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GreatSchools Rating

Edward H Cary Middle School

Public | 6-8 | 572 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 1 rating
2012:
Based on 3 ratings
2011:
No new ratings

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14 reviews of this school


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Posted January 14, 2013

It is A school recovering from its fallen pride but it will soon flourish to the top of the list! Sure its had bad reviews but it will soon be the best. Bulling problem is being solved. My child has a great time when he goes to school and the principal is dedicated to fix this from bottom to top.
—Submitted by a parent


Posted November 18, 2012

The school was horrible for bullying students when I attended back in 1969-1972 and needs martial law to protect the students now 40 yrs later. It should either be taken back in control by the staff with armed security guards or shut down completely imo. I'd rather send my kid to "Zombie High" than E H Cary. At least they'd stand a fighting chance of coming home with their teeth in tact! Disgusting school.
—Submitted by a parent


Posted May 29, 2012

What you put into a school is what you will get out of a school. I really have enjoyed working here this school year. The faculty and staff are all hard working individuals. The students absorb all the positive attention they can get. This school is no different than any others as far as challenges. The kids here are happy to be here. The faculty and staff are like family. I can't think of anything that I would change about Edward H. Cary Middle School because I do believe that what one puts in a school one will get out of a school. The school is going in the right direction and the Administration, Faculty and staff have much to be proud of.
—Submitted by a teacher


Posted May 18, 2012

As a teacher, I can safely say this school is not safe. I have seen 3 different principals in 3 years. Rampant bullying is not addressed, and the administration is incompetent. This place is a zoo. They keep the problem kids in the classroom (DISD policy, not local) and expect the teachers to be Mr. Fixit and make the kids behave. The fact is teachers are not magic fairies who can be both parent and instructor. But that is what they expect. The teachers are the only thing holding this school together. I would not send my child here for all the money in the world, and no parent in their right mind should either.
—Submitted by a teacher


Posted November 24, 2009

As a former student of Cary, I have the honor to say that it is a great school. I am tired of hearing so many people complaining about the school, because they are begining to make it look bad. I was part of this school for 3 years. While i was there i did see many fights take place, but also many other students including myself devoted to their education. Therefore I can say that its not the school, its YOU. It all depends who u want to be. Currently I am a senior at Thomas Jefferson High on my way to graduation... -s g
—Submitted by a student


Posted October 8, 2008

GOOD Administrative Leadership is definitly a need. The principal seems to have women and playing on his mind rather than students and their learning. With the problems in the district administrators like this should be GONE. A once highly active school is should now be considered useless.
—Submitted by a parent


Posted March 21, 2008

I have been fortunate to teach at Cary for the past 17 years. The administrative staff and teachers are not only highly qualified, but have a sincere devotion for the well-being of each and every student. I am proud to be a member of this faculty and wouldn't want to teach anywhere else.
—Submitted by a teacher


Posted January 15, 2008

I attended E .H Cary middle school for one year. I think that there needs to be more safety and disiplinary rules. I dont think this is were a student like me wants to learn at its not a very safe enviorment.
—Submitted by a student


Posted December 22, 2007

Parent involvment is one of the major factors that needs improvement. It's a shame when parents will only show up only after a second parents conference is scheduled, due to a no-show. Some parents don't show their support for their kids, which I think causes the student not to give school their all. The teachers and staff care a great deal about these students....that they take time out of their own lives to schedule tutoring...which they don't get paid for....while off-the-clock. On the other hand, this school has very smart kids, which is why so many of them get accepted to some of the top rated magnet schools in the country (also part of DISD) :)
—Submitted by a teacher


Posted June 8, 2007

I attending E.H. Cary for 3 years and i would agree that this school needs way more security. It seems as this school gets more dangerous by the years. During my years i witnessed so many fights. It almost feels as if Cary is turning into a juvenile center.
—Submitted by a student


Posted May 7, 2007

The school has seen it's better days. At this time it suffers in leadership. There is no consistency of rules or discipline. The Principal is not a people person-nor does he make the parents feel welcomed. Extracurricular activities are a thing of the past-the school had an award winning choir,the community would look forward to attending the musicals that were presented but the choir was never given the credit that was due and students along with staff gave up. With the right leadership the school could and should be back near the top-it has plenty of potential
—Submitted by a staff


Posted December 9, 2004

Hello I just wanted to say that this school is a good school but my opinion is this school should deserve more safety and more discipline rules. From a parent's opinion I think we should know what are kids are doing and if their in a safe place we can trust on. I also think our kids should deserve better teachers. My child has been complaining about her teacher. She has been saying that her teacher does not do absolutely nothing but just sit around in the computer. Insted of teaching my daughter all the teacher does is sit down in his chair on the computer and that really upsets me knowing that my daughter is not getting a good education. Thank you.
—Submitted by a parent


Posted November 3, 2004

I attended Cary when I was in middle school, and now I have an 8th grader that goes there. This school has changed for the worst. I am so glad that this is my childs last year up there. I feel like 90% of the staff is only there to collect a paycheck.
—Submitted by a parent


Posted May 11, 2004

I am not pleased with the environment, my child often feels picked on and believes that coming forward will only cause more harm. Child does not believe that teachers or staff can do anything about it. Continual being afraid is not condusive to a good learning environment.
—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.

151 students were tested at this school in 2011.

2011

 
 
75%

2010

 
 
73%
Math

The state average for Math was 83% in 2011.

150 students were tested at this school in 2011.

2011

 
 
77%

2010

 
 
66%
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.

150 students were tested at this school in 2011.

2011

 
 
71%

2010

 
 
68%
Math

The state average for Math was 81% in 2011.

148 students were tested at this school in 2011.

2011

 
 
65%

2010

 
 
60%
Writing

The state average for Writing was 94% in 2011.

146 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
91%
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.

136 students were tested at this school in 2011.

2011

 
 
82%

2010

 
 
81%
Math

The state average for Math was 73% in 2011.

134 students were tested at this school in 2011.

2011

 
 
72%

2010

 
 
65%
Science

The state average for Science was 79% in 2011.

136 students were tested at this school in 2011.

2011

 
 
51%

2010

 
 
48%
Social Studies

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

136 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
88%
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 Students75%
Female79%
Male71%
Black or African American92%
Asiann/a
Hispanic73%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged73%
Not economically disadvantaged100%
Special education50%
Not special education76%
Limited English proficient (LEP)58%
Proficient in English88%
Migrantn/a
Non-migrant75%
Gifted/talented96%

Math

All Students77%
Female73%
Male81%
Black or African American82%
Asiann/a
Hispanic78%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged77%
Not economically disadvantaged88%
Special education43%
Not special education79%
Limited English proficient (LEP)74%
Proficient in English81%
Migrantn/a
Non-migrant77%
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 Students71%
Female72%
Male71%
Black or African American93%
Asiann/a
Hispanic69%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged73%
Not economically disadvantaged45%
Special education25%
Not special education74%
Limited English proficient (LEP)53%
Proficient in English81%
Migrantn/a
Non-migrant71%
Gifted/talented100%

Math

All Students65%
Female57%
Male71%
Black or African American46%
Asiann/a
Hispanic67%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged65%
Not economically disadvantaged60%
Special education17%
Not special education67%
Limited English proficient (LEP)52%
Proficient in English70%
Migrantn/a
Non-migrant66%
Gifted/talented100%

Writing

All Students89%
Female96%
Male83%
Black or African American75%
Asiann/a
Hispanic90%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged90%
Not economically disadvantaged80%
Special education50%
Not special education91%
Limited English proficient (LEP)92%
Proficient in English86%
Migrantn/a
Non-migrant89%
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 Students82%
Female85%
Male78%
Black or African American73%
Asiann/a
Hispanic82%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged80%
Not economically disadvantaged93%
Special education40%
Not special education83%
Limited English proficient (LEP)69%
Proficient in English88%
Migrantn/a
Non-migrant81%
Gifted/talented100%

Math

All Students72%
Female77%
Male68%
Black or African American70%
Asiann/a
Hispanic72%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged73%
Not economically disadvantaged71%
Special educationn/a
Not special education73%
Limited English proficient (LEP)64%
Proficient in English76%
Migrantn/a
Non-migrant73%
Gifted/talented100%

Science

All Students51%
Female51%
Male52%
Black or African American45%
Asiann/a
Hispanic51%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged51%
Not economically disadvantaged57%
Special educationn/a
Not special education52%
Limited English proficient (LEP)38%
Proficient in English59%
Migrantn/a
Non-migrant52%
Gifted/talented81%

Social Studies

All Students89%
Female93%
Male85%
Black or African American92%
Asiann/a
Hispanic89%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged90%
Not economically disadvantaged79%
Special education60%
Not special education90%
Limited English proficient (LEP)88%
Proficient in English89%
Migrantn/a
Non-migrant89%
Gifted/talented93%
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.

200 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
45%
Math

The state average for Math was 74% in 2013.

195 students were tested at this school in 2013.

2013

 
 
50%

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 77% in 2013.

214 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
60%
Math

The state average for Math was 71% in 2013.

205 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
51%
Writing

The state average for Writing was 70% in 2013.

215 students were tested at this school in 2013.

2013

 
 
43%

2012

 
 
53%
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.

139 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
57%
Math

The state average for Math was 77% in 2013.

109 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
49%
Science

The state average for Science was 75% in 2013.

133 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
32%
Social Studies

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

133 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
30%
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.

26 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
80%
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.

2013

 
 
n/a

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 Students55%
Female58%
Male52%
Black or African American55%
Asiann/a
Hispanic55%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged56%
Not economically disadvantaged33%
Special education22%
Not special education57%
Limited English proficient (LEP)51%
Proficient in English67%
Migrantn/a
Non-migrant55%
Gifted/talented97%
Non-Gifted46%
Bilingual88%

Math

All Students50%
Female49%
Male50%
Black or African American27%
Asiann/a
Hispanic52%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged52%
Not economically disadvantaged11%
Special education18%
Not special education52%
Limited English proficient (LEP)48%
Proficient in English52%
Migrantn/a
Non-migrant50%
Gifted/talented91%
Non-Gifted41%
Bilingual63%
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 Students57%
Female57%
Male58%
Black or African American50%
Asiann/a
Hispanic57%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged58%
Not economically disadvantaged47%
Special education14%
Not special education59%
Limited English proficient (LEP)49%
Proficient in English66%
Migrantn/a
Non-migrant57%
Gifted/talented97%
Non-Gifted51%
Bilingual55%

Math

All Students46%
Female48%
Male44%
Black or African American13%
Asiann/a
Hispanic47%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged47%
Not economically disadvantaged36%
Special education29%
Not special education46%
Limited English proficient (LEP)44%
Proficient in English50%
Migrantn/a
Non-migrant46%
Gifted/talented90%
Non-Gifted38%
Bilingual36%

Writing

All Students43%
Female50%
Male36%
Black or African American25%
Asiann/a
Hispanic43%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged43%
Not economically disadvantaged53%
Special education14%
Not special education44%
Limited English proficient (LEP)34%
Proficient in English49%
Migrantn/a
Non-migrant43%
Gifted/talented84%
Non-Gifted36%
Bilingual9%
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 Students72%
Female75%
Male69%
Black or African American100%
Asiann/a
Hispanic70%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged72%
Not economically disadvantaged71%
Special education43%
Not special education73%
Limited English proficient (LEP)56%
Proficient in English79%
Migrantn/a
Non-migrant72%
Gifted/talented87%
Non-Gifted69%
Bilingualn/a

Math

All Students60%
Female57%
Male63%
Black or African American57%
Asiann/a
Hispanic59%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged58%
Not economically disadvantaged71%
Special education67%
Not special education59%
Limited English proficient (LEP)55%
Proficient in English64%
Migrantn/a
Non-migrant60%
Gifted/talented82%
Non-Gifted57%
Bilingualn/a

Science

All Students46%
Female45%
Male47%
Black or African American75%
Asiann/a
Hispanic44%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged48%
Not economically disadvantaged20%
Special education43%
Not special education46%
Limited English proficient (LEP)25%
Proficient in English59%
Migrantn/a
Non-migrant46%
Gifted/talented78%
Non-Gifted39%
Bilingualn/a

Social Studies

All Students48%
Female51%
Male46%
Black or African American75%
Asiann/a
Hispanic46%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged50%
Not economically disadvantaged30%
Special education43%
Not special education48%
Limited English proficient (LEP)31%
Proficient in English59%
Migrantn/a
Non-migrant48%
Gifted/talented78%
Non-Gifted42%
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 Students96%
Female93%
Male100%
Black or African Americann/a
Asiann/a
Hispanic96%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged96%
Not economically disadvantagedn/a
Special educationn/a
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English96%
Migrantn/a
Non-migrant96%
Gifted/talented92%
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 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

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 "Academically Unacceptable".
  • 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 89% 50%
Black 9% 13%
American Indian/Alaska Native 1% 0%
White 1% 31%
Asian 0% 3%
Hawaiian Native/Pacific Islander 0% 0%
Two or more races 0% 2%
Source: NCES, 2010-2011

Teacher resources

Special staff resources available to students PE instructor(s)
Read more about programs at this school
Source: Provided by school officials and community members.

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Arts & music

Music
  • Band

Health & athletics

Staff resources available to students
  • PE instructor(s)
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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School basics

School Leader's name
  • Belinda Rosas-Delgado
Fax number
  • (972) 502-7601

Resources

Staff resources available to students
  • PE instructor(s)
Extra learning resources offered
  • Title I Schoolwide program (SWP)
Transportation options
  • Buses/vans for students only
School facilities
  • Cafeteria
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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Sports

Boys sports
  • Basketball
Girls sports
  • Volleyball

Arts & music

Music
  • Band
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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3978 Killion Dr
Dallas, TX 75229
Phone: (972) 502-7600

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