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GreatSchools Rating

Crownover Middle School

Public | 6-8 | 904 students

 

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Living in Corinth

Situated in a suburban neighborhood. The median home value is $152,600. The average monthly rent for a 2 bedroom apartment is $910.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 5 ratings
2013:
Based on 3 ratings
2012:
Based on 3 ratings
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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24 reviews of this school


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Posted Saturday, August 23, 2014

I wasn't too sure about this school when we started last year. But the teachers really encourage my daughter and she improved greatly over the year. Now she is in all the advanced classes for her grade and doing great. Got to love the teachers at this school.
—Submitted by a parent


Posted August 14, 2014

This is a great school. There's no such thing as a perfect school but this is darn close. If you're not happy here, you probably won't be happy anywhere and you should probably look into homeschooling.
—Submitted by a parent


Posted May 7, 2014

I moved to the Crownover District after my child had been bullied at a previous school. I love this school and so does my child. The teachers actually care as well as 99% of the parents. I have nothing but praise for the school.
—Submitted by a parent


Posted April 7, 2014

My older daughter went to rcms. She has not ONE fond memory. My youngest daughter is getting ready to start 6th grade at rcms. She is so bright....happy....creative...loving....and has a huge imagination. I am terrified to send her to this school! I do not want the life sucked out of her. I do not know ONE child that said they liked this place. They say middle school years are tough....but I thought it was pier stuff! The staff just needs to let everyone know "who's boss"....they were bullies. I hope there has been a good change with the new principal or I will be paying for a private school. I will not go through that ever again!
—Submitted by a parent


Posted April 2, 2014

This is my first year to teach at this school. I have worked at several campuses in multiple districts and this by far is the best. My team of teachers I work with are wonderful. They truly love their job, the students, and make learning fun. My principal, Mr. Rainey, is very caring and has done a great job creating a positive moral at our campus. The vice principals are also easy to work with and make the school a great place to be. I feel valued, respected, and that we all share a common goal of raising well rounded, independent learners.
—Submitted by a teacher


Posted December 12, 2013

This is one of the worst schools I've ever had to deal with. The administration is inflexible and if your child does not fall in the "normal" level of handling school and needs any extra help with schoolwork, I would find a different school. I am looking into alternatives to pull my child out of the school to another one. RMCS would rather create rules that have nothing to do with education than to make sure the kids were doing OK in the learning area.
—Submitted by a parent


Posted February 20, 2013

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


Posted January 23, 2013

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


Posted December 20, 2012

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


Posted November 16, 2012

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.


Posted September 29, 2012

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.


Posted December 6, 2010

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.


Posted May 16, 2010

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.


Posted June 2, 2009

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!!!!!!!!!!!!!!!!!!!!!!!!


Posted April 11, 2008

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


Posted June 11, 2006

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


Posted March 16, 2006

Good teachers.Great principal and wonderful choir teacher.I am thoroughly enjoying my daughter being there and feel blessed.
—Submitted by a parent


Posted October 26, 2004

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 a parent


Posted August 8, 2004

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


Posted July 9, 2004

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


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 84% in 2011.

304 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
96%
Math

The state average for Math was 83% in 2011.

304 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
92%
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 86% in 2011.

298 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
97%
Math

The state average for Math was 81% in 2011.

298 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
92%
Writing

The state average for Writing was 94% in 2011.

292 students were tested at this school in 2011.

2011

 
 
99%

2010

 
 
98%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in English language arts and mathematics in grade 11. The grade 11 exit Level TAKS is a high school graduation requirement. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The goal is for all students to score at or above the state standard.

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 85% in 2011.

301 students were tested at this school in 2011.

2011

 
 
99%

2010

 
 
98%
Math

The state average for Math was 73% in 2011.

298 students were tested at this school in 2011.

2011

 
 
99%

2010

 
 
98%
Science

The state average for Science was 79% in 2011.

298 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
87%
Social Studies

The state average for Social Studies was 95% in 2011.

298 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

All Students95%
Female96%
Male93%
Black or African American95%
Asian89%
Hispanic87%
American Indian or Alaska Native100%
White96%
Economically disadvantaged89%
Not economically disadvantaged96%
Special education57%
Not special education96%
Limited English proficient (LEP)50%
Proficient in English96%
Migrantn/a
Non-migrant95%
Gifted/talented100%

Math

All Students90%
Female90%
Male89%
Black or African American77%
Asian100%
Hispanic80%
American Indian or Alaska Native67%
White93%
Economically disadvantaged87%
Not economically disadvantaged90%
Special education50%
Not special education91%
Limited English proficient (LEP)67%
Proficient in English90%
Migrantn/a
Non-migrant90%
Gifted/talented100%
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

English Language Arts

All Students97%
Female98%
Male97%
Black or African American90%
Asian100%
Hispanic92%
American Indian or Alaska Native100%
White99%
Economically disadvantaged90%
Not economically disadvantaged99%
Special education88%
Not special education98%
Limited English proficient (LEP)73%
Proficient in English98%
Migrantn/a
Non-migrant97%
Gifted/talented100%

Math

All Students94%
Female93%
Male94%
Black or African American80%
Asian100%
Hispanic82%
American Indian or Alaska Native100%
White97%
Economically disadvantaged85%
Not economically disadvantaged96%
Special education81%
Not special education94%
Limited English proficient (LEP)55%
Proficient in English96%
Migrantn/a
Non-migrant94%
Gifted/talented100%

Writing

All Students99%
Female99%
Male98%
Black or African American100%
Asian100%
Hispanic98%
American Indian or Alaska Native80%
White99%
Economically disadvantaged98%
Not economically disadvantaged99%
Special education100%
Not special education99%
Limited English proficient (LEP)90%
Proficient in English99%
Migrantn/a
Non-migrant99%
Gifted/talented98%
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

English Language Arts

All Students99%
Female99%
Male99%
Black or African American100%
Asian100%
Hispanic95%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged95%
Not economically disadvantaged100%
Special education88%
Not special education100%
Limited English proficient (LEP)85%
Proficient in English100%
Migrantn/a
Non-migrant99%
Gifted/talented100%

Math

All Students99%
Female99%
Male98%
Black or African American100%
Asian100%
Hispanic93%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged95%
Not economically disadvantaged100%
Special education100%
Not special education99%
Limited English proficient (LEP)80%
Proficient in English100%
Migrantn/a
Non-migrant99%
Gifted/talented100%

Science

All Students94%
Female94%
Male94%
Black or African American93%
Asian93%
Hispanic81%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged88%
Not economically disadvantaged96%
Special education67%
Not special education95%
Limited English proficient (LEP)61%
Proficient in English96%
Migrantn/a
Non-migrant94%
Gifted/talented100%

Social Studies

All Students99%
Female99%
Male99%
Black or African American100%
Asian100%
Hispanic95%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged95%
Not economically disadvantaged100%
Special education93%
Not special education99%
Limited English proficient (LEP)84%
Proficient in English100%
Migrantn/a
Non-migrant99%
Gifted/talented100%
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

English Language Arts

The state average for English Language Arts was 71% in 2013.

344 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
91%
Math

The state average for Math was 74% in 2013.

342 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
86%
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

English Language Arts

The state average for English Language Arts was 77% in 2013.

328 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
91%
Math

The state average for Math was 71% in 2013.

322 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
87%
Writing

The state average for Writing was 70% in 2013.

329 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
87%
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

English Language Arts

The state average for English Language Arts was 84% in 2013.

310 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
95%
Math

The state average for Math was 77% in 2013.

275 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
92%
Science

The state average for Science was 75% in 2013.

307 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
89%
Social Studies

The state average for Social Studies was 63% in 2013.

307 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
83%
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

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

38 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%
Algebra II

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

2013

 
 
n/a

2012

 
 
n/a
Biology I

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

2013

 
 
n/a

2012

 
 
n/a
Chemistry

The state average for Chemistry was 84% in 2013.

2013

 
 
n/a

2012

 
 
n/a
English I Reading

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

2013

 
 
n/a

2012

 
 
n/a
English I Writing

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

2013

 
 
n/a

2012

 
 
n/a
English II Reading

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

2013

 
 
n/a

2012

 
 
n/a
English II Writing

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

2013

 
 
n/a

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.

5 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
n/a
Physics

The state average for Physics was 81% in 2013.

2013

 
 
n/a

2012

 
 
n/a
U.S. History

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

2013

 
 
n/a

2012

 
 
n/a
World Geography

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

2013

 
 
n/a

2012

 
 
n/a
World History

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

2013

 
 
n/a

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

English Language Arts

All Students89%
Female92%
Male86%
Black or African American96%
Asian92%
Hispanic77%
Multiracialn/a
American Indian or Alaska Native100%
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged83%
Not economically disadvantaged91%
Special education44%
Not special education91%
Limited English proficient (LEP)27%
Proficient in English91%
Migrantn/a
Non-migrant89%
Gifted/talented100%
Non-Gifted87%
Bilingualn/a

Math

All Students87%
Female85%
Male90%
Black or African American88%
Asian92%
Hispanic68%
Multiracialn/a
American Indian or Alaska Native100%
Native Hawaiian/Pacific Islandern/a
White92%
Economically disadvantaged75%
Not economically disadvantaged91%
Special education46%
Not special education89%
Limited English proficient (LEP)36%
Proficient in English89%
Migrantn/a
Non-migrant87%
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

English Language Arts

All Students93%
Female94%
Male91%
Black or African American88%
Asian86%
Hispanic91%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White95%
Economically disadvantaged88%
Not economically disadvantaged94%
Special education70%
Not special education94%
Limited English proficient (LEP)71%
Proficient in English93%
Migrantn/a
Non-migrant93%
Gifted/talented100%
Non-Gifted92%
Bilingualn/a

Math

All Students91%
Female92%
Male90%
Black or African American78%
Asian100%
Hispanic87%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged82%
Not economically disadvantaged93%
Special education64%
Not special education92%
Limited English proficient (LEP)86%
Proficient in English91%
Migrantn/a
Non-migrant91%
Gifted/talented100%
Non-Gifted89%
Bilingualn/a

Writing

All Students87%
Female90%
Male82%
Black or African American84%
Asian93%
Hispanic78%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged71%
Not economically disadvantaged90%
Special education60%
Not special education87%
Limited English proficient (LEP)43%
Proficient in English88%
Migrantn/a
Non-migrant87%
Gifted/talented100%
Non-Gifted84%
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

English Language Arts

All Students96%
Female98%
Male94%
Black or African American100%
Asian100%
Hispanic95%
Multiracialn/a
American Indian or Alaska Native86%
Native Hawaiian/Pacific Islandern/a
White96%
Economically disadvantaged96%
Not economically disadvantaged97%
Special education67%
Not special education97%
Limited English proficient (LEP)80%
Proficient in English97%
Migrantn/a
Non-migrant96%
Gifted/talented100%
Non-Gifted96%
Bilingualn/a

Math

All Students95%
Female95%
Male94%
Black or African American88%
Asian100%
Hispanic98%
Multiracialn/a
American Indian or Alaska Native100%
Native Hawaiian/Pacific Islandern/a
White94%
Economically disadvantaged93%
Not economically disadvantaged95%
Special education50%
Not special education96%
Limited English proficient (LEP)100%
Proficient in English94%
Migrantn/a
Non-migrant95%
Gifted/talented100%
Non-Gifted94%
Bilingualn/a

Science

All Students93%
Female89%
Male97%
Black or African American92%
Asian100%
Hispanic87%
Multiracialn/a
American Indian or Alaska Native100%
Native Hawaiian/Pacific Islandern/a
White94%
Economically disadvantaged87%
Not economically disadvantaged94%
Special education70%
Not special education94%
Limited English proficient (LEP)60%
Proficient in English93%
Migrantn/a
Non-migrant93%
Gifted/talented100%
Non-Gifted92%
Bilingualn/a

Social Studies

All Students87%
Female83%
Male91%
Black or African American92%
Asian89%
Hispanic80%
Multiracialn/a
American Indian or Alaska Native100%
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged77%
Not economically disadvantaged88%
Special education50%
Not special education88%
Limited English proficient (LEP)40%
Proficient in English87%
Migrantn/a
Non-migrant87%
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

Algebra I

All Students100%
Female100%
Male100%
Black or African Americann/a
Asian100%
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantagedn/a
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant100%
Gifted/talented100%
Non-Gifted100%
Bilingualn/a

Algebra II

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
Bilingualn/a

Biology I

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
Bilingualn/a

Chemistry

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
Bilingualn/a

English I 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
Bilingualn/a

English I 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
Bilingualn/a

English II 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
Bilingualn/a

English II 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
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 Students100%
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 disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant100%
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

Physics

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a

U.S. History

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a

World Geography

All 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
Bilingualn/a

World 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
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
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

  • In 2010-2011, this school was rated "Recognized".
  • In 2009-2010, this school was rated "Recognized".
  • In 2008-2009, this school was rated "Academically Acceptable".

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

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 67% 29%
Hispanic 18% 52%
Black 9% 13%
Asian or Pacific Islander 3% 4%
Two or more races 2% 2%
American Indian/Alaska Native 1% 0%
Hawaiian Native/Pacific Islander N/A 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 3%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 7%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students Nurse(s)
School social worker/counselors(s)
Special education coordinator
Read more about programs at this school
Source: Provided by school community.

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Special education / special needs

Staff resources available to students
  • Special education coordinator

Arts & music

Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing and written arts
  • Drama

Language learning

Foreign languages taught
  • Spanish

Health & athletics

Staff resources available to students
  • Nurse(s)
School facilities
  • Access to sports fields
  • Gym
Note: Data provided by community members,
needs to be verified by school leaders.

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School basics

Before school or after school care / program onsite
  • After school
School Leader's name
  • JASON RAINEY
Fax number
  • (940) 369-4943

Programs

Foreign languages taught
  • Spanish

Resources

Staff resources available to students
  • Nurse(s)
  • School social worker/counselors(s)
  • Special education coordinator
Transportation options
  • Buses/vans for students only
School facilities
  • Access to sports fields
  • Gym
Note: Data provided by community members,
needs to be verified by school leaders.

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by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Basketball
  • Football
Girls sports
  • Basketball
  • Cheerleading
  • Cross country
  • Track
  • Volleyball

Arts & music

Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing arts
  • Drama
Note: Data provided by community members,
needs to be verified by school leaders.

Upcoming Events

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School culture

Parent involvement
  • Join PTO/PTA
Note: Data provided by community members,
needs to be verified by school leaders.

Apply

To learn more about enrolling, please call the school.
 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
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1901 Creekside Drive
Corinth, TX 76210
Phone: (940) 369-4700

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