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Teacher quality
Principal leadership
Parent involvement
Staff works hard to engage students rather than give notes, homework, notes homework. Love these teachers--most stay late on a daily basis to tutor kids and will work with anyone willing. If your kid has a good work ethic, he will do well at this school.
—Submitted by a parent
I am one of many parents who have moved my child out of this school this year and I am so mad at myself that I even let my child start the year at RCMS. If the parents or students don't agree with something that the principal has dictated your child's life will be made miserable. The teachers teach to the STAR test and that is it and if your child doesn't "get it" they are labeled stupid and the teachers pretty much stop helping them.
—Submitted by a parent
I, as a parent would have to agree with the discrimination and lack of discipline to those who matter at this school (at the teacher level). There is definitely a double standard, and some teachers/coaches who want to fit in seem to look the other way. I would liken attitudes at RCMS to that of Hilly Holbrook and her followers from the movie "The Help". In their own minds they are the greatest people here . Even though they promote Rachael's Challenge and "Anti-Bullying" programs, In the end it's all for not. Now there are a few great teachers and principal leadership is good. Most student are not friendly or welcoming, and if your child does not fit in to their arcaic "Hilly Holbrook standards" then your chid needs to be self assured and confident enough to let whatever comes roll off their back. One last thing I firmly believe these attitudes are learned from their parents, where as one parent defended her daughter's extrumely rude behavior as "asserting herself"
—Submitted by a parent
I went here 7th and 8th grade and I was constantly bullied by cheerleaders and popular people and teachers/principals/staff never believed me when I would report them. I lived in Desoto where the kids got into fist fights with teachers and when I moved and went to Crownover I constantly was bullied and never learned anything, work was put in front of us and not taught to us, with the exception of a few teachers. Also, the teachers sometimes engaged in the teasing themselves. If I could rechoose a middle school I would have gone to McMath for sure.
Our Son plays football for Crownover Middle School and we are so disappointed with coach Fishers .He does more harm than good and as a parent I think this should be addressed by the school board for all the right reasons.
I have been going to this school since the 2008-2009 school year and I am currently an 8th grader and I've gotta say this school is a wreck! Ever since the first day of school there have been complete jerks and every time I have a problem I tell the counselors and they don't even care. All the teachers do is give you an assignment and expect you to finish it without explaining the instructions. I am always completely clueless and the teachers are always rude and are unpredictable. Ronny Crownover would be disappointed by this school named after him.
I have been going to Crownover for a year, and I am not happy with the school. The material is not new, because my old school was so much more ahead of Crownover. I figured I would be relearning information, but instead I am not learning anything at all! The teachers are lazy and do not care about the students' grades. They simply jot grades down on papers and criticize us for not doing well when they don't tell us what we're learning. They are oblivious and rude. Also, the rules are very loosly implied. If I'm waisting 7 hours of my day at school, I would prefer that to be learning. But that is not happening here.
this is a great school you would be absolutely lucky to go to this school, great teachers and clean bath rooms i absolutely love this school to go to so i am really blessed that my daughter is going to this school!!!!!!!!!!!!!!!!!!!!!!!!
I think that this school is a joke. The teachers and pricipals only enforce dress code to thoes who appear 'not wealthy.' The pricipals ignore the students, and the teachers refuse to cooperate. The teachers do not teach. They expect the kids to do the work without an explination. And when a kid asks for one they roll thier eyes and say it to them like they are stupid. One of my teachers released us to lunch everyday but she never came back, she would always leave her students for the longest time. I do not like this school and you should reconsider letting your child go here.
—Submitted by a student
My daughter has been re-districted from McMath to Crownover. The staff at Crownover has been very helpful. The counselor was great. I learned more about Crownover in one visit than I had learned at McMath in a year. We are looking forward to the move.
—Submitted by a parent
Good teachers.Great principal and wonderful choir teacher.I am thoroughly enjoying my daughter being there and feel blessed.
—Submitted by arvind, a parent
Not Happy with the Assistant principles, and office staff, lazy and pass the buck! Not encouraging, and seems like the kids are NOT being monotored as they should be!!
—Submitted by RJ D, a parent
My oldest son, started at Crownover the first year it opened as a 6th grader. Now he is going into 8th grade. He has had good years here, however some of the rules seem a little ridiculous. I agree on giving detention on things that matter, not on little minor problems. I would like to praise the Expo staff, they do a great job at this school providing information to the gifted and talented students and putting them on a path of success in their education. As a beginning 8th grader, my son, already knows the path he will be on in high school so he can graduate with college credits. I appreciate this encouragement. My younger son will be entering into Crownover this fall and is very excited about it. I would recommend this school.
—Submitted by a parent
My oldest child went the first two years it was opened and the only things she ever told us about was the detentions she and her friends would be issued due to the most rediculous things. The students are there to learn - not to clean the teachers rooms. I also heard my daughter state more times than not about the strict rule of not talking during lunches. Sorry, but that is the only FREE time the students really have for talking with friends, I feel this rule was over the top. The teachers were uninterested in teaching their subjects. Most of them just sat in the front of the room reading their own books and not teaching my daughter. Now I have another child going there - I am not happy about that!!!
—Submitted by a parent
Crownover is a beautiful campus since it s still a fairly new bldg. Leadership (princ, assist princ, counselors) are not sensitive to culturally different races. The dress code is of greater concern than academics. Perhaps involving students to decision making would assist. Level teams are not equal. Some teams celebrate, while others search for reasons to punish. Teachers could use additional professional development in content area and learning styles. High expectations should be encouraged of all: leadership, teachers and students.
—Submitted by a parent
Overall things run smoothly. Principal is attentive to parental concerns. We do not like the two assistant principals; sometimes seems like there is a good cop/bad cop routine going on with them. Commonly hear from students they feel like they are being 'policed' rather than encouraged. It seems like in school detentions are very common for minor infractions. While rules are very important, we worry about the fact it seems so many of the kids talk more about the rules and regs than what great project they are working on now for history class or what great insight the english teacher gave them in their lesson for the day. And yes, most middle schoolers would prefer to operate within the prescribed boundaries and have fun learning, too. They do think of these things on their own...they are aware of it.
—Submitted by a parent
The principal maintains good control over this school! Emphasis is placed on lower econ. kids and at risk (of failing) kids. Others seem to fend for themselves.
—Submitted by a parent
The school itself is beautiful and while the atmosphere is enthusiastic, it is controlled. Office staff is very helpful and things appear to be operating smoothly.
—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.
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 83% in 2011.
304 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 84% in 2011.
304 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for Math was 81% in 2011.
298 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 86% in 2011.
298 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Writing was 94% in 2011.
292 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for Math was 73% in 2011.
298 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 85% in 2011.
301 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 79% in 2011.
298 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Social Studies was 95% in 2011.
298 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 | 90% |
| Female | 90% |
| Male | 89% |
| Black or African American | 77% |
| Asian | 100% |
| Hispanic | 80% |
| American Indian or Alaska Native | 67% |
| White | 93% |
| Economically disadvantaged | 87% |
| Not economically disadvantaged | 90% |
| Special education | 50% |
| Not special education | 91% |
| Limited English proficient (LEP) | 67% |
| Proficient in English | 90% |
| Migrant | n/a |
| Non-migrant | 90% |
| Gifted/talented | 100% |
| All Students | 95% |
| Female | 96% |
| Male | 93% |
| Black or African American | 95% |
| Asian | 89% |
| Hispanic | 87% |
| American Indian or Alaska Native | 100% |
| White | 96% |
| Economically disadvantaged | 89% |
| Not economically disadvantaged | 96% |
| Special education | 57% |
| Not special education | 96% |
| Limited English proficient (LEP) | 50% |
| Proficient in English | 96% |
| Migrant | n/a |
| Non-migrant | 95% |
| 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 | 94% |
| Female | 93% |
| Male | 94% |
| Black or African American | 80% |
| Asian | 100% |
| Hispanic | 82% |
| American Indian or Alaska Native | 100% |
| White | 97% |
| Economically disadvantaged | 85% |
| Not economically disadvantaged | 96% |
| Special education | 81% |
| Not special education | 94% |
| Limited English proficient (LEP) | 55% |
| Proficient in English | 96% |
| Migrant | n/a |
| Non-migrant | 94% |
| Gifted/talented | 100% |
| All Students | 97% |
| Female | 98% |
| Male | 97% |
| Black or African American | 90% |
| Asian | 100% |
| Hispanic | 92% |
| American Indian or Alaska Native | 100% |
| White | 99% |
| Economically disadvantaged | 90% |
| Not economically disadvantaged | 99% |
| Special education | 88% |
| Not special education | 98% |
| Limited English proficient (LEP) | 73% |
| Proficient in English | 98% |
| Migrant | n/a |
| Non-migrant | 97% |
| Gifted/talented | 100% |
| All Students | 99% |
| Female | 99% |
| Male | 98% |
| Black or African American | 100% |
| Asian | 100% |
| Hispanic | 98% |
| American Indian or Alaska Native | 80% |
| White | 99% |
| Economically disadvantaged | 98% |
| Not economically disadvantaged | 99% |
| Special education | 100% |
| Not special education | 99% |
| Limited English proficient (LEP) | 90% |
| Proficient in English | 99% |
| Migrant | n/a |
| Non-migrant | 99% |
| Gifted/talented | 98% |
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 | 100% |
| Asian | 100% |
| Hispanic | 93% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 95% |
| Not economically disadvantaged | 100% |
| Special education | 100% |
| Not special education | 99% |
| Limited English proficient (LEP) | 80% |
| Proficient in English | 100% |
| Migrant | n/a |
| Non-migrant | 99% |
| Gifted/talented | 100% |
| All Students | 99% |
| Female | 99% |
| Male | 99% |
| Black or African American | 100% |
| Asian | 100% |
| Hispanic | 95% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 95% |
| Not economically disadvantaged | 100% |
| Special education | 88% |
| Not special education | 100% |
| Limited English proficient (LEP) | 85% |
| Proficient in English | 100% |
| Migrant | n/a |
| Non-migrant | 99% |
| Gifted/talented | 100% |
| All Students | 94% |
| Female | 94% |
| Male | 94% |
| Black or African American | 93% |
| Asian | 93% |
| Hispanic | 81% |
| American Indian or Alaska Native | n/a |
| White | 98% |
| Economically disadvantaged | 88% |
| Not economically disadvantaged | 96% |
| Special education | 67% |
| Not special education | 95% |
| Limited English proficient (LEP) | 61% |
| Proficient in English | 96% |
| Migrant | n/a |
| Non-migrant | 94% |
| Gifted/talented | 100% |
| All Students | 99% |
| Female | 99% |
| Male | 99% |
| Black or African American | 100% |
| Asian | 100% |
| Hispanic | 95% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 95% |
| Not economically disadvantaged | 100% |
| Special education | 93% |
| Not special education | 99% |
| Limited English proficient (LEP) | 84% |
| Proficient in English | 100% |
| 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 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
Asian
Hispanic
Native American
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 | 68% | 34% | ||
| Hispanic | 18% | 48% | ||
| Black | 10% | 14% | ||
| Asian/Pacific Islander | 3% | 4% | ||
| American Indian/Alaska Native | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Special education | 9% | N/A | 10% |
| Gifted/talented students | 16% | N/A | 8% |
| Limited English proficient (LEP) | 7% | N/A | 17% |
| Economically disadvantaged | 23% | N/A | 55% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 14 | N/A | 15 |
| This school | District average | State average | |
|---|---|---|---|
| Beginning teachers | 11% | N/A | 8% |
| 1 to 5 years | 36% | N/A | 30% |
| 6 to 10 years | 36% | N/A | 20% |
| 11 to 20 years | 11% | N/A | 23% |
| 21 or more years | 6% | N/A | 19% |
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1901 Creekside
Corinth,
TX 76210
Phone: (940) 369-4700
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