enjoy this school, and would ask that parents and students give us a chance. People have a tendency to prejudge us, label us when they've never attended this school. So please give us a chance. If you come and meet us, you'll see that we don't agree with prejudice.
—Submitted by a staff


Posted September 4, 2003

I graduated from Turner in 2001. I really enjoyed all my teachers. Mr. Holland did an excellent job all the time, especially when we had things happen. The football program is turning around. It was good in the 60's and 70's and then turned south. Now its getting great once again. Get'em Lions!
—Submitted by a former student


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.

544 students were tested at this school in 2011.

2011

 
 
87%

2010

 
 
90%
Math

The state average for Math was 70% in 2011.

537 students were tested at this school in 2011.

2011

 
 
75%

2010

 
 
76%
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 91% in 2011.

523 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
92%
Math

The state average for Math was 74% in 2011.

512 students were tested at this school in 2011.

2011

 
 
81%

2010

 
 
78%
Science

The state average for Science was 76% in 2011.

518 students were tested at this school in 2011.

2011

 
 
77%

2010

 
 
78%
Social Studies

The state average for Social Studies was 93% in 2011.

514 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
95%
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 95% in 2013.

458 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
95%

2011

 
 
94%

2010

 
 
88%
Math

The state average for Math was 89% in 2013.

464 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
96%

2011

 
 
92%

2010

 
 
84%
Science

The state average for Science was 95% in 2013.

460 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
97%

2011

 
 
90%

2010

 
 
86%
Social Studies

The state average for Social Studies was 98% in 2013.

431 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
98%

2011

 
 
99%

2010

 
 
96%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

All Students95%
Female97%
Male92%
Black or African American94%
Asian100%
Hispanic94%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged94%
Special education65%
Limited English proficient (LEP)68%

Math

All Students91%
Female89%
Male92%
Black or African American85%
Asian100%
Hispanic89%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged90%
Special education57%
Limited English proficient (LEP)68%

Science

All Students95%
Female95%
Male96%
Black or African American91%
Asian100%
Hispanic95%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged94%
Special education52%
Limited English proficient (LEP)78%

Social Studies

All Students99%
Female99%
Male98%
Black or African American100%
Asian100%
Hispanic98%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged98%
Special education76%
Limited English proficient (LEP)94%
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

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

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

Algebra I

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

415 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
66%
Algebra II

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

161 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
82%
Biology I

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

510 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
81%
Chemistry

The state average for Chemistry was 84% in 2013.

316 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
66%
English I Reading

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

620 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
62%
English I Writing

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

654 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
42%
English II Reading

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

504 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
n/a
English II Writing

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

506 students were tested at this school in 2013.

2013

 
 
44%

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.

482 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
99%
Physics

The state average for Physics was 81% in 2013.

176 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
73%
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.

561 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
78%
World History

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

499 students were tested at this school in 2013.

2013

 
 
69%

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

Algebra I

All Students74%
Female81%
Male69%
Black or African American77%
Asian100%
Hispanic74%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White73%
Economically disadvantaged73%
Not economically disadvantaged79%
Special education35%
Not special education77%
Limited English proficient (LEP)63%
Proficient in English76%
Migrantn/a
Non-migrant74%
Gifted/talented86%
Non-Gifted74%
Bilingualn/a

Algebra II

All Students98%
Female98%
Male97%
Black or African Americann/a
Asian100%
Hispanic96%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged97%
Not economically disadvantaged98%
Special educationn/a
Not special education98%
Limited English proficient (LEP)n/a
Proficient in English98%
Migrantn/a
Non-migrant98%
Gifted/talented100%
Non-Gifted96%
Bilingualn/a

Biology I

All Students81%
Female80%
Male82%
Black or African American82%
Asian100%
Hispanic78%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White95%
Economically disadvantaged78%
Not economically disadvantaged89%
Special education39%
Not special education83%
Limited English proficient (LEP)49%
Proficient in English85%
Migrantn/a
Non-migrant81%
Gifted/talented100%
Non-Gifted78%
Bilingualn/a

Chemistry

All Students93%
Female93%
Male93%
Black or African American89%
Asian100%
Hispanic92%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged91%
Not economically disadvantaged98%
Special educationn/a
Not special education93%
Limited English proficient (LEP)81%
Proficient in English93%
Migrantn/a
Non-migrant93%
Gifted/talented100%
Non-Gifted92%
Bilingualn/a

English I Reading

All Students60%
Female64%
Male55%
Black or African American62%
Asian88%
Hispanic54%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White82%
Economically disadvantaged55%
Not economically disadvantaged76%
Special education18%
Not special education63%
Limited English proficient (LEP)21%
Proficient in English66%
Migrantn/a
Non-migrant60%
Gifted/talented98%
Non-Gifted55%
Bilingualn/a

English I Writing

All Students46%
Female55%
Male39%
Black or African American47%
Asian84%
Hispanic41%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White67%
Economically disadvantaged41%
Not economically disadvantaged62%
Special education12%
Not special education48%
Limited English proficient (LEP)14%
Proficient in English51%
Migrantn/a
Non-migrant46%
Gifted/talented97%
Non-Gifted41%
Bilingualn/a

English II Reading

All Students77%
Female80%
Male75%
Black or African American75%
Asian100%
Hispanic75%
Multiracial83%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White92%
Economically disadvantaged75%
Not economically disadvantaged85%
Special education36%
Not special education80%
Limited English proficient (LEP)41%
Proficient in English81%
Migrantn/a
Non-migrant78%
Gifted/talented100%
Non-Gifted75%
Bilingualn/a

English II Writing

All Students44%
Female46%
Male43%
Black or African American42%
Asian82%
Hispanic38%
Multiracial83%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White72%
Economically disadvantaged41%
Not economically disadvantaged53%
Special education8%
Not special education46%
Limited English proficient (LEP)15%
Proficient in English47%
Migrantn/a
Non-migrant44%
Gifted/talented91%
Non-Gifted37%
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 Students85%
Female86%
Male83%
Black or African American92%
Asian100%
Hispanic83%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged84%
Not economically disadvantaged88%
Special education53%
Not special education86%
Limited English proficient (LEP)63%
Proficient in English87%
Migrantn/a
Non-migrant85%
Gifted/talented98%
Non-Gifted83%
Bilingualn/a

Physics

All Students70%
Female52%
Male74%
Black or African American50%
Asian89%
Hispanic67%
Multiracialn/a
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged65%
Not economically disadvantaged85%
Special education50%
Not special education72%
Limited English proficient (LEP)35%
Proficient in English76%
Migrantn/a
Non-migrant70%
Gifted/talented100%
Non-Gifted65%

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 Students78%
Female77%
Male78%
Black or African American83%
Asian100%
Hispanic73%
Multiracial80%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White94%
Economically disadvantaged74%
Not economically disadvantaged89%
Special education26%
Not special education81%
Limited English proficient (LEP)43%
Proficient in English82%
Migrantn/a
Non-migrant78%
Gifted/talented100%
Non-Gifted75%
Bilingualn/a

World History

All Students69%
Female64%
Male73%
Black or African American64%
Asian100%
Hispanic65%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged65%
Not economically disadvantaged79%
Special education29%
Not special education71%
Limited English proficient (LEP)27%
Proficient in English72%
Migrantn/a
Non-migrant69%
Gifted/talented97%
Non-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

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 77% 52%
White 13% 29%
Black 5% 13%
Asian or Pacific Islander 4% 4%
Two or more races 1% 2%
American Indian/Alaska Native 0% 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) 9%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 5%N/AN/A
Source: CRDC, 2011-2012

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School basics

School Leader's name
  • BROOKE PURICELLI
Fax number
  • (972) 968-5410

Resources

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

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1600 Josey Ln
Carrollton, TX 75006
Website: Click here
Phone: (972) 968-5420

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