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Teacher quality
Principal leadership
Parent involvement
I am a 1977 graduate of DW Carter. My brothers and I graduated from Carter and our respective universities. The performance of any student depends upon the student, parents and teachers. Parents must be actively involved in every aspect of the education process. It's hard work far all, but it must be done. Students have access to thousands of information sources than I did in 1977, use them. The internet is just a small portion of what is available. Parents must work with students, staff and teachers to achieve excellence. There is no perfect school, DW Carter was not perfect when I was there. Don't generalize, if a specific teacher is not living up to his/her responsibilities deal with it one on one. If nothing happens let the administration know. Like i said, it's going to take some extra effort from all concerned. As a soldier I traveled to countries where education is only for the rich. I challenge parents, students and staff to encourage and support each other. Let's turn off the TV, radio and video games and get down to business. Children in Korea and Japan have what's equal to two years of college upon graduation from high school. They put education first in their society.
Currently a junior at Carter high i find the school to be "Under Average" there have been teachers class rooms where i stepped in and all they did was give us a text book and tell us to write down 5-10 vocabulary words and that will be it for that day....the reason the school is so low performing is that some teachers do not really care about teaching the students all they want is some grades to put in the grade book; i am certainly not trying to stick all the blame on the teachers, but just like the bad there is some good where teachers personally talk to students and try to help them with there problems and stay overtime for students who need them which i am grateful for if only the students took advantage of those opportunities we would be better off, the students here only perform at the "MINIMUM" level is because that is all the teachers expect, students knowing this work to reach this expectation which is practically nothing leaving them lazy when expected to go above the norm.
—Submitted by a student
It takes more than a professional staff for a school to be successful. Kids have to want to learn and parents have to support their learning and not put it all on the teachers. Regardless of what teacher do in the classroom they cant go home with kids and make them turn off the PlayStation's and Xbox's. Parents have to be the backbones of education.
Carter is totally a different school now. Carter was a well-known school with students that had talent not just in sports but academics as well. Due to unprofessional staff, unconcerned teachers and the great lack of parent involvement Carter has become one of the lowest academic performing schools. My brother is an junior at Carter.He came from a different school enivornment where the school had a diverse ethnic environment to Carter who has a predominant African American environment. He tells me how the teachers are not as professional or as knowledgeable at Carter as compared to his other school. Somewhere Carter has lost its spirit and caring atittude about its students. I would love to see Carter become the school its was once known for and not just known for the negativity that we hear about.For the teachers and staff that do care about our students some parents do support you.
—Submitted by a parent
i am a graduate of carter high(2008).And I must say my years at carter had its up and downs but for the most part school is what you take out of it,not what you espect from it.
it is a good school they are doing better then what they usely do i think that is going to be good to me so d w carter is okay with me
—Submitted by a parent
I go to this school and it is not bad.It is just that kids are becoming lazy and not wanting to do the work.We are smart but it's just that some students don't try hard enough to bring our school up.Eventhough people might think this school is not good enough it is.I have really learned alot since i have been here.I really love this school and the teachers including my classmates.
—Submitted by a student
Why is this school one of the lowest scoring academic schools in Texas? It is an inner city school that is almost totally dependent on sports to keep kids off the streets.
—Submitted by a teacher
I go to this school, and it is the most friendly school I've ever been to.
—Submitted by a student
As a parent and a Graduate of David W. Carter The school has lost it's spirit, the tradition of Carter has really gone down. I know that there are Counselors and Teachers that want the best for our children. But we as parents has to be the first to teach our children about pride for themselves and their school. They have great extracurricular activies, but let's teach about the importance of academics. While walking around Carter High School I see pictures has been taken down for academics and good sports. This can also help kids to see what was there and what other people accomplished while attending Carter High School. Why let a few bad apples ruin a great school (1988) when we know that we have kids that want to accomplish great things for the school. Carter is a Great School we need everyone.
—Submitted by a parent
Good school despite of the negative stereotype that this school has had since 1988. You guess people would get over it, but they obviously haven't. Interesting ratio of students because about half of them are from the priveledged Red Bird/Oak Cliff Country Club area where the other half are not as fortunate. Overall, good academics and extracurricular and there are teachers there who really care about the kids and the counselers work very hard to help the students in any way they can. Come on, 92% of the graduating classes go on to college...That should speak enough about the school.
—Submitted by a former student
Since my child enrolled from another district, he has not been shown or given equal treatment as the children that are originally from the district. My tax dollars should afford my child equal treatment. My child has not been made to feel welcomed in this school since the second week of enrollment. This does not apply to all the teachers, but I feel this pressure should not be placed on any student. My ratng for this school is low and I would not recommend anyone out side this district to attend this school.
—Submitted by a parent
excellent in sports, great school spirit; the students here love it here, despite the negatives that you hear.
—Submitted by a parent
Carter is located in an area of the city where many of the students are not as privaledged as others in several communities around them. The school has an acceptable administrative staff (more experienced than half of their teaching staff).
—Submitted by a student
The students at Carter are rich in talents that range from the arts and sciences, academics and sports. Most of the faculty and staff are excellent at identifying those talents in the students and assisting them in bringing them to the light; however, there is a small percentage of faculty and staff at Carter High School that are cancerous. It is this group that cripples the overall success of Carter as a whole.
—Submitted by a parent
Carter is a struggling school with a mixture of races and backgrounds. This inter city school has students that are excelling and are exceeding Taas schools. Their dedicated and hard workers. Most if not all of the students I have come in contact with have gone on to college or getting ready to go to college. Their are alot of students at Carter along with the school that should be recognized for their hard work.
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.
319 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 89% in 2011.
329 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.
291 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Math was 74% in 2011.
285 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 76% in 2011.
282 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Social Studies was 93% in 2011.
278 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.
232 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Math was 90% in 2011.
228 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 91% in 2011.
229 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Social Studies was 99% in 2011.
229 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 | 32% |
| Female | 35% |
| Male | 30% |
| Black or African American | 30% |
| Asian | n/a |
| Hispanic | 38% |
| American Indian or Alaska Native | n/a |
| White | 40% |
| Economically disadvantaged | 31% |
| Not economically disadvantaged | 37% |
| Special education | 0% |
| Not special education | 36% |
| Limited English proficient (LEP) | 17% |
| Proficient in English | 34% |
| Migrant | n/a |
| Non-migrant | 32% |
| Gifted/talented | 61% |
| All Students | 73% |
| Female | 77% |
| Male | 69% |
| Black or African American | 74% |
| Asian | n/a |
| Hispanic | 67% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 71% |
| Not economically disadvantaged | 77% |
| Special education | 18% |
| Not special education | 79% |
| Limited English proficient (LEP) | 54% |
| Proficient in English | 75% |
| Migrant | n/a |
| Non-migrant | 73% |
| 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 | 83% |
| Female | 91% |
| Male | 75% |
| Black or African American | 84% |
| Asian | n/a |
| Hispanic | 81% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 83% |
| Not economically disadvantaged | 85% |
| Special education | 28% |
| Not special education | 87% |
| Limited English proficient (LEP) | 65% |
| Proficient in English | 84% |
| Migrant | n/a |
| Non-migrant | 83% |
| Gifted/talented | 100% |
| All Students | 53% |
| Female | 49% |
| Male | 57% |
| Black or African American | 52% |
| Asian | n/a |
| Hispanic | 54% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 51% |
| Not economically disadvantaged | 57% |
| Special education | 20% |
| Not special education | 55% |
| Limited English proficient (LEP) | 22% |
| Proficient in English | 55% |
| Migrant | n/a |
| Non-migrant | 53% |
| Gifted/talented | 77% |
| All Students | 47% |
| Female | 42% |
| Male | 51% |
| Black or African American | 46% |
| Asian | n/a |
| Hispanic | 51% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 45% |
| Not economically disadvantaged | 51% |
| Special education | 0% |
| Not special education | 49% |
| Limited English proficient (LEP) | 22% |
| Proficient in English | 48% |
| Migrant | n/a |
| Non-migrant | 47% |
| Gifted/talented | 92% |
| All Students | 86% |
| Female | 88% |
| Male | 84% |
| Black or African American | 86% |
| Asian | n/a |
| Hispanic | 85% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 85% |
| Not economically disadvantaged | 89% |
| Special education | 40% |
| Not special education | 89% |
| Limited English proficient (LEP) | 67% |
| Proficient in English | 88% |
| Migrant | n/a |
| Non-migrant | 86% |
| Gifted/talented | 92% |
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 | 91% |
| Female | 93% |
| Male | 88% |
| Black or African American | 93% |
| Asian | n/a |
| Hispanic | 85% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 92% |
| Not economically disadvantaged | 86% |
| Special education | 35% |
| Not special education | 95% |
| Limited English proficient (LEP) | 75% |
| Proficient in English | 92% |
| Migrant | n/a |
| Non-migrant | 91% |
| Gifted/talented | 94% |
| All Students | 86% |
| Female | 89% |
| Male | 84% |
| Black or African American | 87% |
| Asian | n/a |
| Hispanic | 85% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 89% |
| Not economically disadvantaged | 77% |
| Special education | 53% |
| Not special education | 89% |
| Limited English proficient (LEP) | 92% |
| Proficient in English | 86% |
| Migrant | n/a |
| Non-migrant | 86% |
| Gifted/talented | 100% |
| All Students | 86% |
| Female | 84% |
| Male | 88% |
| Black or African American | 87% |
| Asian | n/a |
| Hispanic | 83% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 87% |
| Not economically disadvantaged | 83% |
| Special education | 53% |
| Not special education | 89% |
| Limited English proficient (LEP) | 92% |
| Proficient in English | 86% |
| Migrant | n/a |
| Non-migrant | 86% |
| Gifted/talented | 100% |
| All Students | 98% |
| Female | 98% |
| Male | 98% |
| Black or African American | 98% |
| Asian | n/a |
| Hispanic | 98% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 98% |
| Not economically disadvantaged | 96% |
| Special education | 82% |
| Not special education | 99% |
| Limited English proficient (LEP) | 100% |
| Proficient in English | 98% |
| Migrant | n/a |
| Non-migrant | 98% |
| 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
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 | ||
|---|---|---|---|---|
| Black | 83% | 14% | ||
| Hispanic | 16% | 48% | ||
| White | 1% | 34% | ||
| American Indian/Alaska Native | 0% | 0% | ||
| Asian/Pacific Islander | 0% | 4% |
| This school | District average | State average | |
|---|---|---|---|
| Special education | 13% | N/A | 10% |
| Gifted/talented students | 9% | N/A | 8% |
| Limited English proficient (LEP) | 5% | N/A | 17% |
| Economically disadvantaged | 65% | 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 | 9% | N/A | 8% |
| 1 to 5 years | 29% | N/A | 30% |
| 6 to 10 years | 24% | N/A | 20% |
| 11 to 20 years | 20% | N/A | 23% |
| 21 or more years | 19% | N/A | 19% |
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1819 W Wheatland Rd
Dallas,
TX 75232
Phone: (214) 932-5700
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