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GreatSchools Rating

Colleyville Middle School

Public | 6-8 | 677 students

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 1 rating
2012:
No new ratings
2011:
Based on 3 ratings

Teacher quality

Principal leadership

Parent involvement

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19 reviews of this school


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Posted October 3, 2014

My son attended this school for 3 years and my daughter, one. My son struggled in several of his classes and could never get the time nor attention that he needed. I finally had to go to the principal, because one teacher in particular, would never respond to my emails or phone calls. Now that he is out of there, he is thriving with A's and B's. My daughter had a better experience academically but had a teacher that would call her and her class mates "stupid" in class. She would also swear at them. My daughter was also bullied and was miserable. We moved and she couldn't wait to get out of there.
—Submitted by a parent


Posted July 3, 2013

As a former student, I attended CMS 6th through 8th grade so I attended here from August 2000 to May 2003. I participated in Cheerleading, PE (6th grade you have to), Track & Field, Volleyball, Basketball and all the Pre-AP programs. All of the teachers were average to excellent (I'm sure if you asked me back then my opinion was more whiny and I would have mentioned some petty problems). Yes there is bullying by 'mean girls' and though it did hurt my feelings...I assume it was pretty average/standard middle school drama. I was safe at school (no guns/knives) and the teachers were respectful and "caring" enough. The Colleyville area in general is phenomenal and if I had the opportunity I would definitely have my kids grow up in Colleyville. It has some rich community issues (a few snobs) but they are better than dealing with gangs & poor education. Great school district overall and I am very happy with my experience. I highly recommend CMS and CHHS to those considering it. I am glad we moved there when I was in 3rd grade through graduation. The smurf blue could be reevaluated though! Ha! PE sweats are all royal blue and so is the gym floor...tacky lol


Posted August 23, 2011

As a parent of two former CMS students, I find it hard to believe that a judgement was made based on one day of school. I have had a very challenging student and an average student and both were treated with respect and as growing young adults. The first day of school is difficult for everyone--teachers, staff, students and parents. Perhaps a little parental tolerance and open-mindedness is needed. If there is true cause for concern as the school year progresses, address your issues to the school administration and not on an open forum where there is no chance to correct the situation.
—Submitted by a parent


Posted August 22, 2011

As a parent I am not at all impressed with CMS. The staff is rude, they seem more concerned with teaching children "their" morals than the core subjects. If you are not a WASP you child will be treated badly at this school. Unfortunately the bully's are not roaming the halls they are the staff.
—Submitted by a parent


Posted May 9, 2011

I go to CMS, and I can't wait to go to CHHS next year. Maybe it's just me, but I have had many problems with the teachers at this school. Most of the teachers like to compare you to other students and/or your siblings that have gone there. I've had a few good teachers over the years, but most of the teachers are rude and only focus on TAKS scores and athletics. Oh, and the athletics at CMS are definitely not the best. Everyone says, "If you're not first you're Colleyville!" It's a below average school.


Posted October 15, 2010

CMS is an excellent school and GCISD is a generally solid school district. Teachers are above average in all areas and tend to be very flexible and easy to communicate with in general. Obviously you will also have your challenges here and there but the administration staff is excellent to deal with. The Principals in both schools have been excellent to deal with. Extra bonuses like being able to study in specific course work during stretch reduce the homework loads and stress for the students. Parent involvement is well above average throughout the entire school district from what we have experienced so far. Our son went to OC Taylor, currently attends CMS, and will go to CHHS. As with any organization there are flaws but they are not worthy of degrading the overall quality of the school and education the children receive.
—Submitted by a parent


Posted May 28, 2010

This school is great in a unique way that it allows children to go to classes during 'stretch' time to get the additional help they need in a class they may be struggling in.


Posted May 18, 2010

We can hardly wait to get to CMS. We LOVE this district, we are all like a family. We cant wait to merge our happy children & enjoy all the positive things we've heard about its leadership & curriculum. The boys from CMS in our neighborhood constantly praise their athletic department & band. We are all so excited. I must say we were disappointed with one thing @ CMS, the volunteer "VP" from Welcome night. She said that "OC Taylor moms" would be placed on a call list if any positions came available because "her BES moms" already had it all covered. She literally embarrassed us,CMS, PTA but mostly herself.We went ahead& signed up. But don't worry "OCT Moms". We've been assured that all parents & kids from the merging schools will equally be included because this lady has been asked to step down. Good times & memories ahead for all!!!
—Submitted by a parent


Posted May 16, 2010

After being @ CMS for 4 years, I too want to say how much we love this school. The teachers & staff have always been friendly and respectful to our children & parents. It is a great place for learning. I too have served in many different capacities with the PTA & enjoyed it thoroughly. However, this years volunteer coordinator wasnt as welcoming to our new comers as previous VP. She did tend to lean to a particular group of friends. I tried making a request for more inclusion and responsibilities for the new comers without success. Without these hard working and dedicated parents willing to step up, our children and teachers would suffer. I hope things will improve on that front. Thanks to all of you that were allowed to help. We are so sad to leave you CMS but you have prepared us for our next road to GHS!
—Submitted by a parent


Posted March 7, 2009

I love Colleyville Middle School! The school spirit is everywhere you go. Also, the extracurricular activities are very fun. The best part about this school is the teachers, they are the nicest teachers I have ever had! It's sad when you leave this wonderful school to go to High School.
—Submitted by a student


Posted December 11, 2008

This is the best middle school in the district! The rules are not too strict, but they are enforced well by teachers and students too! CMS rules! P.S.-Our band is awesome too! There are no such people as band geeks here.
—Submitted by a student


Posted October 26, 2008

CMS is a fabulous school. The teachers at this school are very professional and care about the emotional well being of children as well as the academic. I have been an educator for over 20 years and have researched over 200 schools as part of my work...so I have seen the full spectrum. I know when something is great and this school is great. I cannot express enough gratitude to these teachers for the positive changes I have seen in my son since he started at this school. HE loves it...for the first time, he loves school.
—Submitted by a parent


Posted January 11, 2008

CMS isn't named the best for nothing. The teachers provide a great learning environment for all their kids and do their best to make you feel at home. There is a strong sense of a 'family' environment at this school- you can feel it as you walk down the halls everyday. There is a feel of unity. The athletics departments are particularly great.
—Submitted by a student


Posted July 3, 2007

I think that CMS is a great school! It is a lot of fun and it really helps you learn! I learned a lot this year and am looking forward to next year!
—Submitted by a student


Posted January 4, 2006

I have had two girls attend this school, but the experience has been the same: Not enough emphasis on core subjects, too much time teaching kids what their parents should have, and way too much emphasis on test scores. In short, self-motivated children do better.
—Submitted by a parent


Posted August 14, 2005

CMS is a great school. The teachers take the time to come in early and stay late to help out kids. The extra activies are a great opportunity for kids to meet and make new friends.
—Submitted by a former student


Posted July 5, 2005

My son, went to Colleyville Middle School for the 2004-2005 school year. He struggled with a lot of bullies and uncaring teachers and staff. And the school district doesn't believe in leaving any child behind.
—Submitted by a parent


Posted November 10, 2003

This is my daughter's 5th year with the GC-ISD. Prior to that time, she was enrolled in private schools in Dallas, TX. I rate the GC-ISD as good or even better than most privat schools. Also, our experiences have been very positive with the administrative staffs, teachers and parents of both the elementary and now the middle school level.
—Submitted by a parent


Posted May 21, 2003

My children have been in the GCISD District for 6 years and I have always found it to be a wonderful school. ALot of parent involvement and teacher/parent communication. Very good safety procedures.


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 84% in 2011.

219 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
98%
Math

The state average for Math was 83% in 2011.

219 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
94%
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 86% in 2011.

259 students were tested at this school in 2011.

2011

 
 
99%

2010

 
 
98%
Math

The state average for Math was 81% in 2011.

260 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
96%
Writing

The state average for Writing was 94% in 2011.

259 students were tested at this school in 2011.

2011

 
 
98%

2010

 
 
98%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

261 students were tested at this school in 2011.

2011

 
 
99%

2010

 
 
100%
Math

The state average for Math was 73% in 2011.

261 students were tested at this school in 2011.

2011

 
 
98%

2010

 
 
98%
Science

The state average for Science was 79% in 2011.

255 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
97%
Social Studies

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

253 students were tested at this school in 2011.

2011

 
 
100%

2010

 
 
100%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

All Students95%
Female97%
Male93%
Black or African American100%
Asian100%
Hispanic91%
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged93%
Not economically disadvantaged95%
Special education78%
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English95%
Migrantn/a
Not migrant95%
Gifted/talented100%

Math

All Students92%
Female89%
Male96%
Black or African American80%
Asian100%
Hispanic95%
American Indian or Alaska Nativen/a
White91%
Economically disadvantaged93%
Not economically disadvantaged92%
Special education78%
Not special education93%
Limited English proficient (LEP)n/a
Proficient in English92%
Migrantn/a
Not migrant92%
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 Students99%
Female99%
Male98%
Black or African Americann/a
Asian100%
Hispanic100%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged100%
Not economically disadvantaged99%
Special education100%
Not special education99%
Limited English proficient (LEP)n/a
Proficient in English99%
Migrantn/a
Not migrant99%
Gifted/talented100%

Math

All Students95%
Female96%
Male94%
Black or African Americann/a
Asian100%
Hispanic100%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged100%
Not economically disadvantaged94%
Special education58%
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English95%
Migrantn/a
Not migrant95%
Gifted/talented100%

Writing

All Students98%
Female99%
Male98%
Black or African Americann/a
Asian100%
Hispanic95%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged100%
Not economically disadvantaged98%
Special education91%
Not special education99%
Limited English proficient (LEP)n/a
Proficient in English98%
Migrantn/a
Not migrant98%
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 Students99%
Female100%
Male99%
Black or African American100%
Asian100%
Hispanic100%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged100%
Not economically disadvantaged99%
Special education94%
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English99%
Migrantn/a
Not migrant99%
Gifted/talented100%

Math

All Students98%
Female98%
Male99%
Black or African American100%
Asian100%
Hispanic96%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged88%
Not economically disadvantaged98%
Special education100%
Not special education98%
Limited English proficient (LEP)n/a
Proficient in English98%
Migrantn/a
Not migrant98%
Gifted/talented100%

Science

All Students93%
Female85%
Male100%
Black or African American75%
Asian100%
Hispanic96%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged100%
Not economically disadvantaged93%
Special education67%
Not special education95%
Limited English proficient (LEP)n/a
Proficient in English93%
Migrantn/a
Not migrant93%
Gifted/talented100%

Social Studies

All Students100%
Female99%
Male100%
Black or African American100%
Asian100%
Hispanic100%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged100%
Not economically disadvantaged100%
Special education93%
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Not migrant100%
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 71% in 2013.

223 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
94%
Math

The state average for Math was 74% in 2013.

221 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
92%
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 77% in 2013.

217 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
93%
Math

The state average for Math was 71% in 2013.

120 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
85%
Writing

The state average for Writing was 70% in 2013.

217 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
92%
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.

224 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
97%
Math

The state average for Math was 77% in 2013.

240 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
92%
Science

The state average for Science was 75% in 2013.

226 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
91%
Social Studies

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

225 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
89%
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.

79 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.

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.

6 students were tested at this school in 2013.

2013

 
 
100%

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 Students92%
Female91%
Male94%
Black or African Americann/a
Asian95%
Hispanic83%
Multiracial88%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White94%
Economically disadvantaged75%
Not economically disadvantaged93%
Special education64%
Not special education94%
Limited English proficient (LEP)n/a
Proficient in English93%
Migrantn/a
Not migrant92%
Gifted/talented100%
Not Gifted88%
Bilingualn/a

Math

All Students86%
Female84%
Male89%
Black or African Americann/a
Asian88%
Hispanic78%
Multiracial88%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged38%
Not economically disadvantaged88%
Special education58%
Not special education88%
Limited English proficient (LEP)n/a
Proficient in English86%
Migrantn/a
Not migrant86%
Gifted/talented100%
Not Gifted80%
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 Students95%
Female95%
Male95%
Black or African Americann/a
Asian100%
Hispanic90%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White95%
Economically disadvantaged63%
Not economically disadvantaged96%
Special education60%
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English95%
Migrantn/a
Not migrant95%
Gifted/talented100%
Not Gifted93%
Bilingualn/a

Math

All Students85%
Female86%
Male84%
Black or African Americann/a
Asian100%
Hispanic75%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged83%
Not economically disadvantaged85%
Special education29%
Not special education88%
Limited English proficient (LEP)n/a
Proficient in English86%
Migrantn/a
Not migrant85%
Gifted/talented100%
Not Gifted84%
Bilingualn/a

Writing

All Students94%
Female98%
Male91%
Black or African Americann/a
Asian100%
Hispanic95%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged63%
Not economically disadvantaged95%
Special education60%
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English94%
Migrantn/a
Not migrant94%
Gifted/talented100%
Not Gifted91%
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 Students93%
Female94%
Male93%
Black or African Americann/a
Asian100%
Hispanic95%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White92%
Economically disadvantaged100%
Not economically disadvantaged93%
Special education57%
Not special education94%
Limited English proficient (LEP)n/a
Proficient in English93%
Migrantn/a
Not migrant93%
Gifted/talented100%
Not Gifted91%
Bilingualn/a

Math

All Students91%
Female85%
Male96%
Black or African Americann/a
Asian100%
Hispanic86%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged86%
Not economically disadvantaged91%
Special education67%
Not special education92%
Limited English proficient (LEP)n/a
Proficient in English91%
Migrantn/a
Not migrant91%
Gifted/talented99%
Not Gifted88%
Bilingualn/a

Science

All Students85%
Female80%
Male90%
Black or African Americann/a
Asian80%
Hispanic90%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White84%
Economically disadvantaged75%
Not economically disadvantaged85%
Special education50%
Not special education86%
Limited English proficient (LEP)n/a
Proficient in English85%
Migrantn/a
Not migrant85%
Gifted/talented100%
Not Gifted81%
Bilingualn/a

Social Studies

All Students89%
Female85%
Male94%
Black or African Americann/a
Asian80%
Hispanic81%
Multiracial89%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged88%
Not economically disadvantaged89%
Special education50%
Not special education91%
Limited English proficient (LEP)n/a
Proficient in English89%
Migrantn/a
Not migrant89%
Gifted/talented100%
Not Gifted86%
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 Americann/a
Asian100%
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantagedn/a
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Not migrant100%
Gifted/talented100%
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a

Geometry

All Students100%
Femalen/a
Male100%
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 disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Not migrant100%
Gifted/talented100%
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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 "Exemplary".
  • In 2009-2010, this school was rated "Exemplary".
  • In 2008-2009, this school was rated "Exemplary".

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
White 78% 29%
Asian or Pacific Islander 8% 4%
Hispanic 8% 52%
Two or more races 4% 2%
Black 1% 13%
American Indian/Alaska Native N/A 0%
Hawaiian Native/Pacific Islander N/A 0%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 10%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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1100 Bogart Drive
Colleyville, TX 76034
Phone: (817) 305-4900

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