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Teacher quality
Principal leadership
Parent involvement
The best kept secret in Colleyville. Even under a budget crunch the school and staff are amazing. As a parent- I know that not every teacher will be the perfect teacher but, Bransford Elementary has a very high percentage of amazing and committed teachers. They have taken on the new curriculum that is project based learning and it has engaged my children completely. We are so thankful to have Bransford.
—Submitted by a parent
One of my kids had to listen to inappropiate language from a frustrated teacher, the kids are not really academically challenged and they just try so hard to make everything fun insated of creating learning experiences. We are very desappointed!!!
—Submitted by a parent
The school campus provides a safe, learning environment for the students. It has a computer lab and a library. Cleanliness can be improved as cockroach(es) was spotted in the girl's bathroom and hallway. The student homework is too few. Two/three pages of homework for the entire week do not allow the students to practice the concepts learned in the classroom.
Dr. Hodges and the teachers under her literally saved my granddaughter who has dyslexia. She is now in NJHS at CMS and often returns to BES to visit with the staff whom she loves. My grandson is in 3rd grade at BES, knows nothing of the alledged bullying and and loves BES. I have substituted at many GCISD elementary schools and never have I seen the level of nurturing that is at BES. When I am at BES I often see Dr. Hodges out of her office keeping an eye on the school. Dr. Hodges is fantastic and so is BES staff. We are so lucky to have DR. Hodges.
Life is about accountability &BES is to help develop it. BES can do no more than shape fundamental character of the child that has been molded&held accountable by a responsible parent(s).To sight parents as the problems, you conveniently VACATED responsibility & accountability of the child that entire education system rest on. You' ve deflected the issue directly to parents rather the children who at every hour must learn self control safe&respectful decision at the very least minimal social skills that will make them competitive &survivable in life.I don t know of a single child that doesnt strive in their heart to develop&grow all these things.The "Village" you refer means an organized &accountable system that supports baseline childhood goals.If BES doesnt meet &maintain this duty,2/3 of our children s chances for minimum success are squandered.BES village exist for one focus: safe social,cognitive& physical development of its client. The pupil
—Submitted by a parent
My girls attended Bransford Elementary while Dr. Hodges was principal. The great thing about her was the way she always put the students first. It saddens me to read these comments from some of these other parents. It takes a Village. Are these parents doing their part to solve the problems? When my girls were there, we had no problems with the teachers (the same teachers that are still there today.) They were always available to help our girls learn and have a positive day. And now that my daughters are older, I still live in the boundries of Bransford where I listen to some of the kids on our block say good things about their teachers and the principal. Are the students having a problem or are the parents having a problem?
Our opinion has significally changed as well with Bransford's Principal's lack of leadership and peer/parent respect. Our son is at CMS and has never had any issues like weve experienced for years at BES. We are planning a meeting with the district regarding our safety concerns for our children. I will keep this website informed. This site is so helpful.
—Submitted by a parent
I have totally changed my opinion of the principal here after she has lost control of her teachers. They have no accountability, she has no clue what's going on in her classrooms. Teachers and Teams within the same grade have there own agendas and the children are getting mixed messages and expectations. The loss of last years Assistant Principal who took a leadership role with the teachers has created a year that has spiraled out of control. The lip service has gotten old no matter how much you try to point out issues or address concerns you get a standard answer. Our kids are paying for this now and the district needs to get involved quick.
—Submitted by a parent
It's really easy to be a top performing school when you begin with a base of socio-economic children who are from the privileged elite. The parents are typically over involved and overbearing. I believe it makes the teachers lazy/bored. Who ever designed the car pool lanes and cross walk system should be fired. It is very inefficient. 400 plus cars with one cross walk and one door. It is not the pinnical of safety but the bane of every parent and late student.
—Submitted by a parent
This was a very great school, but not all the teachers were as friendly as I would want them to be. Personally, the KidzU after school program was very helpful, but the employees were very cranky and their discipline was very poor.
Quality through and through. A back to basics approach to education and character-building. The principal, Dr. Hodges, is accessible, to both parents and students, and she sets the tone for the rest of the staff. I don't think we could have made a better choice for our children.
—Submitted by a parent
Bransford has been great for my two girls. My oldest took all accelerated classes in middle school after flourishing in this challenging and fun environment. There is a Student Council, Choir, Honor Choir, talent show, holiday music programs, fun run, 4th grade overnight science camp in the spring, and 5th grade 'graduating' trip each year. These are just a few things they've loved since starting here in the first and second grade. Our teachers are the best, showing character building, confidence and encouragement by example. They are highly skilled and professional people. We also have wonderful parents who volunteer in our library, as grade coordinators (there are 4 classes in each grade.) and room parents. You can find many having lunch with their children and their friends each day. This school is a close knit group, families enjoy spending time with each other socially as well.
—Submitted by a parent
I have been very pleased with the education my children receive at BES. The teachers have been very involved with my children's learning process. They are able to receive individual attention at times. Spanish is offered to my children as well as art, music and PE. Overall, I am very pleased with this school.
—Submitted by a parent
I love Bransford, but more importantly, my son loves everyday that he is there! Everyone is involved, all the parents, teachers and kids feel that they have a vested interest in all elements of the class. The children are empowered. It is a Blue Ribbon School that has earned their stripes with the kids, not just on test scores.
—Submitted by a parent
I think that all children should try 2 go 2 this school if they are in the boundary line! They have great teachers, p.e., music, and art-spanish to learn at this school! My child, who is in the 5th grade, goes here and she is always talking about how much fun she had in every class! I am so happey that she goes to this school.
—Submitted by Emily Gates, a former student
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.
58 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 89% in 2011.
57 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.
72 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 85% in 2011.
70 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Writing was 90% in 2011.
72 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.
77 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 82% in 2011.
77 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 87% in 2011.
75 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 | 100% |
| Female | 100% |
| Male | 100% |
| Black or African American | n/a |
| Asian | 100% |
| Hispanic | n/a |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | 100% |
| Special education | n/a |
| Not special education | 100% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 100% |
| Migrant | n/a |
| Non-migrant | 100% |
| Gifted/talented | 100% |
| All Students | 100% |
| Female | 100% |
| Male | 100% |
| Black or African American | n/a |
| Asian | 100% |
| Hispanic | n/a |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | 100% |
| Special education | n/a |
| Not special education | 100% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 100% |
| Migrant | n/a |
| Non-migrant | 100% |
| 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 | 100% |
| Female | 100% |
| Male | 100% |
| Black or African American | n/a |
| Asian | 100% |
| Hispanic | 100% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 100% |
| Not economically disadvantaged | 100% |
| Special education | n/a |
| Not special education | 100% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 100% |
| Migrant | n/a |
| Non-migrant | 100% |
| Gifted/talented | 100% |
| All Students | 100% |
| Female | 100% |
| Male | 100% |
| Black or African American | n/a |
| Asian | 100% |
| Hispanic | 100% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 100% |
| Not economically disadvantaged | 100% |
| Special education | n/a |
| Not special education | 100% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 100% |
| Migrant | n/a |
| Non-migrant | 100% |
| Gifted/talented | 100% |
| All Students | 96% |
| Female | 92% |
| Male | 100% |
| Black or African American | n/a |
| Asian | 100% |
| Hispanic | 100% |
| American Indian or Alaska Native | n/a |
| White | 95% |
| Economically disadvantaged | 100% |
| Not economically disadvantaged | 96% |
| Special education | n/a |
| Not special education | 96% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 96% |
| 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 | 100% |
| Female | 100% |
| Male | 100% |
| Black or African American | n/a |
| Asian | 100% |
| Hispanic | 100% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | 100% |
| Special education | 100% |
| Not special education | 100% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 100% |
| Migrant | n/a |
| Non-migrant | 100% |
| Gifted/talented | 100% |
| All Students | 100% |
| Female | 100% |
| Male | 100% |
| Black or African American | n/a |
| Asian | 100% |
| Hispanic | 100% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | 100% |
| Special education | 100% |
| Not special education | 100% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 100% |
| Migrant | n/a |
| Non-migrant | 100% |
| Gifted/talented | 100% |
| All Students | 100% |
| Female | 100% |
| Male | 100% |
| Black or African American | n/a |
| Asian | 100% |
| Hispanic | 100% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | 100% |
| Special education | 100% |
| Not special education | 100% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 100% |
| Migrant | n/a |
| Non-migrant | 100% |
| 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
Asian
Hispanic
White
All students
Economically disadvantaged
Not economically disadvantaged
Special education
Not special education
Proficient in English
Non-migrant
Gifted/talented
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 82% | 34% | ||
| Asian/Pacific Islander | 7% | 4% | ||
| Hispanic | 6% | 48% | ||
| Black | 4% | 14% | ||
| American Indian/Alaska Native | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Special education | 7% | N/A | 10% |
| Gifted/talented students | 8% | N/A | 8% |
| Limited English proficient (LEP) | 1% | N/A | 17% |
| Economically disadvantaged | 3% | N/A | 55% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 16 | N/A | 15 |
| This school | District average | State average | |
|---|---|---|---|
| Beginning teachers | 0% | N/A | 8% |
| 1 to 5 years | 10% | N/A | 30% |
| 6 to 10 years | 20% | N/A | 20% |
| 11 to 20 years | 46% | N/A | 23% |
| 21 or more years | 24% | N/A | 19% |
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601 Glade Rd
Colleyville,
TX 76034
Phone: (817) 305-4920
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