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GreatSchools Rating

Coppell High School

Public | 9-12 | 3059 students

 
 

Living in Coppell

Situated in a suburban neighborhood. The median home value is $270,200. The average monthly rent for a 2 bedroom apartment is $1,080.

Source: Sperling's Best Places
Last modified
Community Rating

4 stars

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

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28 reviews of this school


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Posted June 23, 2005

What used to be one of the best in the state is slowly but surely decreasing in quality year by year. Although the elementary schools remain exemplary, the middle schools and high school seem out of control. Teachers are too busy to teach and many are more interested in anything but teaching. Athletics and coaching appear to be taking priority. Half the students fail 9th grade Algebra, core classes tend to have 30 or so students. Students who work on their own can still produce and do well. Discipline issues are on the rise since the schools have become so populated and frankly I don't think the administration knows what to do about it. Classes are disrupted and the good kids can't learn. The administration is busy with giving tardy slips and other minor duties. Pay to play considering our tax rate is ridiculous.
—Submitted by a parent


Posted April 30, 2005

All programs at this school are top notch. With public schools like these, no private schools are needed.
—Submitted by a student


Posted December 12, 2004

I was a CHS student from 01-03 who was very dissatisfied with the school. Though the size, maintenance, and extracurricular activities were spectacular, I found the school academically exhausting, the courses extremely time consuming, the counselors difficult to reach, and the teachers very impersonal and hard to get along with. The fact that one of my teachers threw racial comments at me for being Asian in front of the entire class is no exception. Many of my peers agreed with me that CHS is purely 'business'; not many were emotionally attached, resulting in the lack of school spirit and the incentive to wake up every morning. Most only expect to receive a good high school academic education, sacrificing the memorable high school experiences students of other schools seem to have. Though the school I am currently attending is not academically up to par with CHS, I'm happier and much more involved.
—Submitted by a student


Posted November 10, 2004

ADHD or special needs are not a stregth in this environment. Their focus on social status, social climbing and shallow dreams is a true disappointment!
—Submitted by a parent


Posted October 11, 2004

I am a former student from coppell high school and I thought that the school has many rules that are not needed. The lanyards that we had to wear do not give what it was intended to do. It does not make any one fell safer by having to wear annoying strings around our heads. They only care about their image and not the students. They put up signs in the hall way in the middle of the year because of blue ribbon. They did this instead of putting them up the beginning of the year when students needed them. Overall I would say coppell is a bad high school.
—Submitted by a former student


Posted September 22, 2004

I have found the teachers at Coppell High School were very accessible. They hold tutoring sessions both before school, after school and by appointment. They have email and voicemail in their classrooms and very quickly respond to any of my questions. Coppell ISD has an online parent portal which is a website that allows parents to access our students attendance and grades real-time. In addition, we have Blackboard where the teachers posts their assignments, syllabi, reading lists, spelling words, etc and our students can access that information over the internet at home. Lastly, Coppell High School is considered a Competitive School District which is given more weight when applying for college.
—Submitted by a parent


Posted June 14, 2004

I have had two children graduate from Coppell High School and I have another who will be a freshman this fall. We have had nothing but cooperation from teachers and administration alike. The counselors usually know their charges by name. I am a teacher with experience in private and publick school. The teachers at Coppell High School are some of the finest I've seen anywhere. My two older children were active in band, speech and debate, student council and were also in the Pre-AP and Talented and Gifted Programs. I would put their preparations for college against any other public or private school.
—Submitted by a parent


Posted June 4, 2004

We took our daughter out of Coppell public schools after 10 years after her 9th grade year because the large size of the school and trimester system were problematic. It was very hard to get a meeting with a counselor and to get any communication going with several teachers of key subjects. We put her in private school where it has been a much better experience for her as she works hard to prepare for college. The school should not have been expanded to make it accommodate all high school students but would have been better served if they had built a second high school or truly separate 9th grade satellite school. You pay high taxes in Coppell but the high school experience is not worth it.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.
English Language Arts

The state average for English Language Arts was 89% in 2011.

706 students were tested at this school in 2011.

2011

 
 
98%

2010

 
 
99%
Math

The state average for Math was 70% in 2011.

706 students were tested at this school in 2011.

2011

 
 
91%

2010

 
 
93%
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.

659 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
98%
Math

The state average for Math was 74% in 2011.

652 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
94%
Science

The state average for Science was 76% in 2011.

658 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
92%
Social Studies

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

652 students were tested at this school in 2011.

2011

 
 
99%

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

The state average for English Language Arts was 95% in 2013.

665 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
98%

2011

 
 
99%

2010

 
 
99%
Math

The state average for Math was 89% in 2013.

661 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
97%

2011

 
 
98%

2010

 
 
98%
Science

The state average for Science was 95% in 2013.

662 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
98%

2011

 
 
98%

2010

 
 
98%
Social Studies

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

663 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 Students100%
Female100%
Male99%
Black or African American97%
Asian100%
Hispanic100%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged100%
Special education85%
Limited English proficient (LEP)n/a

Math

All Students97%
Female97%
Male98%
Black or African American90%
Asian99%
Hispanic97%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged96%
Special education60%
Limited English proficient (LEP)n/a

Science

All Students99%
Female99%
Male99%
Black or African American97%
Asian100%
Hispanic100%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged100%
Special education80%
Limited English proficient (LEP)n/a

Social Studies

All Students100%
Female100%
Male99%
Black or African American100%
Asian100%
Hispanic100%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged100%
Special education85%
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 "Recognized".

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.

271 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
76%
Algebra II

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

486 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
98%
Biology I

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

750 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
96%
Chemistry

The state average for Chemistry was 84% in 2013.

578 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
69%
English I Reading

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

756 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
89%
English I Writing

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

766 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
85%
English II Reading

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

738 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
n/a
English II Writing

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

737 students were tested at this school in 2013.

2013

 
 
84%

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.

649 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
99%
Physics

The state average for Physics was 81% in 2013.

163 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
71%
U.S. History

The state average for U.S. History was 73% in 2013.

2013

 
 
n/a

2012

 
 
86%
World Geography

The state average for World Geography was 75% in 2013.

755 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
94%
World History

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

722 students were tested at this school in 2013.

2013

 
 
90%

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 Students83%
Female83%
Male83%
Black or African American74%
Asian91%
Hispanic76%
Multiracial75%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged75%
Not economically disadvantaged85%
Special education38%
Not special education88%
Limited English proficient (LEP)90%
Proficient in English83%
Migrantn/a
Non-migrant83%
Gifted/talentedn/a
Non-Gifted83%
Bilingualn/a

Algebra II

All Students99%
Female99%
Male100%
Black or African American100%
Asian99%
Hispanic100%
Multiracial95%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged96%
Not economically disadvantaged100%
Special educationn/a
Not special education99%
Limited English proficient (LEP)n/a
Proficient in English99%
Migrantn/a
Non-migrant99%
Gifted/talented100%
Non-Gifted99%
Bilingualn/a

Biology I

All Students96%
Female97%
Male95%
Black or African American88%
Asian99%
Hispanic91%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White97%
Economically disadvantaged89%
Not economically disadvantaged97%
Special education68%
Not special education97%
Limited English proficient (LEP)93%
Proficient in English96%
Migrantn/a
Non-migrant96%
Gifted/talented100%
Non-Gifted95%
Bilingualn/a

Chemistry

All Students95%
Female93%
Male96%
Black or African American73%
Asian100%
Hispanic97%
Multiracial81%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White94%
Economically disadvantaged85%
Not economically disadvantaged96%
Special education57%
Not special education95%
Limited English proficient (LEP)100%
Proficient in English95%
Migrantn/a
Non-migrant95%
Gifted/talented99%
Non-Gifted92%
Bilingualn/a

English I Reading

All Students91%
Female92%
Male90%
Black or African American76%
Asian94%
Hispanic89%
Multiracial87%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged78%
Not economically disadvantaged93%
Special education37%
Not special education93%
Limited English proficient (LEP)55%
Proficient in English92%
Migrantn/a
Non-migrant91%
Gifted/talented100%
Non-Gifted88%
Bilingualn/a

English I Writing

All Students82%
Female88%
Male76%
Black or African American67%
Asian90%
Hispanic78%
Multiracial75%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White81%
Economically disadvantaged64%
Not economically disadvantaged84%
Special education23%
Not special education84%
Limited English proficient (LEP)41%
Proficient in English83%
Migrantn/a
Non-migrant82%
Gifted/talented99%
Non-Gifted75%
Bilingualn/a

English II Reading

All Students95%
Female97%
Male93%
Black or African American77%
Asian96%
Hispanic96%
Multiracial93%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White96%
Economically disadvantaged86%
Not economically disadvantaged96%
Special education55%
Not special education96%
Limited English proficient (LEP)73%
Proficient in English95%
Migrantn/a
Non-migrant95%
Gifted/talented100%
Non-Gifted92%
Bilingualn/a

English II Writing

All Students84%
Female84%
Male83%
Black or African American45%
Asian92%
Hispanic81%
Multiracial71%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White84%
Economically disadvantaged66%
Not economically disadvantaged86%
Special education32%
Not special education85%
Limited English proficient (LEP)64%
Proficient in English84%
Migrantn/a
Non-migrant84%
Gifted/talented100%
Non-Gifted76%
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 Students95%
Female94%
Male96%
Black or African American71%
Asian98%
Hispanic96%
Multiracial89%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White96%
Economically disadvantaged90%
Not economically disadvantaged96%
Special education69%
Not special education96%
Limited English proficient (LEP)100%
Proficient in English95%
Migrantn/a
Non-migrant95%
Gifted/talented100%
Non-Gifted94%
Bilingualn/a

Physics

All Students92%
Female93%
Male91%
Black or African American50%
Asian100%
Hispanic88%
Multiracial100%
American Indian or Alaska Nativen/a
White90%
Economically disadvantaged78%
Not economically disadvantaged94%
Special education53%
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English92%
Migrantn/a
Non-migrant92%
Gifted/talented100%
Non-Gifted87%

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 Students95%
Female94%
Male95%
Black or African American83%
Asian97%
Hispanic94%
Multiracial86%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White95%
Economically disadvantaged89%
Not economically disadvantaged95%
Special education58%
Not special education96%
Limited English proficient (LEP)82%
Proficient in English95%
Migrantn/a
Non-migrant95%
Gifted/talented100%
Non-Gifted92%
Bilingualn/a

World History

All Students90%
Female88%
Male93%
Black or African American66%
Asian95%
Hispanic87%
Multiracial89%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged73%
Not economically disadvantaged92%
Special education54%
Not special education92%
Limited English proficient (LEP)71%
Proficient in English90%
Migrantn/a
Non-migrant90%
Gifted/talented100%
Non-Gifted85%
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 53% 29%
Asian or Pacific Islander 26% 4%
Hispanic 12% 52%
Black 5% 13%
Two or more races 3% 2%
American Indian/Alaska Native 1% 0%
Hawaiian Native/Pacific Islander 0% 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 2%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 3%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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185 West Parkway Boulevard
Coppell, TX 75019
Website: Click here
Phone: (214) 496-6100

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