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GreatSchools Rating

Cedar Hill High School

Public | 9-12 | 1630 students

 
 

Last modified
Community Rating

2 stars

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

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40 reviews of this school


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Posted April 19, 2013

This school is terrible that's all I have to say, not just the school but the DISTRICT as a whole. I would know because I;m a former student, I attended from elementary to high school. Why? The teachers here do not care about your education at all. They have teachers that do not teach and are just there for a check. They havent been a good district since the late 90's and early 2000's
—Submitted by a student


Posted March 8, 2013

This school is horrible. I am currently a student attending this school and am trying to find a way out. most of the students in this school are leaving for better acadamic opportunites. This district is awful.
—Submitted by a student


Posted February 26, 2013

I am currently a sophomore on a full-ride academic scholarship at a top university in Texas. I graduated from Cedar Hill High School in 2012, and I must say that I am proud of the school I graduated from. The school offers many dual credit courses, which is why I am graduating college a year early. For the most part, I feel like Cedar Hill taught me how to become an independent learner, which in turn has helped me succeed so far in college. There were several excellent teachers at this school. The school is a little ghetto because there are too many out-of district students. I took mostly AP classes, and I think they were pretty descent. Compared to the students I've met in college who attended other public schools, I'm convinced that there isn't a public high school that doesn't have its problems.
—Submitted by a student


Posted October 28, 2010

Cedar Hill High School should be avoided at all cost. The school can do "well" on State exams, but the school does nothing to encourage the students to go to colleges outside of Dallas Community Colleges. I graduated their in 2010 and from advanced classes. I had issues with a few teachers but most of the ones I had were good and challenging, although many of them would complain about the useless workshop and paperwork they would have to go through because of administration, not to mention they forced them to inforce dress code at the beginning of each class. Also, many replies on here say atlethics rule. That is not true Football and Basketball rule, everyone else is lucky for the locker rooms that they are given. Overall, go to a school in NORTH Dallas all the public schools here are not worth it. (unless you want drafted in Football.)
—Submitted by a student


Posted April 22, 2010

As a teacher here I can honestly say that every practice the District Administration employs drives good teachers away. We are overtrained, overtested and overworked with useless paperwork. I've been here five years and I have had enough. We are punished for high failing rates if we make our classes demanding, and we are also punished if we make them too easy because the kids fail the TAKS. When kids fail they are not held accountable. They are placed in 'Credit Recovery', where they spend 2 weeks clicking through fill in the blank worksheets on a computer and are awarded credit for a class. Students have no reason to feel like they need to pass. Instead, they disrupt other kids' education by failing 2 years and suffer no penalty. The kid who got 1/2 their credits in credit recovery gets the same diploma that the ones who work hard do.
—Submitted by a teacher


Posted March 25, 2010

I hate that our teacher turnover rate is so high and the district administration just continues to make demands that cannot be fulfilled by first year teachers and it continues to drive good people out. That is why we are not making progress. Furthermore, the lack of respect for teachers from the administration is shocking and all the superintendent does is fill us with empty rhetoric and allow the chief of curriculum and instruction bully people.
—Submitted by a teacher


Posted March 24, 2010

So sad....Cedar Hill High School ranks below the state average for almost every subject, for almost every grade. Our oldest child attended here and received an abysmal eduacation. We were fortunate enough to be able to provide a better education for our younger child - but what about the families that aren't able to do this? The school administration needs to be held accountable.


Posted September 5, 2009

The school is horrible. Parents dont send your children to any CISD schools. My child went there and had to transfer immediately. Its obvious that the students dont want to learn and the teachers aren't strict.


Posted October 18, 2008

This school does too much on sports and not enough on education. A pep rally is held almost every week, cutting down precious learning time. If the TAKS scores are so low, the school should spend less time on fun and games and more about academics. My child has attended 2 other high schools and this is the worse yet. The staff seems to be strict on the dress code more than they are on the conduct of their students. My kid has told me that during fights, security guards use pepper spray on kids instead of trying to break up the brawl.
—Submitted by a parent


Posted October 15, 2008

This school is all i been talkin about. From the teachers to the sports, parents if you want your child to be something take them to this school.I love this school and wouldnt trade it for the world!!!
—Submitted by a parent


Posted July 31, 2008

HORRIBLE! Parents don't send your children there. Moved several times and this is the only district i have had problems with and the worst yet. the school is cheap and doesn't fund anything. Teachers don't seem to care and neither do the students
—Submitted by a parent


Posted May 5, 2008

I love the teachers and students. I learned so much over the years! My favorite teacher is Mr. Bruno, he is one of the art teachers. I just love the school.
—Submitted by a student


Posted January 15, 2008

cedar hill is awesome! i am in all AP classes and have challenging work and more than enough help from teachers to teach me it. The only problem i see is the school spirit is low. The admin our doing their best to try in fix the problem set in place by old leaders and overall i love my high school
—Submitted by a student


Posted October 29, 2007

When I was a student here at this school, sometimes I would have several teachers in one year. Sometimes our teacher would leave and we would just have a different sub every week or so. And there were even a couple classes where we didn't have a teacher at all. I don't mean for a day, but for a week or two at a time. It just became a norm. This school didn't prepare me for college, or help me in any way whatsoever. My mother pulled by brothers out of this school district after I graduated about 4 years ago and I would never send or recommend any child to go there unless there is no other possible school.
—Submitted by a student


Posted November 19, 2006

I am a student at CHHS taking all regular classes. I have no basis for comparaison, but as far as I can see it is very screwed up. Most of the teachers are competent (or better), but the administration is a pile of crap. For example, in Spanish II the first part of the year was done by a very good teacher, who was later transferred to biology, and we where left with a substitute who ended up loosing out six-weeks grade. She was replaced with a very poor new teacher who failed to teach. I am stuck with the consequences this year. There was also an instance of two girls that came from an Oak_Cliff school who wanted to go back saying that this school was more screwed. Shoot, the school recently wasted money to go put a decal on the foot ball field. The_school_is_changing_in_demographics, and_I_guess_that_this_is_the_result. The_school_is_not_terrible, but_it_isn't_good_either.
—Submitted by a student


Posted October 18, 2006

This school is horrible! Starting from the Principal and continuing down the ladder. Parent s issues and or concerns do not seem to be on the priorty list at CHHS. A child's H.S experience should be a memorable one in regards to the education received, friends, teachers, counselors and principals. My son is currently a senior and the only comment I hear from him is 'he can't wait until he graduate' I have encountered several frustrating situations during the four years my son attended this school. I have three other children that will be attending H.S and it is sad to say that I will have to seek education out of the district especially since the majority of my taxes go to the CHISD school district.
—Submitted by a parent


Posted September 23, 2006

Cedar Hill is not all that bad. Yeah football is big but it is the only thing keeping alot of kids from ending up dead or in jail. Guess What I'm only a sophomore and I know more about life from this school than most do from going to college and going out into the real world
—Submitted by a student


Posted September 20, 2006

Cedar hill isd needs to hire qualified teachers. There are too many students in classes sometimes 40 in a class. The behavior is out of control and there is no stability with the staff. They are moved around (including principals) or they get fed up and leave. I have seen teachers pack up in the middle of the day and leave. Sometimes students will have 2 or 3 teachers come in and out during the year. There are good teachers but not as many as there should be in a large district. The parents should be more involved but there are a handful of parents that try to keep it all together.There are good principals, they are over whelmed, but they are really good. I do not recommend this district.
—Submitted by a staff


Posted June 4, 2006

From my personal view and activities with CHISD, the entire school district is at a turning point. Due to the poplulation growth, our schools have begun dealing with an increase in student enrollment, and not everyone who goes to school shows up with the intention on learning. However, I don't blame CHISD. They have to work with what is sent to them. They can't turn a student away.
—Submitted by a parent


Posted May 1, 2006

Cedar Hill High School has steadily gone downhill. The teachers are either cold & unapproachable or spend a lot of time on their cell phones. The programs offered are good, ie: AP classes, sports, etc. but even then, you can run across several unmotivating teachers. This is very disheartening for parents to hear their AP students come home & complain that the teacher was on her cell phone most of the class time. I guess it is a lottery as to the caliber of teachers your student ends up with.
—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.

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 70% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 91% in 2011.

601 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
87%
Math

The state average for Math was 74% in 2011.

594 students were tested at this school in 2011.

2011

 
 
62%

2010

 
 
56%
Science

The state average for Science was 76% in 2011.

597 students were tested at this school in 2011.

2011

 
 
66%

2010

 
 
60%
Social Studies

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

596 students were tested at this school in 2011.

2011

 
 
88%

2010

 
 
86%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 95% in 2013.

442 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
91%

2011

 
 
95%

2010

 
 
90%
Math

The state average for Math was 89% in 2013.

446 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
85%

2011

 
 
85%

2010

 
 
81%
Science

The state average for Science was 95% in 2013.

448 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
91%

2011

 
 
89%

2010

 
 
87%
Social Studies

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

445 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
98%

2011

 
 
98%

2010

 
 
98%
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%
Female94%
Male95%
Black or African American94%
Asiann/a
Hispanic96%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged93%
Special education69%
Limited English proficient (LEP)n/a

Math

All Students79%
Female76%
Male82%
Black or African American79%
Asiann/a
Hispanic82%
American Indian or Alaska Nativen/a
White84%
Economically disadvantaged77%
Special education54%
Limited English proficient (LEP)n/a

Science

All Students89%
Female88%
Male90%
Black or African American87%
Asiann/a
Hispanic96%
American Indian or Alaska Nativen/a
White88%
Economically disadvantaged87%
Special education59%
Limited English proficient (LEP)n/a

Social Studies

All Students97%
Female96%
Male98%
Black or African American96%
Asiann/a
Hispanic99%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged96%
Special education81%
Limited English proficient (LEP)n/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

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

46 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
n/a
Algebra II

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

86 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
n/a
Biology I

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

45 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
n/a
Chemistry

The state average for Chemistry was 84% in 2013.

505 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
n/a
English I Reading

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

97 students were tested at this school in 2013.

2013

 
 
13%

2012

 
 
n/a
English I Writing

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

133 students were tested at this school in 2013.

2013

 
 
11%

2012

 
 
n/a
English II Reading

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

431 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
n/a
English II Writing

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

437 students were tested at this school in 2013.

2013

 
 
32%

2012

 
 
n/a
English III Reading

The state average for English III Reading was 63% in 2013.

95 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
n/a
English III Writing

The state average for English III Writing was 42% in 2013.

95 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
n/a
Geometry

The state average for Geometry was 86% in 2013.

433 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
n/a
Physics

The state average for Physics was 81% in 2013.

2013

 
 
n/a

2012

 
 
39%
U.S. History

The state average for U.S. History was 73% in 2013.

2013

 
 
n/a

2012

 
 
33%
World Geography

The state average for World Geography was 75% in 2013.

79 students were tested at this school in 2013.

2013

 
 
10%

2012

 
 
n/a
World History

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

519 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
43%
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 Students22%
Female23%
Male21%
Black or African American20%
Asiann/a
Hispanic50%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged17%
Not economically disadvantaged29%
Special education0%
Not special education26%
Limited English proficient (LEP)n/a
Proficient in English20%
Migrantn/a
Non-migrant22%
Gifted/talentedn/a
Non-Gifted20%
Bilingualn/a

Algebra II

All Students95%
Female93%
Male98%
Black or African American94%
Asian100%
Hispanic91%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged95%
Not economically disadvantaged96%
Special educationn/a
Not special education95%
Limited English proficient (LEP)n/a
Proficient in English95%
Migrantn/a
Non-migrant95%
Gifted/talented100%
Non-Gifted94%
Bilingualn/a

Biology I

All Students40%
Female33%
Male44%
Black or African American35%
Asiann/a
Hispanic43%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged32%
Not economically disadvantaged53%
Special education18%
Not special education47%
Limited English proficient (LEP)n/a
Proficient in English40%
Migrantn/a
Non-migrant40%
Gifted/talentedn/a
Non-Gifted40%
Bilingualn/a

Chemistry

All Students73%
Female74%
Male73%
Black or African American68%
Asian100%
Hispanic82%
Multiracial80%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged73%
Not economically disadvantaged75%
Special education30%
Not special education75%
Limited English proficient (LEP)83%
Proficient in English73%
Migrantn/a
Non-migrant73%
Gifted/talented96%
Non-Gifted72%
Bilingualn/a

English I Reading

All Students13%
Female13%
Male14%
Black or African American10%
Asiann/a
Hispanic18%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White33%
Economically disadvantaged11%
Not economically disadvantaged18%
Special education6%
Not special education15%
Limited English proficient (LEP)n/a
Proficient in English14%
Migrantn/a
Non-migrant13%
Gifted/talentedn/a
Non-Gifted13%
Bilingualn/a

English I Writing

All Students11%
Female13%
Male9%
Black or African American6%
Asiann/a
Hispanic30%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White18%
Economically disadvantaged10%
Not economically disadvantaged12%
Special education5%
Not special education12%
Limited English proficient (LEP)0%
Proficient in English11%
Migrantn/a
Non-migrant11%
Gifted/talentedn/a
Non-Gifted11%
Bilingualn/a

English II Reading

All Students62%
Female63%
Male62%
Black or African American58%
Asian100%
Hispanic74%
Multiracial67%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White66%
Economically disadvantaged61%
Not economically disadvantaged64%
Special education23%
Not special education65%
Limited English proficient (LEP)43%
Proficient in English63%
Migrantn/a
Non-migrant62%
Gifted/talentedn/a
Non-Gifted62%
Bilingualn/a

English II Writing

All Students32%
Female35%
Male30%
Black or African American28%
Asian60%
Hispanic48%
Multiracial50%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White25%
Economically disadvantaged33%
Not economically disadvantaged32%
Special education12%
Not special education34%
Limited English proficient (LEP)14%
Proficient in English33%
Migrantn/a
Non-migrant32%
Gifted/talentedn/a
Non-Gifted33%
Bilingualn/a

English III Reading

All Students97%
Female100%
Male93%
Black or African American95%
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged97%
Not economically disadvantaged97%
Special educationn/a
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English97%
Migrantn/a
Non-migrant97%
Gifted/talented96%
Non-Gifted97%

English III Writing

All Students84%
Female84%
Male85%
Black or African American79%
Asiann/a
Hispanic77%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged92%
Not economically disadvantaged80%
Special educationn/a
Not special education84%
Limited English proficient (LEP)n/a
Proficient in English84%
Migrantn/a
Non-migrant84%
Gifted/talented88%
Non-Gifted83%

Geometry

All Students72%
Female71%
Male73%
Black or African American67%
Asiann/a
Hispanic82%
Multiracial85%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White84%
Economically disadvantaged70%
Not economically disadvantaged75%
Special education22%
Not special education75%
Limited English proficient (LEP)100%
Proficient in English72%
Migrantn/a
Non-migrant72%
Gifted/talented100%
Non-Gifted72%
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 Students10%
Female9%
Male13%
Black or African American7%
Asiann/a
Hispanic27%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged11%
Not economically disadvantaged8%
Special education7%
Not special education11%
Limited English proficient (LEP)n/a
Proficient in English11%
Migrantn/a
Non-migrant10%
Gifted/talentedn/a
Non-Gifted10%
Bilingualn/a

World History

All Students50%
Female42%
Male57%
Black or African American44%
Asian78%
Hispanic58%
Multiracial53%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White69%
Economically disadvantaged48%
Not economically disadvantaged52%
Special education20%
Not special education51%
Limited English proficient (LEP)50%
Proficient in English50%
Migrantn/a
Non-migrant50%
Gifted/talented80%
Non-Gifted48%
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
Black 70% 13%
Hispanic 18% 50%
White 9% 31%
Asian 1% 3%
Two or more races 1% 2%
American Indian/Alaska Native 0% 0%
Hawaiian Native/Pacific Islander 0% 0%
Source: NCES, 2010-2011

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1 Longhorn Blvd
Cedar Hill, TX 75104
Website: Click here
Phone: (469) 272-2000

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