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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

Teacher quality

Principal leadership

Parent involvement

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28 reviews of this school


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Posted April 17, 2014

It's a very BUSY place (ie lots of students). However, they all seem to get the type of education needed. Whether they're Gifted and want to really focus on studies or just mediocre and would rather play sports. CHS knows the most important thing is a BASIC education to carry you forward on your path in life after high school. Some will be surgeons and some will be police officers. We need them all. Not every will be a Physicist. Keep that in mind.
—Submitted by a parent


Posted February 11, 2011

Coppell is academically a great school and has numerous extracurriculars. The emphasis on excellence and success is inherently present. Also, there is for some reason a strong pro-ROK sentiment in this school. And half the kids think that Pyongyang is a person- this kind of oversight betrays a shocking lack of topicality! CHS-ers in general are also not friendly towards plea bargains or cyber-bullying. There is one thing about this school i can't say I'm a fan of. Maybe its just a teenage thing in general, but some kids here are so vulgar! They'll be running down the halls singing 'I just had sex!-' I mean, how crude. Obviously, the best things about this school are the supremely intelligent, articulate, super-chill debaters. These debater are crazy amazing beasts and win at life in general - though I've gathered that they also like having sex and then telling everyone about it. In summary, this school is pretty great and the situation on the Korean peninsula is inherently unstable.
—Submitted by a parent


Posted June 29, 2010

Coppell offered quite a few more opportunities to it's students than other school districts. As a student the classes offered and the knowledgable teaching staff helped me to decide the course i wanted to go when I went to college. I was able to study and learn what I like and dislike before having to pay college tuition for it.


Posted September 17, 2009

They have a great special ed program for my son! He is loving school!!!
—Submitted by a parent


Posted August 19, 2009

I taught at this school for one year and was very impressed with the ways things were run. I have since come back to teach in California where I started and truly know the difference between this school and other schools. The parents and students need to appreciate this school and take advantage of it. I have learned a lot from teaching there and apply some of their philosophies to my every teaching now. Coppell High School is great school.
—Submitted by a teacher


Posted January 15, 2009

Truly one of the best high schools in the nation. I am proud to live in the community of this academically strong high school that is full of amazing students.


Posted December 16, 2008

I teach music lessons for this school. It's absolutely one of the finest institutions I've ever seen (have been teaching in two states for nearly a decade). It's an honor to be associated with such a tremendous program and to work with the fine students it produces.
—Submitted by a teacher


Posted September 18, 2008

I love this school, it has a great athletic program with awesome coaches and the band program is also a high point. The classes are very challenging and I have heard many jokes about this school being more challenging than most colleges
—Submitted by a student


Posted September 10, 2008

Hello, I am am a product of the Coppell Independent School District (K-12) and a class of 2008 graduate from Coppell High School. Coppell High is truly a unique place. I never completely realized how well we as students were being prepared for college. I am now a freshman at Texas A&M University and have made a very smooth transition into college academia. While my fellow classmates struggle with the workload on a daily basis, I am already used to the stress and can therefore thrive in such a high expectation environment. I wouldn't trade my time at CHS for anything. The friends I made, the experiences I had, growing up in such a bubble town, playing under the lights on Friday nights for football, are all memories I will cherish forever.
—Submitted by a student


Posted August 27, 2008

The new principal is great! Positive environment with high standards for academics and extracurriculars.
—Submitted by a parent


Posted February 21, 2008

All in all, CHS has its strengths. The Coppell high school band is considered one of the best in the nation, and always has at least 10 students qualify for the Texas All State Bands, entitling them as some of the best high school musicians in the state. The CHS Soccer team has one the state championship in 5A twice in the 2000s, and veteran teachers have been favorites of students throughout generations. Sadly, the downfalls of the school also add up, and an arrogant, undisciplined, ignorant, and sheltered student body brings down the school just as much as the opaque counselors and weak departments of the school.
—Submitted by a student


Posted October 2, 2007

Overall a good school. The only thing keeping it from being great is its massive size. There are far too many kids in the hallway, and the counselors are way too busy to try and help individuals. There needs to be more counselors that deal with fewer students, so they can receive individual, caring attention. However, there are several wonderful teachers that not only provide a positive learning environment, but also a loving attitude.
—Submitted by a student


Posted September 28, 2007

CHS continues to cater to the one size fits all philosophy. Great school if you're academically gifted and looking for a challenge. If your child is average beware. Counselor's approach is 'here's what you're taking, leave me alone'. Requests for meetings by students and parents go unanswered. Students may have the opportunity to sign up for classes they want but ultimately a counselor who barely knows them and won't talk with them decides what's best for them. No support, too big and it's obvious that some of the oldtimers are overwhelmed with this many students. Counselors, teachers and staff need to care about the individual or get out of the profession.
—Submitted by a parent


Posted December 27, 2006

It is unfortunate that this school is so large. The teachers are exhausted, the student are stressed, and the learning environment is very poor. We have a new principal...maybe it will improve in a couple of years. Core classes are too full, and the foreign language department is a joke. The major sports are represented, but the school has zero school spirt. Counselors don't work with the kids...they just follow what the AP's and teachers tell them to do. Police officers can't seem to enforce the law about 'no smoking in/near school' and the halls and stairs are so crowded the kids are constantly stressed out. As a parent, I hate going to the school during the day, and I am sad when I have to drop my child off at school.
—Submitted by a parent


Posted April 15, 2006

Quality of programs are plentiful, major concern is in lack attitude towards bulleying.
—Submitted by a parent


Posted October 8, 2005

Above average school. Needs to improve in way of teaching in many subject such as chemistry... Has to improve a lot. School should be more for academics than sports not vice versa
—Submitted by a parent


Posted September 20, 2005

The latest 'Academically Unacceptable' rating is very misleading. It reflects performance of one small segment of the student population, which was probably not matched up correctly with the right level test (i.e. students in special ed).
—Submitted by a parent


Posted August 6, 2005

Recently rated by the state of texas as 'Acedemically Unacceptable', as a student, I can see why. The change from 5 period a day Tri-Mester to 7 a day Semesters has ruined most seniors plans, and made getting the classes we want even harder.
—Submitted by a student


Posted July 24, 2005

Very good school. Big though. Good Sports and incredinle academics
—Submitted by a student


Posted July 12, 2005

Coppell High School has definetly been an interesting experience in my childrens educational lives. I have three children, two have graduated and one will be a freshman this year. My children have been enrolled in the CISD district for a total of 17 years now (my oldest son is 27), and I have noticed a definete decline in performance as a whole on behalf of the school and the district. Academic programs have slipped considerably from their once high standards, and although extracurricular activities are the one thing that seem to have maintained their exemplary standings, they are beginning to rise in importance over academic purposes. I have felt that my knowledge of my children's activities in school and overal involvement in their school lives has been severly limited. Overall, I am very disappointed in how Coppell High School has been steered and hope this will change in the future.
—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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