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GreatSchools Rating

Frank Guzick Elementary School

Public | PK-5 | 762 students

 

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Living in Dallas

Situated in an urban neighborhood. The median home value is $77,200. The average monthly rent for a 2 bedroom apartment is $790.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 1 rating
2012:
Based on 2 ratings
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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14 reviews of this school


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Posted January 16, 2014

This is a GREAT school! My children have attended Guzick for years and have thrived. The teachers are amazing they always go the extra mile. They really care about their students the extra activities they make available for our children is wonderful it keeps students involved and builds so much character. Thank you teachers & staff you the Davis family appreciates everything you do.
—Submitted by a parent


Posted September 11, 2013

My daughter has been at Frank Guzick since last school year. Coming from RISD to DISD, there is a really big change. I was worried that she would fall behind being that DISD is a low performance district. Since being here she has started to be interested in sports. She played on the basketball team last year and will this year. She also cheerleader this year. The thing that makes the school a lot different for me is the parent participation. There is none. I believe if the parents get more involved We can make the school a better school for those who complain about what they dislike about Frank Guzick. IJS
—Submitted by a parent


Posted September 28, 2012

my kids has learned so much here i have two girls at the school the staff is beautiful i love them no kid left behinde....
—Submitted by a parent


Posted August 28, 2012

this is one of the worst elementary schools i've seen in DISD but DISD is one of the lowest performing districts in the state. The teachers, counselors, and principals are all to concerned about pushing a child through the system to avoid any negative marks on the shcool. What happened to REAL teachers and principals that showed interest in the CHILDS future and not their paycheck? i pray that the new superintendent reads what people say about the district so he can whip this district and all it's lazy employees into shape.
—Submitted by a parent


Posted April 25, 2011

My daughter has been at Guzick for 4 years now! She loves her school! First I want to say is I am a little disappointed to read the other reviews. I noticed some of them are older from 2007, 2008 etc. I have had nothing but positive results from the full-time staff and administration. I think we as parents have to take an active interest in our childrens education. We can not expect the teachers to do ALL of the teaching for OUR children. I feel the children are always put FIRST. There is always extra concern for their safety. The School District needs to do more for our teachers. The reference to more for hispanics is no longer an issue! There should be more Hispanics participate in the PTO organization! All communication produced at the school goes out in English and Spanish! So there no lack of information! Parental involvement from ALL needs to improve to show our children they matter! I challenge any one with a negative review to tell the complete story of their part in the interaction at Frank Guzick! Meet me at the monthly PTO meeting!
—Submitted by a parent


Posted March 12, 2010

I think frank guzigh is the best school. My kid has been there for 6 years and hasn't had a problem yet.


Posted September 4, 2009

My son just started going to Guzick this year since we moved back from Denton. He is already complaining that the school is boring. I feel he is not being challenged enough. In Denton he always came home telling me about his day and all the activities they have done. Meet the teacher night over there is the day before school starts and from the time he was in kindergarten to second, the teachers had assigned their desks with their names on them and had a bag with lil goodies to take home. Also they had us take the school supplies that night so they can sort them in piles and have everything ready. Why cant DISD do that? When I first walked in there, the halls were bare. No pictures no nothing. In Denton, everything was decorated. My son will return to that district next year.
—Submitted by a parent


Posted March 11, 2009

I have had a bitter sweet experience with Guzick since it opened their doors in 2006. I have 2 children who attend and I am not please in the slightest with their decline in progress. As parents, we feel there is not enough focus on the creative development of our children to empower their minds to grow beyond the 'box'. DISD has failed our children miserably. The politics involved have been destructive and have ultimately affected the school's overall standard and performance. It is most unfortunate that my husband and I are heavily vexed by our experience and are now forced to make some very difficult and radical decisions with regard to our childrens' education. It is truly frightening...
—Submitted by a parent


Posted February 15, 2009

I like the work of the teachers with the students but I would like to see more communication with the hispanic community.
—Submitted by a parent


Posted December 20, 2008

This school could be better if the parents were more involved with their children. The children are learning from their first teacher and the behavior is very bad. Their second teacher must try to teach them manners etc. as well as academics. It makes it difficult. The parents are abusive, therefore the children exhibit abusive behaviors toward their classmates and teachers. The school is trying several methods to curb the student behavior. It is still in a building stage so I will not be so harsh as to judge it without taking into consideration the problems that are no fault of the administration or the teachers.


Posted December 12, 2008

this school doesnt care about the students. the school lacks understanding, caring and compassion.
—Submitted by a parent


Posted April 12, 2008

I like Half the teachers. I want to congragulate Ms. Chambers and her baby
—Submitted by a student


Posted July 21, 2007

As a whole the school is good. The staff provides a secure environment for the children. The principal is very personable. The teachers are very nice and helpful. The teachers are very concerned with the children's welfare.
—Submitted by a parent


Posted May 30, 2007

I had a horrible experience at Guzick! Although the teachers were kind and very qualified; it seemed that they didn't have enough staff support to be successful. I spoke with my child's teachers regularly throughout the year, but each time the principal became involved, the situation went downhill fast. The principal never bothered to get the facts from the parents or teachers and it seemed her first instinct was to attack the teachers without reason. The students were out of control because the principal was consistently inconsistent in her discipline policies. To anyone who has other options: Don't send your child to Frank Guzick!
—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.

81 students were tested at this school in 2011.

2011

 
 
70%

2010

 
 
80%
Math

The state average for Math was 87% in 2011.

119 students were tested at this school in 2011.

2011

 
 
65%

2010

 
 
70%
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.

72 students were tested at this school in 2011.

2011

 
 
78%

2010

 
 
75%
Math

The state average for Math was 88% in 2011.

105 students were tested at this school in 2011.

2011

 
 
83%

2010

 
 
80%
Writing

The state average for Writing was 90% in 2011.

73 students were tested at this school in 2011.

2011

 
 
81%

2010

 
 
90%
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 82% in 2011.

83 students were tested at this school in 2011.

2011

 
 
80%

2010

 
 
74%
Math

The state average for Math was 81% in 2011.

107 students were tested at this school in 2011.

2011

 
 
75%

2010

 
 
69%
Science

The state average for Science was 87% in 2011.

106 students were tested at this school in 2011.

2011

 
 
69%

2010

 
 
67%
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 Students70%
Female76%
Male64%
Black or African American66%
Asiann/a
Hispanic84%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged72%
Not economically disadvantaged58%
Special educationn/a
Not special education71%
Limited English proficient (LEP)n/a
Proficient in English71%
Migrantn/a
Non-migrant70%
Gifted/talented100%

Math

All Students65%
Female63%
Male67%
Black or African American55%
Asiann/a
Hispanic75%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged64%
Not economically disadvantaged69%
Special educationn/a
Not special education66%
Limited English proficient (LEP)77%
Proficient in English59%
Migrantn/a
Non-migrant65%
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 Students78%
Female75%
Male80%
Black or African American73%
Asiann/a
Hispanic85%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged78%
Not economically disadvantaged75%
Special education17%
Not special education83%
Limited English proficient (LEP)n/a
Proficient in English77%
Migrantn/a
Non-migrant78%
Gifted/talented90%

Math

All Students83%
Female84%
Male82%
Black or African American88%
Asiann/a
Hispanic81%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged85%
Not economically disadvantaged67%
Special education71%
Not special education84%
Limited English proficient (LEP)83%
Proficient in English83%
Migrantn/a
Non-migrant83%
Gifted/talented100%

Writing

All Students81%
Female79%
Male83%
Black or African American78%
Asiann/a
Hispanic85%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged79%
Not economically disadvantaged91%
Special education38%
Not special education86%
Limited English proficient (LEP)n/a
Proficient in English80%
Migrantn/a
Non-migrant81%
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 Students80%
Female78%
Male81%
Black or African American83%
Asiann/a
Hispanic71%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged79%
Not economically disadvantaged83%
Special education45%
Not special education85%
Limited English proficient (LEP)20%
Proficient in English83%
Migrantn/a
Non-migrant80%
Gifted/talented90%

Math

All Students75%
Female71%
Male78%
Black or African American72%
Asiann/a
Hispanic78%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged72%
Not economically disadvantaged100%
Special education33%
Not special education80%
Limited English proficient (LEP)68%
Proficient in English77%
Migrantn/a
Non-migrant75%
Gifted/talented92%

Science

All Students69%
Female66%
Male71%
Black or African American70%
Asiann/a
Hispanic62%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged67%
Not economically disadvantaged71%
Special education33%
Not special education71%
Limited English proficient (LEP)48%
Proficient in English75%
Migrantn/a
Non-migrant68%
Gifted/talented92%
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 79% in 2013.

59 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
62%
Math

The state average for Math was 69% in 2013.

73 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
54%
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 72% in 2013.

60 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
60%
Math

The state average for Math was 68% in 2013.

107 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
49%
Writing

The state average for Writing was 71% in 2013.

60 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
42%
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.

52 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
68%
Math

The state average for Math was 75% in 2013.

87 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
51%
Science

The state average for Science was 73% in 2013.

90 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
57%
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 Students64%
Female68%
Male62%
Black or African American58%
Asiann/a
Hispanic73%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged62%
Not economically disadvantagedn/a
Special educationn/a
Not special education64%
Limited English proficient (LEP)57%
Proficient in English64%
Migrantn/a
Non-migrant64%
Gifted/talented100%
Non-Gifted60%
Bilingualn/a

Math

All Students58%
Female62%
Male55%
Black or African American42%
Asiann/a
Hispanic68%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged58%
Not economically disadvantagedn/a
Special educationn/a
Not special education58%
Limited English proficient (LEP)80%
Proficient in English58%
Migrantn/a
Non-migrant58%
Gifted/talented100%
Non-Gifted50%
Bilingual94%
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 Students65%
Female59%
Male70%
Black or African American66%
Asiann/a
Hispanic65%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged62%
Not economically disadvantaged100%
Special education20%
Not special education69%
Limited English proficient (LEP)38%
Proficient in English65%
Migrantn/a
Non-migrant65%
Gifted/talentedn/a
Non-Gifted63%
Bilingualn/a

Math

All Students67%
Female58%
Male76%
Black or African American51%
Asiann/a
Hispanic76%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged67%
Not economically disadvantaged67%
Special education43%
Not special education69%
Limited English proficient (LEP)78%
Proficient in English67%
Migrantn/a
Non-migrant67%
Gifted/talented100%
Non-Gifted64%
Bilingual85%

Writing

All Students62%
Female56%
Male67%
Black or African American63%
Asiann/a
Hispanic61%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged60%
Not economically disadvantaged80%
Special education40%
Not special education64%
Limited English proficient (LEP)38%
Proficient in English62%
Migrantn/a
Non-migrant62%
Gifted/talentedn/a
Non-Gifted60%
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 Students52%
Female54%
Male50%
Black or African American53%
Asiann/a
Hispanic53%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged48%
Not economically disadvantaged75%
Special educationn/a
Not special education50%
Limited English proficient (LEP)40%
Proficient in English52%
Migrantn/a
Non-migrant52%
Gifted/talented100%
Non-Gifted42%
Bilingualn/a

Math

All Students44%
Female51%
Male36%
Black or African American32%
Asiann/a
Hispanic51%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged42%
Not economically disadvantaged63%
Special educationn/a
Not special education43%
Limited English proficient (LEP)55%
Proficient in English44%
Migrantn/a
Non-migrant44%
Gifted/talented87%
Non-Gifted35%
Bilingual56%

Science

All Students48%
Female51%
Male45%
Black or African American53%
Asiann/a
Hispanic45%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged47%
Not economically disadvantaged56%
Special educationn/a
Not special education47%
Limited English proficient (LEP)41%
Proficient in English48%
Migrantn/a
Non-migrant48%
Gifted/talented80%
Non-Gifted41%
Bilingual40%
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 "Academically Acceptable".
  • In 2009-2010, this school was rated "Academically Acceptable".
  • 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
Hispanic 58% 52%
Black 38% 13%
White 2% 29%
Asian or Pacific Islander 1% 4%
Two or more races 1% 2%
American Indian/Alaska Native N/A 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) 43%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 5%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • KIMBERLY ROBINSON
Fax number
  • (972) 502-3901

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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5000 Berridge Lane
Dallas, TX 75227
Website: Click here
Phone: (972) 502-3900

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