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GreatSchools Rating

W S Permenter Middle School

Public | 7-8 | 796 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 2 ratings
2012:
Based on 1 rating
2011:
Based on 2 ratings

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26 reviews of this school


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Posted August 8, 2013

Permenter is a great school it all depends if your student pays attention and does all there work and homework.the security is good they are a little harsh in lunch but above all a GREAT school.


Posted July 25, 2013

I went to this school for two years and the experience wasn't the best. There are some good teachers and there are some bad teachers. In my opinion I say there are more bad teachers than good. Some of the teachers show favoritism. One the best teachers is a History teacher named Mrs. Maddox she really makes History and learning fun!
—Submitted by a parent


Posted February 24, 2012

I'm a graduate of Cedar Hill ISD class of 2011. The level of learning for this district (yes from Permenter also) has left me unprepared for college and fed up with the lack of student attention. They focus to much on sports and uniform than on a proper education. I was considered teachers pet and can say that even they are fed up with this school system! My brother is going to this school now, and sister to follow. Let's just say after numerous meeting with the school board things are not changing. Bullying, pregnate students and lack of education is why my parents are have to move to another city. Because they are seeing the problems and have tried every other possible solution. I recommend if you love your child DON'T send them to this district! Student don't wasn't to learn and teachers don't want to teach problem children.


Posted July 29, 2011

Thank God, one kid graduated from Trinity Christian School, and now I can afford to send my other child there and save him from Permenter. I posted the May 10th, 2011 post, and God willing, this will be my last post as I will never have to deal with CHISD again. Now if I can just sell my house and get the heck out of Cedar Hill. Lesson learned, the city school district is way more important than some fancy house. This lesson is costing me more than a few thousand dollars YEARLY, but my kids are worth every penny of it.
—Submitted by a parent


Posted March 27, 2011

i went to this school awhile back and it was alright all they did was care about uniforms though the best teacher is ms. west she fine then a mug.....the worst teacher there is ms. mitchell i think her name changed due to marriage but whatever she's mean parents your kid can go there


Posted April 29, 2010

this school has some great teachers and some not as great but they try!
—Submitted by a student


Posted September 12, 2009

The school is really strict about what we wear! they should care more about what we learn than what we wear
—Submitted by a student


Posted January 28, 2009

great techers and great pretction
—Submitted by a student


Posted October 24, 2008

permenter is a really great school
—Submitted by a student


Posted August 22, 2008

The school was academically Recognized by the TEA this year. I applaud the strict discipline doctrine applied by the teachers and administrative staff. While some feel that they are too strict on the dress code and other aspects of student life, I think that if you set high standards in ALL areas, you will get exceptional results. You can t learn in a disruptive atmosphere. Good extra curricular programs as well. Once again, high standards are in place. If a coach hears one of the students using foul language, or poor sportsmanship, there are consequences for their bad behavior. I think Dr. Roache-Davis has done an outstanding job in her first year as Principal at W.S. Permenter. She led her first campus, Lakeridge to Exemplary status, and I think that she is on that same course at Permenter.
—Submitted by a parent


Posted May 12, 2008

permenter is not a good school at all. The teachers are not teaching right or putting grades in right. they are not trying to help the students pass. Thay could care less if the children pass or fail. Its way too crowded in the hallways because of the amount of students there is. I took my child out because of that. Parents, I recommend that you dont send your child or children there
—Submitted by a parent


Posted February 20, 2008

I have been highly disappointed in Permenter M.S. for my child. My son is a straight A student in Pre-Ap classes and has scored 'commended' on every TAKS test he has taken since 3rd grade. He is also an athlete. I am scared to death for my son at this school. Most teachers are really good teachers but they can't teach for the disruption of all the mis-behaaved, disrespectful, non-home trained youth that attend that school where it is obvious that the leadership (ie-Principals and Vice Principals) do not do their job! The teachers need to be backed up and at PMS it is obvious they are not...I put in two phone calls and an email to Dr Roach-Davis herself and never got a reply even though the rule is a 24 hr turnover response time...hmmm maybe a little tougher team in the administration might just turn this school around...
—Submitted by a parent


Posted February 16, 2008

I love this school!! They have amazing teahers that make learning less boring. The athletics at our school are great. The students are...Hmm...'Enegetic' and I can't imagine a greater school than this!! bring...Your...Child...Here!! =-]]
—Submitted by a student


Posted February 13, 2008

It's way to strict and they worry to much about our dress code.
—Submitted by a student


Posted February 13, 2008

I am a student at permenter in the 8th grade and the only good part of this school is mrs maddox.
—Submitted by a student


Posted January 15, 2008

I love the fact that they are strict. I have a foster child that just transferred there this month. She said that she didn't like the fact that they have an adult roaming the halls to make sure they are in class. Her last school didn't have anyone. Therefore, she could skip all the time. I love it! My only concern is that she never has homework :-(
—Submitted by a parent


Posted January 10, 2008

This school is well educated and the teachers interact with the students.
—Submitted by a parent


Posted January 9, 2008

They are to strict and worry more about what we wear instead of the learning. We barely have any freedom in this school!
—Submitted by a student


Posted December 14, 2007

a very good place for students to learn
—Submitted by a parent


Posted August 1, 2007

I really don't have much to say about this school. I'm just glad that my daughter is done with it and I wouldn't dare think about sending my son there. The teachers and principal spends too much time on what a child has on instead what a child has learned.
—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 86% in 2011.

394 students were tested at this school in 2011.

2011

 
 
85%

2010

 
 
90%
Math

The state average for Math was 81% in 2011.

391 students were tested at this school in 2011.

2011

 
 
76%

2010

 
 
78%
Writing

The state average for Writing was 94% in 2011.

388 students were tested at this school in 2011.

2011

 
 
96%

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

The state average for English Language Arts was 85% in 2011.

380 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
97%
Math

The state average for Math was 73% in 2011.

378 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
88%
Science

The state average for Science was 79% in 2011.

370 students were tested at this school in 2011.

2011

 
 
82%

2010

 
 
74%
Social Studies

The state average for Social Studies was 95% in 2011.

371 students were tested at this school in 2011.

2011

 
 
96%

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

All Students85%
Female85%
Male84%
Black or African American82%
Asian100%
Hispanic85%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged81%
Not economically disadvantaged90%
Special education53%
Not special education86%
Limited English proficient (LEP)29%
Proficient in English85%
Migrantn/a
Non-migrant85%
Gifted/talented100%

Math

All Students76%
Female78%
Male75%
Black or African American71%
Asian100%
Hispanic82%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged72%
Not economically disadvantaged84%
Special education19%
Not special education79%
Limited English proficient (LEP)57%
Proficient in English77%
Migrantn/a
Non-migrant76%
Gifted/talented100%

Writing

All Students96%
Female98%
Male94%
Black or African American96%
Asian89%
Hispanic96%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged95%
Not economically disadvantaged98%
Special education78%
Not special education97%
Limited English proficient (LEP)83%
Proficient in English96%
Migrantn/a
Non-migrant96%
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 Students96%
Female97%
Male95%
Black or African American96%
Asian100%
Hispanic96%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged95%
Not economically disadvantaged97%
Special education69%
Not special education97%
Limited English proficient (LEP)100%
Proficient in English96%
Migrantn/a
Non-migrant96%
Gifted/talented100%

Math

All Students90%
Female93%
Male87%
Black or African American90%
Asian100%
Hispanic89%
American Indian or Alaska Nativen/a
White90%
Economically disadvantaged89%
Not economically disadvantaged91%
Special education53%
Not special education91%
Limited English proficient (LEP)n/a
Proficient in English90%
Migrantn/a
Non-migrant90%
Gifted/talented100%

Science

All Students82%
Female85%
Male80%
Black or African American79%
Asian100%
Hispanic87%
American Indian or Alaska Nativen/a
White90%
Economically disadvantaged80%
Not economically disadvantaged86%
Special education33%
Not special education84%
Limited English proficient (LEP)n/a
Proficient in English83%
Migrantn/a
Non-migrant82%
Gifted/talented100%

Social Studies

All Students96%
Female97%
Male95%
Black or African American96%
Asian100%
Hispanic94%
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged95%
Not economically disadvantaged97%
Special education83%
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English96%
Migrantn/a
Non-migrant96%
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.

306 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
75%
Math

The state average for Math was 71% in 2013.

305 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
66%
Writing

The state average for Writing was 70% in 2013.

304 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
70%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 84% in 2013.

264 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
83%
Math

The state average for Math was 77% in 2013.

263 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
75%
Science

The state average for Science was 75% in 2013.

311 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
62%
Social Studies

The state average for Social Studies was 63% in 2013.

315 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
64%
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.

47 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%
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.

52 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
100%
English I Writing

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

52 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
97%
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 Students79%
Female83%
Male75%
Black or African American77%
Asian100%
Hispanic84%
Multiracial60%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged76%
Not economically disadvantaged88%
Special education24%
Not special education83%
Limited English proficient (LEP)n/a
Proficient in English80%
Migrantn/a
Non-migrant79%
Gifted/talented100%
Non-Gifted78%
Bilingualn/a

Math

All Students76%
Female79%
Male73%
Black or African American73%
Asian100%
Hispanic80%
Multiracial60%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged73%
Not economically disadvantaged83%
Special education35%
Not special education78%
Limited English proficient (LEP)n/a
Proficient in English75%
Migrantn/a
Non-migrant76%
Gifted/talented100%
Non-Gifted74%
Bilingualn/a

Writing

All Students75%
Female80%
Male69%
Black or African American72%
Asian100%
Hispanic78%
Multiracial70%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged71%
Not economically disadvantaged86%
Special education0%
Not special education79%
Limited English proficient (LEP)n/a
Proficient in English74%
Migrantn/a
Non-migrant75%
Gifted/talented100%
Non-Gifted73%
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 Students80%
Female88%
Male73%
Black or African American82%
Asiann/a
Hispanic78%
Multiracial83%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged79%
Not economically disadvantaged83%
Special education29%
Not special education83%
Limited English proficient (LEP)0%
Proficient in English82%
Migrantn/a
Non-migrant80%
Gifted/talentedn/a
Non-Gifted80%
Bilingualn/a

Math

All Students78%
Female78%
Male79%
Black or African American78%
Asiann/a
Hispanic82%
Multiracial60%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White80%
Economically disadvantaged79%
Not economically disadvantaged76%
Special education30%
Not special education80%
Limited English proficient (LEP)20%
Proficient in English79%
Migrantn/a
Non-migrant78%
Gifted/talentedn/a
Non-Gifted78%
Bilingualn/a

Science

All Students78%
Female81%
Male75%
Black or African American77%
Asian80%
Hispanic78%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged74%
Not economically disadvantaged88%
Special education20%
Not special education80%
Limited English proficient (LEP)20%
Proficient in English79%
Migrantn/a
Non-migrant78%
Gifted/talented100%
Non-Gifted77%
Bilingualn/a

Social Studies

All Students63%
Female65%
Male59%
Black or African American63%
Asian80%
Hispanic59%
Multiracial38%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White82%
Economically disadvantaged58%
Not economically disadvantaged71%
Special education14%
Not special education65%
Limited English proficient (LEP)0%
Proficient in English63%
Migrantn/a
Non-migrant63%
Gifted/talented100%
Non-Gifted61%
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

Algebra I

All Students100%
Female100%
Male100%
Black or African American100%
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged100%
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant100%
Gifted/talented100%
Non-Gifted100%
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 Students96%
Female93%
Male100%
Black or African American94%
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged100%
Not economically disadvantaged93%
Special educationn/a
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English96%
Migrantn/a
Non-migrant96%
Gifted/talented100%
Non-Gifted95%
Bilingualn/a

English I Writing

All Students90%
Female100%
Male77%
Black or African American91%
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged100%
Not economically disadvantaged83%
Special educationn/a
Not special education90%
Limited English proficient (LEP)n/a
Proficient in English90%
Migrantn/a
Non-migrant90%
Gifted/talented86%
Non-Gifted92%
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 "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

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 63% 13%
Hispanic 24% 50%
White 9% 31%
Asian 2% 3%
Two or more races 2% 2%
American Indian/Alaska Native 1% 0%
Hawaiian Native/Pacific Islander 1% 0%
Source: NCES, 2010-2011

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What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

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School basics

School Leader's name
  • Dr Shauntee Mayfield
Fax number
  • (972) 291-5296

Resources

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

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431 W Parkerville Rd
Cedar Hill, TX 75104
Website: Click here
Phone: (972) 291-5270

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