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Teacher quality
Principal leadership
Parent involvement
As a very involved parent, this school year has proved to be extremely challenging in regards to being permitted to help my child's teachers. In their defense, it's only because the curriculum has made big changes due to the new STAAR testing. I have a child with Autism that attends here and she has made "HUGE" strides since being here. I'm always being asked by staff for my input on her IEP, we have pre-ARD meetings, so the ARD just becomes a formality. We discuss goals and needs accomodation, nothing is ever preached to me as "it's going to be this way, and that's that" I've had this happen at Pleasant Hill ES years ago. The Para's work really hard with my child and have done an amazing job at getting her to enjoy learning and at getting her to eat other foods. She's finally enjoying school. Her behavior issues are minimal now and are being addressed very well. My 5th grader loves it here. She's on A Honor Roll and her teachers have done a fine job of getting her interested in things she really didn't do well in before. We are so Thankful and Grateful for everything this school does. Btw, the music dept rocks! And they both love Theatre Arts with a passion.
—Submitted by a parent
As a teacher and mother of one at this school, i am not impressed. I guess I just expect too much from public schools and their faculty, but i have yet to feel the warm and friendlies associated with this school. Teachers have a mediore conceptof keeping an open communication going with a parent. They conference with you when needed, but look as though they dread listening to you. I have always been super polite, but the teachers my daughter has had have had zero personality and not challenging at all. We've requested teachers 2 yrs in a row, and have yet to been appeased. Can't wait for elem school #24 opens...
—Submitted by a parent
I would grade this school below average. Teachers are not very motivated and dedicated. School does not have any extra activities and very crowded.
—Submitted by a parent
My son has really benefitted from Naumann's amazing teachers. This school is all about getting parents involved with their students' education.
—Submitted by a parent
This school was tremendous. I am a single dad that has never even registered my 2 daughters for school. They took me by the hand and helped me through it. The teachers kept great contact with me and kept me informed of my girls progress and of any problems. I would highly recommend this school to anyone.
—Submitted by a parent
This is an average school in an average district. My kids have been uninspired by the curriculum and teachers. It is crowded and noisy.
—Submitted by a parent
My daughter is entering 5th grade and my son second this year. They have both been at Naumann since kindergarten. Although there are a lot of excellent schools in the district, I would not send them anywhere else. Naumann is a safe and loving environment where the kids come first. Parental involvement is very high and the teachers are extremely dedicated. What a blessing this school has been!
—Submitted by a parent
Nothing noteworthy other than this school is too crowded. Bursting at the seams. Not because everyone wants to go there but because its zoned for too many kids. Thats why kids are not allowed to transfer into this school if they're not already zoned to attend Naumann. The school district has yet to fix this. If your kids thrive on hectic environments and crowded hallways and lunchrooms, this is the place for you. If your child does better in less stressful environments, choose a nearby alternative school.
—Submitted by Joanna, a parent
My daughter has attended Naumann for the past 4 years (K-3rd). Overall, we are satisfied with the experience, and, with few exceptions, approve of teacher quality. One thing we are not impressed with, however, is the math curriculum adopted by the LISD, which is based on 'spiral' teaching approach. As quickly as concepts are introduced, new ones are added, then old ones revisited - resulting in a sort of back-and-forth 'progressive' technique which is supposed to develop critical-thinking and assimilation skills for problem-solving. The problem with this technique is it doesn't allow for full mastery of a concept before moving on to the next. So, if your child doesn't grasp concepts quickly, or is prone to shorter attention spans, s/he may have difficulty moving on to multiplication before s/he has learned to subtract. Without a strong teacher partership to help keep your child on track, the 'spiral' can go downward, fast.
—Submitted by a parent
There is a reason that Naumann no longer accepts transfers - it's bursting at the seams because no one wants to leave! From the moment you walk into the school, you know that you are in a school where the emotional, mental, and intellectual well being of the student is first and foremost.
—Submitted by a parent
My child is very inspired by the pull out classes that are offered. The teachers are friendly and provide a comfortable learning environment.
—Submitted by a parent
Both my sons attend Naumann Elementary. My older son did not have a great experience with his kindergarten teacher, and recognizing this, the principal took an interest in making sure he got a better fit with his subsequent teachers. My youngest has had difficulty following the rules in kindergarten, and his teacher, the vice principal and the entire administration has been very supportive in working with him and us to accommodate his different needs (ADHD). Even my pediatrician has been very complimentary of how Naumann includes and nurtures kids who don't easily fit into the norm of school routines and expectations. Overall, I've been very impressed by caring and concerned faculty who appreciate my kids and their strengths, and who try to help them cope with and overcome their weaknesses.
—Submitted by a parent
This school has a great library and computer equipment for the kids to learn. I love this school.
—Submitted by a parent
Our child has been enrolled in this school for the past 2 years and has made great progess. He has developed socially and academically. The teachers are great and very supportive in every way.
—Submitted by a parent
Good quality teachers, whish they had more P.E. available to the kids, one twice a week. Excelent music and arts program.
—Submitted by a parent
We have had 2 wonderful years at Naumann Elementary. We are thrilled with our daughter's progress and her teacher's involement in her education. The teacher's all seem to really love and care about the children! We would highly recommend 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.
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 87% in 2011.
119 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 89% in 2011.
118 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 Math was 88% in 2011.
123 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 85% in 2011.
124 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Writing was 90% in 2011.
120 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 Math was 81% in 2011.
104 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 82% in 2011.
105 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 87% in 2011.
106 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 | 92% |
| Female | 91% |
| Male | 94% |
| Black or African American | 100% |
| Asian | 80% |
| Hispanic | 91% |
| American Indian or Alaska Native | n/a |
| White | 92% |
| Economically disadvantaged | 88% |
| Not economically disadvantaged | 94% |
| Special education | 75% |
| Not special education | 94% |
| Limited English proficient (LEP) | 100% |
| Proficient in English | 92% |
| Migrant | n/a |
| Non-migrant | 92% |
| Gifted/talented | 100% |
| All Students | 96% |
| Female | 98% |
| Male | 94% |
| Black or African American | 100% |
| Asian | 100% |
| Hispanic | 91% |
| American Indian or Alaska Native | n/a |
| White | 96% |
| Economically disadvantaged | 96% |
| Not economically disadvantaged | 96% |
| Special education | 100% |
| Not special education | 95% |
| Limited English proficient (LEP) | 100% |
| Proficient in English | 95% |
| Migrant | n/a |
| Non-migrant | 96% |
| 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 | 83% |
| Female | 75% |
| Male | 90% |
| Black or African American | 75% |
| Asian | 100% |
| Hispanic | 81% |
| American Indian or Alaska Native | n/a |
| White | 83% |
| Economically disadvantaged | 73% |
| Not economically disadvantaged | 87% |
| Special education | n/a |
| Not special education | 83% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 83% |
| Migrant | n/a |
| Non-migrant | 83% |
| Gifted/talented | 96% |
| All Students | 89% |
| Female | 87% |
| Male | 90% |
| Black or African American | 100% |
| Asian | 100% |
| Hispanic | 73% |
| American Indian or Alaska Native | n/a |
| White | 91% |
| Economically disadvantaged | 76% |
| Not economically disadvantaged | 93% |
| Special education | 80% |
| Not special education | 89% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 91% |
| Migrant | n/a |
| Non-migrant | 89% |
| Gifted/talented | 100% |
| All Students | 89% |
| Female | 88% |
| Male | 90% |
| Black or African American | 88% |
| Asian | 100% |
| Hispanic | 91% |
| American Indian or Alaska Native | n/a |
| White | 88% |
| Economically disadvantaged | 70% |
| Not economically disadvantaged | 96% |
| Special education | n/a |
| Not special education | 91% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 89% |
| Migrant | n/a |
| Non-migrant | 89% |
| 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 | 98% |
| Female | 100% |
| Male | 97% |
| Black or African American | 67% |
| Asian | 100% |
| Hispanic | 100% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 93% |
| Not economically disadvantaged | 100% |
| Special education | 100% |
| Not special education | 98% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 98% |
| Migrant | n/a |
| Non-migrant | 98% |
| Gifted/talented | 100% |
| All Students | 97% |
| Female | 98% |
| Male | 97% |
| Black or African American | 67% |
| Asian | 100% |
| Hispanic | 94% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 93% |
| Not economically disadvantaged | 99% |
| Special education | 91% |
| Not special education | 98% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 97% |
| Migrant | n/a |
| Non-migrant | 97% |
| Gifted/talented | 100% |
| All Students | 93% |
| Female | 89% |
| Male | 97% |
| Black or African American | 71% |
| Asian | 100% |
| Hispanic | 88% |
| American Indian or Alaska Native | n/a |
| White | 95% |
| Economically disadvantaged | 86% |
| Not economically disadvantaged | 96% |
| Special education | 80% |
| Not special education | 95% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 93% |
| Migrant | n/a |
| Non-migrant | 93% |
| 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 3
Grade 4
Grade 5
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 | ||
|---|---|---|---|---|
| White | 71% | 34% | ||
| Hispanic | 16% | 48% | ||
| Asian/Pacific Islander | 7% | 4% | ||
| Black | 5% | 14% | ||
| American Indian/Alaska Native | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Special education | 10% | N/A | 10% |
| Gifted/talented students | 15% | N/A | 8% |
| Limited English proficient (LEP) | 5% | N/A | 17% |
| Economically disadvantaged | 14% | N/A | 55% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 15 | N/A | 15 |
| This school | District average | State average | |
|---|---|---|---|
| Beginning teachers | 10% | N/A | 8% |
| 1 to 5 years | 24% | N/A | 30% |
| 6 to 10 years | 21% | N/A | 20% |
| 11 to 20 years | 26% | N/A | 23% |
| 21 or more years | 20% | N/A | 19% |
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1201 Brighton Blvd
Cedar Park,
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