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GreatSchools Rating

New Tech High School at Coppell

Public | 9-12 | 487 students

 
 

Last modified
Community Rating

5 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 2 ratings
2012:
Based on 1 rating
2011:
Based on 1 rating

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8 reviews of this school


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Posted February 7, 2014

My daughter has been at New Tech for the past 4 years and will graduate this year. She has had an incredible experience in all respects. They offer an advanced education that can't compare to a typical high school. Because the classes are small, the educators truly know each one of their students. Parents are very involved and work seamlessly with Directors and Facilitators to accomplish huge tasks - all of which benefit our children. These kids are graduating with honors, but most important, they are very self aware. They know they can push themselves to accomplish challenges they would never have been able to do without the backing of this tremendous school. They learn the value of giving back to our community and the world. My daughter was accepted to every school she applied i.e. Vanderbilt, Purdue, UT and A&M. She is well prepared, articulate and not afraid to advocate for herself. We are very fortunate to have this "public" school in our community and my husband and I are grateful for the positive high school experience afforded our daughter.
—Submitted by a parent


Posted September 26, 2013

Even if you live in the Coppell ISD distrixt it can still be tricky to get your children into this school. I like that the approach is much more applicable to real world skills. Speaking, teamwork, thinking critically and learning how to deal with people and joint deadlines are all skills of successful people. There is far more to learning than books and academics; communication, character and leadership are key and I feel that the school and its approach refines this in its students as I certainly see a difference already in my child's confidence. Good Job. "A"
—Submitted by a parent


Posted August 22, 2013

Good school, great environment and nice staff. The negative aspects are that my son is on lap top all the time, I am not sure if he is studying or playing! Home work is related with other class partners which sometimes be late which affects my son performance and grading. I recently knew that some learners go to the web and copy paste the answers for the math subject which really worried me about what would my son learn from that? You have to be Coppell ISD residence to your kid to enroll which really limits my home buying options. After all My kid love it .
—Submitted by a parent


Posted August 11, 2012

New Tech is overall a good school, but it's not without its flaws. Some of the best teachers I've ever had are at New Tech. Some of them are very passionate about what they're doing and they can really get you to think and express your opinions about all sorts of issues. On the other hand, there are some teachers who use "independence" and "student-driven learning" as excuses to not teach. Often the students don't know what's going on. Also at New Tech we waste a ton of time. Sometimes we are given an assignment that takes literally five minutes, and the rest of the time everyone goofs off. For half of every Wednesday, we have an advisory, which in my opinion is a complete waste of time. It's basically a socializing period. Another problem with New Tech is that because of the group projects, you can get an A in a class and not understand one bit of it. The grading system is quite subjective and not always accurate. Also, the bells-and-whistles aspects of projects (such as editing videos) often takes precedence over the actual academic content of the project, so there is more busywork. On the bright side, New Tech has taught me to be innovative, proactive, and more thoughtful.
—Submitted by a student


Posted July 24, 2011

New Tech is an exceptional learning environment. The guiding principals involve project-based learning involving student (learner) collaboration, research, review, and ultimately project presentation to other learners, teachers (facilitators) and business leaders in the community. Gone is the traditional learning environment where a teacher stands in the front of the classroom teaching the subject. Facilitators introduce the topic and learners do the research from their school-issued laptop. The principal (director) and facilitator leadership and commitment is exceptional. The facilitators make it fun to learn. The school is small and facilitator/learner ratio is lower than most Texas public high schools. Each year this school has a wait list of learners wanting to get into the program. This out-of-the-box high school program definitely prepares students for the real world college and working environment.
—Submitted by a parent


Posted September 6, 2010

I can't say enough positive words about this school. It is an outstanding learning opportunity for a child who is willing to truly engage and learn. This is NOT for a student who needs to be told what to do every minute - this is for a higher level thinker or at least one who is open to this type of thinking/learner. The administration and staff are some of the most enthusiastic, student centered and well-educated in the country. These kids are learning to be independent thinkers and will be some of the most valued college students and employees. I'm thrilled to have this as an option in our community. This type of learning is building strong minds and utilizing talents untapped in a more traditional learning environment. I would give it 10 stars if I could!
—Submitted by a parent


Posted December 16, 2009

This school is really great and helps me learn in an engaging way. We don't just sit around in a desk everyday we do real world situations and have fun while learning.
—Submitted by a student


Posted January 12, 2009

This school is great. I love it as a student. Recommend it to everyone.
—Submitted by a 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.

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 89% in 2011.

127 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
99%
Math

The state average for Math was 70% in 2011.

126 students were tested at this school in 2011.

2011

 
 
91%

2010

 
 
88%
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 91% in 2011.

119 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
98%
Math

The state average for Math was 74% in 2011.

117 students were tested at this school in 2011.

2011

 
 
82%

2010

 
 
92%
Science

The state average for Science was 76% in 2011.

119 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
96%
Social Studies

The state average for Social Studies was 93% in 2011.

119 students were tested at this school in 2011.

2011

 
 
100%

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 95% in 2013.

121 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
97%

2011

 
 
99%

2010

 
 
98%
Math

The state average for Math was 89% in 2013.

121 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
97%

2011

 
 
95%

2010

 
 
98%
Science

The state average for Science was 95% in 2013.

121 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%

2011

 
 
97%

2010

 
 
99%
Social Studies

The state average for Social Studies was 98% in 2013.

122 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%

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 Students99%
Female100%
Male98%
Black or African Americann/a
Asian100%
Hispanic100%
American Indian or Alaska Nativen/a
White99%
Economically disadvantagedn/a
Special educationn/a
Limited English proficient (LEP)n/a

Math

All Students98%
Female100%
Male95%
Black or African Americann/a
Asian100%
Hispanic100%
American Indian or Alaska Nativen/a
White98%
Economically disadvantagedn/a
Special educationn/a
Limited English proficient (LEP)n/a

Science

All Students100%
Female100%
Male100%
Black or African Americann/a
Asian100%
Hispanic100%
American Indian or Alaska Nativen/a
White100%
Economically disadvantagedn/a
Special educationn/a
Limited English proficient (LEP)n/a

Social Studies

All Students100%
Female100%
Male100%
Black or African Americann/a
Asian100%
Hispanic100%
American Indian or Alaska Nativen/a
White100%
Economically disadvantagedn/a
Special educationn/a
Limited English proficient (LEP)n/a
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

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

Algebra I

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

70 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
84%
Algebra II

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

63 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
76%
Biology I

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

138 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
94%
Chemistry

The state average for Chemistry was 84% in 2013.

118 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
n/a
English I Reading

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

142 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
88%
English I Writing

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

143 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
81%
English II Reading

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

119 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
n/a
English II Writing

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

119 students were tested at this school in 2013.

2013

 
 
81%

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.

120 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
100%
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.

138 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
96%
World History

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

118 students were tested at this school in 2013.

2013

 
 
77%

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

Algebra I

All Students69%
Female68%
Male69%
Black or African American50%
Asiann/a
Hispanic56%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White79%
Economically disadvantaged63%
Not economically disadvantaged70%
Special educationn/a
Not special education69%
Limited English proficient (LEP)n/a
Proficient in English69%
Migrantn/a
Non-migrant69%
Gifted/talentedn/a
Non-Gifted69%
Bilingualn/a

Algebra II

All Students97%
Female97%
Male97%
Black or African Americann/a
Asian100%
Hispanic91%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White97%
Economically disadvantaged100%
Not economically disadvantaged96%
Special educationn/a
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English97%
Migrantn/a
Non-migrant97%
Gifted/talented100%
Non-Gifted95%
Bilingualn/a

Biology I

All Students96%
Female96%
Male97%
Black or African American89%
Asian89%
Hispanic96%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White99%
Economically disadvantaged87%
Not economically disadvantaged98%
Special educationn/a
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English96%
Migrantn/a
Non-migrant96%
Gifted/talented100%
Non-Gifted96%
Bilingualn/a

Chemistry

All Students89%
Female93%
Male84%
Black or African Americann/a
Asian91%
Hispanic81%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged79%
Not economically disadvantaged90%
Special educationn/a
Not special education89%
Limited English proficient (LEP)n/a
Proficient in English89%
Migrantn/a
Non-migrant89%
Gifted/talented100%
Non-Gifted87%
Bilingualn/a

English I Reading

All Students90%
Female93%
Male87%
Black or African American89%
Asian89%
Hispanic88%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged82%
Not economically disadvantaged92%
Special educationn/a
Not special education91%
Limited English proficient (LEP)n/a
Proficient in English90%
Migrantn/a
Non-migrant90%
Gifted/talented100%
Non-Gifted88%
Bilingualn/a

English I Writing

All Students81%
Female92%
Male69%
Black or African American78%
Asian89%
Hispanic78%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White80%
Economically disadvantaged73%
Not economically disadvantaged83%
Special education40%
Not special education83%
Limited English proficient (LEP)n/a
Proficient in English81%
Migrantn/a
Non-migrant81%
Gifted/talented100%
Non-Gifted77%
Bilingualn/a

English II Reading

All Students92%
Female97%
Male88%
Black or African Americann/a
Asian100%
Hispanic90%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged93%
Not economically disadvantaged92%
Special education60%
Not special education94%
Limited English proficient (LEP)n/a
Proficient in English92%
Migrantn/a
Non-migrant92%
Gifted/talented100%
Non-Gifted91%
Bilingualn/a

English II Writing

All Students81%
Female85%
Male76%
Black or African Americann/a
Asian91%
Hispanic67%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White81%
Economically disadvantaged71%
Not economically disadvantaged82%
Special education0%
Not special education84%
Limited English proficient (LEP)n/a
Proficient in English81%
Migrantn/a
Non-migrant81%
Gifted/talented95%
Non-Gifted78%
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 Students87%
Female84%
Male89%
Black or African Americann/a
Asian86%
Hispanic72%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged75%
Not economically disadvantaged88%
Special educationn/a
Not special education87%
Limited English proficient (LEP)n/a
Proficient in English87%
Migrantn/a
Non-migrant87%
Gifted/talented100%
Non-Gifted83%
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 Students91%
Female91%
Male90%
Black or African American67%
Asian89%
Hispanic89%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White94%
Economically disadvantaged76%
Not economically disadvantaged94%
Special educationn/a
Not special education91%
Limited English proficient (LEP)n/a
Proficient in English91%
Migrantn/a
Non-migrant91%
Gifted/talented100%
Non-Gifted88%
Bilingualn/a

World History

All Students77%
Female70%
Male84%
Black or African Americann/a
Asian91%
Hispanic81%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White74%
Economically disadvantaged64%
Not economically disadvantaged79%
Special educationn/a
Not special education79%
Limited English proficient (LEP)n/a
Proficient in English77%
Migrantn/a
Non-migrant77%
Gifted/talented95%
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

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 72% 31%
Asian 12% 3%
Hispanic 11% 50%
Black 4% 13%
Two or more races 1% 2%
American Indian/Alaska Native 0% 0%
Hawaiian Native/Pacific Islander 0% 0%
Source: NCES, 2010-2011

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

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 »

This school has not yet provided program information.


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113 Samuel Blvd
Coppell, TX 75019
Website: Click here
Phone: (214) 496-5900

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