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GreatSchools Rating

West Intermediate School

Public | 5-6 | 556 students

 

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Living in Cedar Hill

Situated in a suburban neighborhood. The median home value is $112,400. The average monthly rent for a 2 bedroom apartment is $1,130.

Source: Sperling's Best Places
 
Last modified
Community Rating

2 stars

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

Teacher quality

Principal leadership

Parent involvement

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12 reviews of this school


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Posted Saturday, July 26, 2014

This is THE worst place I have ever taught. There is a serious lack of leadership and professionalism among the principal. Had to leave after one school year.
—Submitted by a teacher


Posted March 3, 2014

This school has caring teachers and does amazing things in the community. They offer so many programs for students.
—Submitted by a parent


Posted June 7, 2010

This school was the worst experience ever for not only for my daughter, but for me as well. Constant concern on what teachers say, other student behavior, the homework, the bus rides home, EVERYTHING! The worst run school I have ever encountered. I would NOT recommend anyone to send their child to this school. We have decided to relocate for this reason.
—Submitted by a parent


Posted January 17, 2009

I have a student in the 5th grade and everytime there is an event or a trip it seems that the teacher have a bad habbit of not giving the students all the information that they need, so the parents can schedule ex: Saturday School, my son had to go saturday school, and no one told him where to go if he had to wear his uniform that day, or if he had a parent that works on saturday how he is to get to the location, this informaiton is important you think?
—Submitted by a parent


Posted December 7, 2007

This is my son's first year at West and so far so good. I think we lucked out because his 4th grade homeroom teacher from Highpoint as well as the principal from Highpoint began leading at West this year and he has the same homeroom teacher from Highpoint at West. I was relieved that the principal from Highpoint moved to West because she's always attentive to her staff, the kids, and the parents. On my recent visit (just this past Wednesday) I'd signed in at the principal's office to visit with the cafeteria staff to pay my son's lunch account. At every corner of the hallways I was greeted and or acknowledged by a teacher. I was impressed and extremely happy that my son is very safe and cared for in this school. Highly recommend West.
—Submitted by a parent


Posted September 13, 2007

I am quite concerned as a parent that two of my children attend West this year, and they have had excessive homework since the very beginning of school and are getting very little sleep in order to complete it. The disheartening part was that all of the teachers shared the same response. That being that they have a set amount of information to 'get out to the students according to the State Regs', but don't have enough time in school to get it taught. Thus the excessive homework.
—Submitted by a parent


Posted September 7, 2007

This is my daughter's first year at this school as a 6th grader and so far I am extremely happy with the overall feel of the school. From the office administration that is overly helpful to the teachers and their communication. Coming from JWI last year this is a very needed improvement! Definitely recommend!!
—Submitted by a parent


Posted November 12, 2005

West has a diverse mix of kids, consistent with the population of Cedar Hill. It is located in a nice neighborhood. There is an active band and choir program, and G/T classes are available, however, they have been watered down over the past three or so years. If your kid is in G/T, he or she will receive an above average education. If not, stay away.
—Submitted by a parent


Posted September 12, 2005

Four words. Do not like it! the school used to be horrible but now it's worse! it feels like we are in a prison all day! for your child's sake do not send them here.
—Submitted by a student


Posted August 20, 2005

One word: COMMUNICATION! Perhaps communication skills should be a required course for all teachers and principals.
—Submitted by a parent


Posted September 22, 2004

I've had basically the same experience with the principal. Some of the teachers don't communicate well either. I have had some good experiences though with only a few of the teachers.
—Submitted by a parent


Posted March 22, 2004

A nightmare. The principal is inneffective and does not communicate with parents. My recommendation to any parent is to not put your child in this 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 82% in 2011.

231 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
86%
Math

The state average for Math was 81% in 2011.

232 students were tested at this school in 2011.

2011

 
 
87%

2010

 
 
88%
Science

The state average for Science was 87% in 2011.

232 students were tested at this school in 2011.

2011

 
 
88%

2010

 
 
89%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 84% in 2011.

220 students were tested at this school in 2011.

2011

 
 
86%

2010

 
 
89%
Math

The state average for Math was 83% in 2011.

219 students were tested at this school in 2011.

2011

 
 
83%

2010

 
 
85%
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 Students90%
Female95%
Male85%
Black or African American90%
Asian100%
Hispanic91%
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged88%
Not economically disadvantaged94%
Special education58%
Not special education92%
Limited English proficient (LEP)60%
Proficient in English90%
Migrantn/a
Non-migrant90%
Gifted/talented100%

Math

All Students87%
Female85%
Male88%
Black or African American85%
Asian100%
Hispanic94%
American Indian or Alaska Nativen/a
White90%
Economically disadvantaged85%
Not economically disadvantaged89%
Special education58%
Not special education88%
Limited English proficient (LEP)80%
Proficient in English86%
Migrantn/a
Non-migrant87%
Gifted/talented100%

Science

All Students88%
Female87%
Male90%
Black or African American84%
Asian100%
Hispanic94%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged85%
Not economically disadvantaged95%
Special education50%
Not special education90%
Limited English proficient (LEP)80%
Proficient in English88%
Migrantn/a
Non-migrant88%
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 Students86%
Female90%
Male82%
Black or African American86%
Asian100%
Hispanic82%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged82%
Not economically disadvantaged93%
Special education56%
Not special education89%
Limited English proficient (LEP)n/a
Proficient in English87%
Migrantn/a
Non-migrant86%
Gifted/talented100%

Math

All Students83%
Female88%
Male77%
Black or African American81%
Asian100%
Hispanic87%
American Indian or Alaska Nativen/a
White78%
Economically disadvantaged80%
Not economically disadvantaged86%
Special education35%
Not special education87%
Limited English proficient (LEP)n/a
Proficient in English82%
Migrantn/a
Non-migrant83%
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 77% in 2013.

247 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
78%
Math

The state average for Math was 75% in 2013.

273 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
74%
Science

The state average for Science was 73% in 2013.

252 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
74%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

311 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
80%
Math

The state average for Math was 74% in 2013.

309 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
73%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

Algebra I

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

2013

 
 
n/a

2012

 
 
n/a
Algebra II

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

2013

 
 
n/a

2012

 
 
n/a
Biology I

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

2013

 
 
n/a

2012

 
 
n/a
Chemistry

The state average for Chemistry was 84% in 2013.

2013

 
 
n/a

2012

 
 
n/a
English I Reading

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

2013

 
 
n/a

2012

 
 
n/a
English I Writing

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

2013

 
 
n/a

2012

 
 
n/a
English II Reading

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

2013

 
 
n/a

2012

 
 
n/a
English II Writing

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

2013

 
 
n/a

2012

 
 
n/a
English III Reading

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

2013

 
 
n/a

2012

 
 
n/a
English III Writing

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

2013

 
 
n/a

2012

 
 
n/a
Geometry

The state average for Geometry was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Physics

The state average for Physics was 81% in 2013.

2013

 
 
n/a

2012

 
 
n/a
U.S. History

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

2013

 
 
n/a

2012

 
 
n/a
World Geography

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

2013

 
 
n/a

2012

 
 
n/a
World History

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

2013

 
 
n/a

2012

 
 
n/a
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

All Students74%
Female75%
Male74%
Black or African American73%
Asiann/a
Hispanic78%
Multiracial80%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White73%
Economically disadvantaged69%
Not economically disadvantaged86%
Special education83%
Not special education74%
Limited English proficient (LEP)83%
Proficient in English74%
Migrantn/a
Non-migrant74%
Gifted/talented100%
Non-Gifted74%
Bilingualn/a

Math

All Students65%
Female65%
Male65%
Black or African American61%
Asiann/a
Hispanic70%
Multiracial80%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White77%
Economically disadvantaged61%
Not economically disadvantaged73%
Special education33%
Not special education66%
Limited English proficient (LEP)68%
Proficient in English65%
Migrantn/a
Non-migrant65%
Gifted/talented100%
Non-Gifted64%
Bilingual68%

Science

All Students75%
Female70%
Male81%
Black or African American73%
Asiann/a
Hispanic76%
Multiracial80%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White92%
Economically disadvantaged72%
Not economically disadvantaged80%
Special education63%
Not special education75%
Limited English proficient (LEP)63%
Proficient in English75%
Migrantn/a
Non-migrant75%
Gifted/talented100%
Non-Gifted74%
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 Students71%
Female72%
Male71%
Black or African American68%
Asiann/a
Hispanic71%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White84%
Economically disadvantaged73%
Not economically disadvantaged68%
Special education54%
Not special education72%
Limited English proficient (LEP)50%
Proficient in English72%
Migrantn/a
Non-migrant71%
Gifted/talented100%
Non-Gifted70%
Bilingual38%

Math

All Students67%
Female69%
Male66%
Black or African American63%
Asiann/a
Hispanic71%
Multiracial78%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White79%
Economically disadvantaged66%
Not economically disadvantaged71%
Special education27%
Not special education69%
Limited English proficient (LEP)40%
Proficient in English68%
Migrantn/a
Non-migrant67%
Gifted/talented100%
Non-Gifted66%
Bilingual50%
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

Algebra I

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

Algebra II

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

Biology I

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

Chemistry

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

English I Reading

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

English I Writing

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

English II Reading

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

English II Writing

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

English III Reading

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a

English III Writing

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a

Geometry

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

Physics

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a

U.S. History

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a

World Geography

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

World History

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

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

About the tests


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

Source: Texas Education Agency

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
Black 65% 13%
Hispanic 26% 52%
White 4% 29%
Two or more races 3% 2%
American Indian/Alaska Native N/A 0%
Asian or Pacific Islander N/A 4%
Hawaiian Native/Pacific Islander N/A 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 11%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 13%N/AN/A
Source: CRDC, 2011-2012

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School basics

School Leader's name
  • DEBORAH OWENS-PINCKNEY
Fax number
  • (972) 291-0646

Resources

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

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1533 High Pointe Lane
Cedar Hill, TX 75104
Website: Click here
Phone: (972) 291-6060

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