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Teacher quality
Principal leadership
Parent involvement
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
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
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
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
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
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
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.
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.
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
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
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
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
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
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
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 James, a student
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 Ms. Smith, a parent
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
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
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
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.
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 state average for Math was 70% in 2011.
2011
2010
2009
2008
The state average for Reading was 89% in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for English Language Arts was 91% in 2011.
601 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Math was 74% in 2011.
594 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 76% in 2011.
597 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Social Studies was 93% in 2011.
596 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for English Language Arts was 95% in 2011.
457 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Math was 90% in 2011.
445 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 91% in 2011.
445 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Social Studies was 99% in 2011.
453 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
| All Students | n/a |
| Female | n/a |
| Male | n/a |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | n/a |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | n/a |
| Special education | n/a |
| Not special education | n/a |
| Limited English proficient (LEP) | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | n/a |
| Gifted/talented | n/a |
| All Students | n/a |
| Female | n/a |
| Male | n/a |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | n/a |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | n/a |
| Special education | n/a |
| Not special education | n/a |
| Limited English proficient (LEP) | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | n/a |
| Gifted/talented | n/a |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. 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
| All Students | 89% |
| Female | 94% |
| Male | 85% |
| Black or African American | 87% |
| Asian | 80% |
| Hispanic | 92% |
| American Indian or Alaska Native | n/a |
| White | 93% |
| Economically disadvantaged | 86% |
| Not economically disadvantaged | 93% |
| Special education | 49% |
| Not special education | 92% |
| Limited English proficient (LEP) | 63% |
| Proficient in English | 89% |
| Migrant | n/a |
| Non-migrant | 89% |
| Gifted/talented | 100% |
| All Students | 62% |
| Female | 64% |
| Male | 59% |
| Black or African American | 56% |
| Asian | 60% |
| Hispanic | 71% |
| American Indian or Alaska Native | n/a |
| White | 82% |
| Economically disadvantaged | 54% |
| Not economically disadvantaged | 71% |
| Special education | 12% |
| Not special education | 65% |
| Limited English proficient (LEP) | 22% |
| Proficient in English | 62% |
| Migrant | n/a |
| Non-migrant | 62% |
| Gifted/talented | 94% |
| All Students | 66% |
| Female | 66% |
| Male | 66% |
| Black or African American | 60% |
| Asian | 80% |
| Hispanic | 75% |
| American Indian or Alaska Native | n/a |
| White | 88% |
| Economically disadvantaged | 59% |
| Not economically disadvantaged | 74% |
| Special education | 14% |
| Not special education | 69% |
| Limited English proficient (LEP) | 44% |
| Proficient in English | 66% |
| Migrant | n/a |
| Non-migrant | 66% |
| Gifted/talented | 100% |
| All Students | 88% |
| Female | 89% |
| Male | 87% |
| Black or African American | 86% |
| Asian | 100% |
| Hispanic | 93% |
| American Indian or Alaska Native | n/a |
| White | 96% |
| Economically disadvantaged | 84% |
| Not economically disadvantaged | 93% |
| Special education | 54% |
| Not special education | 90% |
| Limited English proficient (LEP) | 78% |
| Proficient in English | 88% |
| Migrant | n/a |
| Non-migrant | 88% |
| Gifted/talented | 100% |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. 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
| All Students | 95% |
| Female | 98% |
| Male | 92% |
| Black or African American | 95% |
| Asian | n/a |
| Hispanic | 96% |
| American Indian or Alaska Native | n/a |
| White | 93% |
| Economically disadvantaged | 94% |
| Not economically disadvantaged | 97% |
| Special education | 73% |
| Not special education | 97% |
| Limited English proficient (LEP) | 80% |
| Proficient in English | 96% |
| Migrant | n/a |
| Non-migrant | 95% |
| Gifted/talented | 100% |
| All Students | 85% |
| Female | 86% |
| Male | 85% |
| Black or African American | 84% |
| Asian | n/a |
| Hispanic | 87% |
| American Indian or Alaska Native | n/a |
| White | 89% |
| Economically disadvantaged | 82% |
| Not economically disadvantaged | 88% |
| Special education | 36% |
| Not special education | 88% |
| Limited English proficient (LEP) | 80% |
| Proficient in English | 85% |
| Migrant | n/a |
| Non-migrant | 85% |
| Gifted/talented | 100% |
| All Students | 89% |
| Female | 88% |
| Male | 89% |
| Black or African American | 88% |
| Asian | n/a |
| Hispanic | 87% |
| American Indian or Alaska Native | n/a |
| White | 95% |
| Economically disadvantaged | 87% |
| Not economically disadvantaged | 90% |
| Special education | 50% |
| Not special education | 91% |
| Limited English proficient (LEP) | 70% |
| Proficient in English | 89% |
| Migrant | n/a |
| Non-migrant | 89% |
| Gifted/talented | 100% |
| All Students | 98% |
| Female | 99% |
| Male | 98% |
| Black or African American | 99% |
| Asian | n/a |
| Hispanic | 97% |
| American Indian or Alaska Native | n/a |
| White | 97% |
| Economically disadvantaged | 98% |
| Not economically disadvantaged | 99% |
| Special education | 94% |
| Not special education | 99% |
| Limited English proficient (LEP) | 80% |
| Proficient in English | 99% |
| Migrant | n/a |
| Non-migrant | 98% |
| Gifted/talented | 100% |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. 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
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
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Hispanic
White
All students
Economically disadvantaged
Not economically disadvantaged
Special education
Not special education
English language learners
Proficient in English
Non-migrant
Gifted/talented
All students
| 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% |
| This school | District average | State average | |
|---|---|---|---|
| Special education | 10% | N/A | 10% |
| Gifted/talented students | 6% | N/A | 8% |
| Economically disadvantaged | 37% | N/A | 55% |
| Limited English proficient (LEP) | 1% | N/A | 17% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 14 | N/A | 15 |
| This school | District average | State average | |
|---|---|---|---|
| Beginning teachers | 7% | N/A | 8% |
| 1 to 5 years | 42% | N/A | 30% |
| 6 to 10 years | 19% | N/A | 20% |
| 11 to 20 years | 18% | N/A | 23% |
| 21 or more years | 14% | N/A | 19% |


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