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Teacher quality
Principal leadership
Parent involvement
Great school! My son is now a junior and has loved every minute of his experience there. Although the teachers are pretty strict, they have taught him to take responsibility for his own education. His advisor, who I believe is also the head advisor, and a certified counselor, has been incredible providing him with resources for college and career prep and encouraging advanced academics. Everyone from the front office secretary, to the nurse, to coaches have always been pleasant and helpful.
—Submitted by a parent
Drug use galore with apathetic teachers and admin. There are a few wonderful teachers, but it enough to make it worthwhile. Student bullying is out of control. The academic advisors are presented as counselors, but do not have counselor training. They fight AGAINST parent involvement. If you can avoid this school do so for the sake of your child.
—Submitted by a parent
91% of freshman passed the Biology end of course exam the first time they took it (and the first time it was ever administered). Very impressive.
—Submitted by a teacher
It is a horrible school. I would never recommend this school to anyone. It starts with administration and works its way down. The administrators are unprofessional and need training .
—Submitted by a parent
What was a GREAT school and district three years ago is quickly dropping due to new admin. A young and ambitious supt. who spent minimal time in the classroom has school principals worrying that she will zero in on them next. Just lost the two best principals in the district last year because they wouldn't put up with her macro-management style. Look for the good teachers to continue to look for lifeboats on this Titanic of a district. Great teachers, students and parents, but administration is poor and school board is weak.
Yeah, this school was ok, I guess. They need better teachers, and less emphasis on nitpicking dress code or identification. I gave it a 1 out of 5 because I graduated from there. Make sense?
—Submitted by a student
From Mr. David Ketcher on down, the students are treated with respect and consideration. The staff encourages involvement and parent interaction. If a student applies their skills and studies, the LDHS faculty will make sure that child is ready to enter the post HS world. For the student not so involved, the LDHS team will do their darndest to reach and help that student meet the challenges ahead.
—Submitted by a parent
I have worked in larger school districts with more money to offer teachers and purchase equipment, etc. but I have not worked in one where the teachers and administrators care so much about the students and their success. We all try very hard to be supportive of each other and our decisions are made on what is going to be best for the students in general.
—Submitted by a teacher
The Lake Dallas High School is a great school. It offers a huge variety of classes for a small 4A school district. The teachers in the AP classes are outstanding. Students from this high school have excelled at universities throughout the country and at post graduate institutions. The faculty really know the students and even though there are 1000 students, it feels like a small school.
—Submitted by a parent
My Child just graduated (2007) and frankly think the school system is terrible. High teacher turnover. High emphasis (probably the same in most Texas schools) on football and those achievements. I think the primary and elementary programs are terrific and my child got a good start, but starting with middle school, every day was a bigger disappointment. Guidance and teachers did little to assist with college searching and scholarships.
—Submitted by John, a parent
Huge improvement. The new principal and assistant principals are accessible to students, teachers and parents and, as a result, morale and teacher retention are much, much better. Mr. Ketcher is working hard and is succeeding.
—Submitted by a parent
There are some excellent teachers in this school, especially in the pre-AP and AP programs. Unfortunately many of them are leaving because of unpleasant working conditions created by the principal. Teacher turn-over has been very high during this principal's time at the high school and the Board doesn't seem concerned or willing to do anything about her.
—Submitted by a parent
Great teachers, horrible administration. More great teachers leave every year, and nothing happens.
—Submitted by a parent
I have experienced both good and bad with this district, bad at the High School. My child is involved in sports and some teachers do not play favortism towards atheletic students, but most do. They do put more emphasis on sports than education. They would rather have awards from football talent than their genius'. If a teacher is going to freeze grades it should be for all students not just the ones who can afford to pay for AP tests. VERY UNFAIR! Why teach our kids that if you have money you can have whatever you want. Wrong message. Cell phones should NOT be allowed at school. They should be taken up and given back at years end, I bet if parents had to pay for phones to sit at school there would be no problem or the adminstration could get tough.
—Submitted by a parent
I have had 3 children attend LD schools since Kindergarten. Primary schools are great, the problems begin in middle school and just get worse in high school. My youngest just exists with no major problems so far, but my first 2 have had miserable experiences in this district. The apathy of teachers and administration is unbelievable. I know the teachers have been underpaid, but that is just an excuse. Extremely high turnover occurs because of the other problems that exist in this district, not the lower wages. The administration does not support the ones that it should, and turn their heads when they shouldn't. Unfortunately, the kids are the ones that pay with a profound limit on there education and preparation for their future. In a heartbeat I wish I hadn't moved into this district.
—Submitted by a parent
The lack of funding, leadership of any kind and any sort of true academics is truly disgusting.
—Submitted by a student
If I had the choice, I would have gladly attended another high school instead of this one. The district is very poor, therefore anything based on the arts suffers greatly. However sports always seems to be paid for, almost in advance. The principal pretends she knows her students, when in reality she doesn't really know anyone. The three assistant principals find it more important to enforce ID use than do their job of enforcing rules that are more important. At one point, the school flourished with great teachers but more than half of them have left due to being fired or they would have to accept pay cuts. The favoritism with certain teachers to other students is grossly obvious. If you are not a jock or a teacher's pet, you are not exempt to any rule of any type and will most certainly be punished. I do not recommend this school.
—Submitted by a student
If Lake Dallas is such a terrible place with so many drug and alcohol problems, then how is it still an Exemplary Campus? Lake Dallas High is not getting the good reputation it deserves. Instead, it's getting an undue and untrue rap-sheet because of some people who clearly have not attended the school. I'm setting the recrd strait that Lake Dallas High School is by no means perfect, ---but certainly does not have half as many problems as the competing schools in the area.--- And yes, by the way, LDHS does have an outstanding athletic program and that should not be held against the school by any means. It is a great place to send your children and I encourage you all to do so. Thanks!
—Submitted by a former student
Whoever wrote the good review about this school must not see between the lines. If you do not belong to the in croud, most of the teachers do not pay attention to you. What does this say to the kids of the future. As far as the comment about the drugs. I know for a fact that drug deals happen on that campus everyday. And no one sees it or they choose not to see it. Wake up. Why do we have so many kids that choose to go to other schools if Lake Dallas has such a good school District?
—Submitted by a parent
Lake Dallas is a great school. Many advanced courses are available, and the teachers are very excellent. If your child is involved in drugs, that is his or her own fault, not the school's. The school encourages students to be drug free, with red-ribbon week and other weeks dedicated to staying away from illegal drug practice. The school offers many extracurricular classes as well. With student IDs and good campus security, the school focuses on student safety 100%. As for only carring about sports, this is false. The Lake Dallas football team isn't very good at all... but the number of students graduating with scholarships and a great education is.
—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.
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 70% in 2011.
302 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 89% in 2011.
307 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 English Language Arts was 91% in 2011.
287 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Math was 74% in 2011.
289 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 76% in 2011.
289 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Social Studies was 93% in 2011.
289 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 English Language Arts was 95% in 2011.
240 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Math was 90% in 2011.
238 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 91% in 2011.
249 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Social Studies was 99% in 2011.
253 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 | 86% |
| Female | 83% |
| Male | 89% |
| Black or African American | 91% |
| Asian | 100% |
| Hispanic | 81% |
| American Indian or Alaska Native | n/a |
| White | 87% |
| Economically disadvantaged | 80% |
| Not economically disadvantaged | 89% |
| Special education | 50% |
| Not special education | 87% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 87% |
| Migrant | n/a |
| Non-migrant | 86% |
| Gifted/talented | 100% |
| All Students | 96% |
| Female | 95% |
| Male | 96% |
| Black or African American | 92% |
| Asian | 100% |
| Hispanic | 92% |
| American Indian or Alaska Native | n/a |
| White | 97% |
| Economically disadvantaged | 92% |
| Not economically disadvantaged | 98% |
| Special education | 67% |
| Not special education | 98% |
| Limited English proficient (LEP) | 40% |
| Proficient in English | 97% |
| 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 | 99% |
| Female | 99% |
| Male | 98% |
| Black or African American | 92% |
| Asian | 100% |
| Hispanic | 98% |
| American Indian or Alaska Native | n/a |
| White | 99% |
| Economically disadvantaged | 99% |
| Not economically disadvantaged | 99% |
| Special education | 78% |
| Not special education | 99% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 99% |
| Migrant | n/a |
| Non-migrant | 99% |
| Gifted/talented | 96% |
| All Students | 88% |
| Female | 87% |
| Male | 89% |
| Black or African American | 77% |
| Asian | 100% |
| Hispanic | 86% |
| American Indian or Alaska Native | n/a |
| White | 89% |
| Economically disadvantaged | 85% |
| Not economically disadvantaged | 89% |
| Special education | 13% |
| Not special education | 90% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 88% |
| Migrant | n/a |
| Non-migrant | 88% |
| Gifted/talented | 100% |
| All Students | 87% |
| Female | 82% |
| Male | 90% |
| Black or African American | 69% |
| Asian | 100% |
| Hispanic | 76% |
| American Indian or Alaska Native | n/a |
| White | 89% |
| Economically disadvantaged | 80% |
| Not economically disadvantaged | 89% |
| Special education | 33% |
| Not special education | 88% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 87% |
| Migrant | n/a |
| Non-migrant | 87% |
| Gifted/talented | 97% |
| All Students | 99% |
| Female | 99% |
| Male | 98% |
| Black or African American | 100% |
| Asian | 100% |
| Hispanic | 96% |
| American Indian or Alaska Native | n/a |
| White | 99% |
| Economically disadvantaged | 96% |
| Not economically disadvantaged | 100% |
| Special education | 67% |
| Not special education | 100% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 99% |
| Migrant | n/a |
| Non-migrant | 99% |
| 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 | 100% |
| Asian | 100% |
| Hispanic | 100% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 100% |
| 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 | 96% |
| Female | 96% |
| Male | 95% |
| Black or African American | 95% |
| Asian | 100% |
| Hispanic | 90% |
| American Indian or Alaska Native | n/a |
| White | 97% |
| Economically disadvantaged | 94% |
| Not economically disadvantaged | 97% |
| Special education | 77% |
| Not special education | 97% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 96% |
| Migrant | n/a |
| Non-migrant | 96% |
| Gifted/talented | 100% |
| All Students | 94% |
| Female | 95% |
| Male | 93% |
| Black or African American | 90% |
| Asian | 100% |
| Hispanic | 84% |
| American Indian or Alaska Native | n/a |
| White | 97% |
| Economically disadvantaged | 86% |
| Not economically disadvantaged | 98% |
| Special education | 64% |
| Not special education | 98% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 95% |
| Migrant | n/a |
| Non-migrant | 94% |
| Gifted/talented | 100% |
| All Students | 99% |
| Female | 100% |
| Male | 99% |
| Black or African American | 100% |
| Asian | 100% |
| Hispanic | 96% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 99% |
| Not economically disadvantaged | 99% |
| Special education | 93% |
| Not special education | 100% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 99% |
| Migrant | n/a |
| Non-migrant | 99% |
| 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 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Hispanic
White
All students
Economically disadvantaged
Not economically disadvantaged
Special education
Not special education
English language learners
Proficient in English
Non-migrant
Gifted/talented
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 66% | 31% | ||
| Hispanic | 19% | 50% | ||
| Black | 7% | 13% | ||
| Two or more races | 5% | 2% | ||
| Asian | 3% | 3% | ||
| American Indian/Alaska Native | 1% | 0% | ||
| Hawaiian Native/Pacific Islander | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Special education | 10% | N/A | 10% |
| Gifted/talented students | 8% | N/A | 8% |
| Economically disadvantaged | 21% | N/A | 55% |
| Limited English proficient (LEP) | 4% | N/A | 17% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 14 | N/A | 15 |
| This school | District average | State average | |
|---|---|---|---|
| Beginning teachers | 6% | N/A | 8% |
| 1 to 5 years | 40% | N/A | 30% |
| 6 to 10 years | 19% | N/A | 20% |
| 11 to 20 years | 25% | N/A | 23% |
| 21 or more years | 10% | N/A | 19% |
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3016 Park Ridge
Corinth,
TX 76205
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Phone: (940) 497-4031
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