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GreatSchools Rating

Victor High Hexter Elementary School

Public | PK-5 | 599 students

 

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Living in Dallas

Situated in a suburban neighborhood. The median home value is $213,100. The average monthly rent for a 2 bedroom apartment is $990.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 1 rating
2012:
Based on 4 ratings
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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31 reviews of this school


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Posted May 28, 2014

Cannot say enough great things about Hexter. We bought our house before we even thought about school for our 2 year old (we just assumed we would do a private school) and we're amazed that our neighborhood school was blue ribbon and exemplary. The parent involvement is exceptional here. Our PTA meetings are full each month. I'm proud that my son goes to school here! This is a community here and we love it!
—Submitted by a parent


Posted August 13, 2013

My two grandchildren have attended Hexter since Pre-K and Kindergarten. Our eleven year old will start Longfellow Career Exploration Academy this year but will miss Hexter so much. We have enjoyed and will continue to enjoy the schools atmosphere, great teachers, staff and parent involvement. I can only hope that Longfellow will provide the same such environment, teachers and staff. Parent involvement is so important as well. Working together and providing support to your children and school staff is what makes a school great.
—Submitted by a parent


Posted September 26, 2012

This school is the most incompetent school I have ever encountered the principal especially with this being the first year she has a lot to learn. The influence of parents means nothing it goes in one ear and out the other so don t waste time trying to be involved or ask for certain things in regards to your child they will not listen or have empathy to situations. The expectations of the students are 500% they are living in a fairytale where everything is sweet with pink roses. There is no discipline plan in action i.e. detention/iss nothing set in place for guidelines other than perfection and if that is not met sending the child home. I will do everything I have to ensure the staff is reprimanded for making my child hate school at five years of age.
—Submitted by a parent


Posted July 12, 2012

i'm giving this school 3 stars because it isn't altogether a bad school. there are many wonderful teachers and the sense of community is very strong as is evident in the PTA involvement and the incredibly successful fundraising efforts they have throughout the year. having said that, there are definitely some teachers who aren't that experienced and seem subpar or who are too tired and have let their enthusiasm slip. unless you're lucky enough to get certain teachers, it's almost a crapshoot. they are, however, better than most in the district from what i can gather by listening to other teachers and subs in DISD- this school is definitely a gem amongst the failed district. very sad. the principal is who you need to watch out for. she's highly politically motivated and many of her minions on the PTA are misguided about this. her best interests are focused on her reputation and her succession in rank, not on her school, kids, or community. she's guided by rumor and self-indulgance, she's incapable of making wise executive decisions when presented with crises, and will go out of her way to intimidate anyone who may voice their opinion. this school is full of sheep in that way.
—Submitted by a parent


Posted May 9, 2012

My son has attended Hexter for 2 years and we have been very happy. I have not had any trouble getting responses from the teachers or other staff when I have a question or concern, They have always been very helpful to me and my son. When he was struggling academically, his teacher met with me and provided me with resources to help him at home. I highly recommend this school.


Posted January 2, 2012

My son has been at Hexter for 3 years. He loves it and we love it. Previously he was at a private school, but we decided to try Hexter since it is a blue ribbon school and we are in the Hexter neighborhood. I was surprised that the academics were actually stronger than at the $15K/year private school he previously attended. I also think my son benefits from the diverse student environment. I could not be happier with Hexter and the faculty.
—Submitted by a teacher


Posted May 31, 2011

I'm very surprised by the positive reviews given our extremely negative experience. My child, who was a model student at his previous school, started Hexter and begin hanging around with troublesome children (of which there are many) quickly. He was getting in trouble several times a week and the teacher didn't seem to care. We pulled him out of the school as quickly as possible and put him in a private school where his behavior and academic perfomance started to improve almost immediately. Like others have said, getting feedback from the school is a slow, painful process. That is if you can get any help or feedback. The only positive thing I have to say about this school is that it is free. With the upcoming budget cuts, I'm sure things will get even worse. Do your child a favor and look elsewhere.
—Submitted by a parent


Posted October 28, 2010

The lack of organization at Hexter is very frustrating. Some teachers seldom e-mail you back. I agree completely to the previous comment stating it is hard to get feedback or help as well. I wish I had money for a private school.
—Submitted by a parent


Posted January 7, 2010

Whether or not you like this school is totally dependent upon your expectations. If you believe that Hexter is an adequate substitute for a private school, you will be sorely disappointed. The class sizes are large and, as with any school in DISD, the resources are limited so students are given very little, if any, individual attention. Although the teachers and principal are very caring, the school is generally disorganized it is difficult to get feedback or help. While about a third of the parents are very committed to supporting the school, the majority of parents simply drop their kids off and could care less what happens there. The majority of students come from economically disadvantaged backgrounds and often require additional help and services. However, if you are considering this as an option to another DISD school, it is probably better than most and you may well be happy there.
—Submitted by a parent


Posted December 11, 2009

We love Hexter. We have two children in school there, and our expectations (our hopes, even) have been exceeded repeatedly. The principal is professional and makes great decisions for the school. One of the best signs of the culture here is that the teachers love the principal. They say she understands what is required for an outstanding education and she continues to give them the resources they need to provide that. The teachers are highly educated, warm and caring, and go above and beyond to help each and every child succeed (whether they are ahead of grade level, behind, or in the middle). The art and music teachers are incredibly gifted, and the enrichment they provide to the academics is immeasurable. The parent community is amazing. The PTA is a positive, energetic force for improvement school-wide. So many involved parents, caring teachers, great kids, and probably the best school in DISD!
—Submitted by a parent


Posted August 20, 2009

My kids and I love Hexter. My support both physical and financial along with my children has been going there for 3-4 years. I tried enrolling my youngest this morning only to find that not only can she not attend neither can my sons. I was told that due to zoning (keep in mind we re still in the same house) they are supposed to go elsewhere. I m upset and they especially the oldest will be heart broken when I tell them. He was already promised a spot on the basketball team.
—Submitted by a parent


Posted June 12, 2009

My daughter attended Hexter for her 2008-2009 5th grade year. The 5th grade teachers are very attentive and concerned about there students. My daughter, coming from a school that only focused on passing the TAKS test, not only caught up with the other students in her class but learned and ENJOYED so much from her teachers. They worked so hard and deligently not giving up to help her get caught up with the other students and to be prepared to pass the TAKS test. Which she did pass! Every day she was so excited to go to school to see her new friends and teachers. And I thank every teacher that helped her make it through. This is truly a great school!
—Submitted by a parent


Posted June 11, 2009

My granchild has been at Hexter since the Fall of 2007 when he started Kindergarten. We are still at ease every morning when we drop him off into the capable hands of the many great teachers and staff at Hexter. I love the communication and involvemnent. They are really deserving of their Exemplary status and more...
—Submitted by a parent


Posted May 28, 2008

This school surpasses them all!! I have had a child in Hexter for six years and four more years to go with my second child. We have enjoyed every minute of it!!
—Submitted by a parent


Posted February 27, 2008

My son began kindergarten at Hexter in the fall of 2007. I have been so pleased with the nurturing spirit of the school and the quality of teaching. This is truly a great neighborhood school with strong leadership and a staff of personnel who know how to nurture all kinds of children. The extracurricular programs are strong as well. This exemplary school is a DISD gem.
—Submitted by a parent


Posted December 14, 2007

My son is in 3rd grade and every year at Hexter has been excellent. The principal is wonderful and the teachers are so helpful and professional. We feel so lucky to be a part of Hexter!
—Submitted by a parent


Posted December 13, 2007

I love the principal! The teachers are awesome. The community is great. I can't say enough good things about Hexter Elementary!
—Submitted by a parent


Posted August 27, 2007

My grandson started Kindergarten at Hexter today and we were so impressed by the school, the teachers and the members of the PTA. Our anxieties were calmed after the Boo Hoo Breakfast that was given to the Kindergartener's families. We are proud to have our Kindergartener at Hexter and will be volunteering our help as often as possible.


Posted August 14, 2007

My children have thrived since transferring to Hexter. It is a great school led by a superb principle and caring teachers! Parents are actively involved and there are several extracirricular activities for the children to participate in.
—Submitted by a parent


Posted August 13, 2007

My daughter is a transfer student to Hexter. She struggled during the first part of her first grade year. The principal and her classroom teacher were so patient and helpful, and they maintained open lines of communication until we got things ironed out. There is an incredible amount of parent involvement. It's a proud little school, and I'm glad we chose it. Jill
—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.

66 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
97%
Math

The state average for Math was 87% in 2011.

69 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
96%
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.

63 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
98%
Math

The state average for Math was 88% in 2011.

69 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
98%
Writing

The state average for Writing was 90% in 2011.

63 students were tested at this school in 2011.

2011

 
 
97%

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 82% in 2011.

54 students were tested at this school in 2011.

2011

 
 
100%

2010

 
 
98%
Math

The state average for Math was 81% in 2011.

53 students were tested at this school in 2011.

2011

 
 
100%

2010

 
 
95%
Science

The state average for Science was 87% in 2011.

52 students were tested at this school in 2011.

2011

 
 
94%

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 Students94%
Female97%
Male92%
Black or African American92%
Asiann/a
Hispanic86%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged87%
Not economically disadvantaged100%
Special educationn/a
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English95%
Migrantn/a
Non-migrant94%
Gifted/talented100%

Math

All Students94%
Female97%
Male92%
Black or African American79%
Asiann/a
Hispanic96%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged88%
Not economically disadvantaged100%
Special educationn/a
Not special education95%
Limited English proficient (LEP)100%
Proficient in English94%
Migrantn/a
Non-migrant94%
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%
Female100%
Male94%
Black or African American90%
Asiann/a
Hispanic95%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged94%
Not economically disadvantaged100%
Special educationn/a
Not special education98%
Limited English proficient (LEP)n/a
Proficient in English97%
Migrantn/a
Non-migrant97%
Gifted/talented100%

Math

All Students94%
Female97%
Male92%
Black or African American91%
Asiann/a
Hispanic88%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged90%
Not economically disadvantaged100%
Special education67%
Not special education97%
Limited English proficient (LEP)83%
Proficient in English95%
Migrantn/a
Non-migrant94%
Gifted/talented100%

Writing

All Students97%
Female100%
Male94%
Black or African American90%
Asiann/a
Hispanic95%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged94%
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English98%
Migrantn/a
Non-migrant97%
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 Students100%
Female100%
Male100%
Black or African American100%
Asiann/a
Hispanic100%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged100%
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)100%
Proficient in English100%
Migrantn/a
Non-migrant100%
Gifted/talented100%

Math

All Students100%
Female100%
Male100%
Black or African American100%
Asiann/a
Hispanic100%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged100%
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)100%
Proficient in English100%
Migrantn/a
Non-migrant100%
Gifted/talented100%

Science

All Students94%
Female92%
Male96%
Black or African American92%
Asiann/a
Hispanic88%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged90%
Not economically disadvantaged100%
Special educationn/a
Not special education94%
Limited English proficient (LEP)100%
Proficient in English93%
Migrantn/a
Non-migrant94%
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 79% in 2013.

78 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
92%
Math

The state average for Math was 69% in 2013.

86 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
80%
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.

69 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
97%
Math

The state average for Math was 68% in 2013.

69 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
96%
Writing

The state average for Writing was 71% in 2013.

70 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
92%
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.

72 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
96%
Math

The state average for Math was 75% in 2013.

72 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
98%
Science

The state average for Science was 73% in 2013.

72 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
95%
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 Students94%
Female95%
Male93%
Black or African American78%
Asiann/a
Hispanic93%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged86%
Not economically disadvantaged100%
Special educationn/a
Not special education94%
Limited English proficient (LEP)n/a
Proficient in English95%
Migrantn/a
Non-migrant94%
Gifted/talented100%
Non-Gifted92%
Bilingualn/a

Math

All Students79%
Female76%
Male82%
Black or African American56%
Asiann/a
Hispanic70%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White92%
Economically disadvantaged60%
Not economically disadvantaged98%
Special educationn/a
Not special education80%
Limited English proficient (LEP)73%
Proficient in English78%
Migrantn/a
Non-migrant79%
Gifted/talented100%
Non-Gifted74%
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 Students93%
Female92%
Male94%
Black or African American71%
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White96%
Economically disadvantaged88%
Not economically disadvantaged100%
Special educationn/a
Not special education92%
Limited English proficient (LEP)83%
Proficient in English95%
Migrantn/a
Non-migrant93%
Gifted/talented100%
Non-Gifted91%
Bilingualn/a

Math

All Students96%
Female95%
Male97%
Black or African American86%
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged95%
Not economically disadvantaged97%
Special education80%
Not special education97%
Limited English proficient (LEP)83%
Proficient in English98%
Migrantn/a
Non-migrant96%
Gifted/talented100%
Non-Gifted95%
Bilingualn/a

Writing

All Students89%
Female90%
Male87%
Black or African American71%
Asiann/a
Hispanic88%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White96%
Economically disadvantaged80%
Not economically disadvantaged100%
Special education100%
Not special education88%
Limited English proficient (LEP)54%
Proficient in English92%
Migrantn/a
Non-migrant89%
Gifted/talented100%
Non-Gifted86%
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%
Female87%
Male98%
Black or African American94%
Asiann/a
Hispanic89%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White96%
Economically disadvantaged92%
Not economically disadvantaged94%
Special education100%
Not special education93%
Limited English proficient (LEP)78%
Proficient in English93%
Migrantn/a
Non-migrant93%
Gifted/talented100%
Non-Gifted91%
Bilingual80%

Math

All Students89%
Female80%
Male95%
Black or African American75%
Asiann/a
Hispanic93%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White92%
Economically disadvantaged90%
Not economically disadvantaged88%
Special education100%
Not special education88%
Limited English proficient (LEP)100%
Proficient in English89%
Migrantn/a
Non-migrant89%
Gifted/talented95%
Non-Gifted87%
Bilingual100%

Science

All Students88%
Female80%
Male93%
Black or African American63%
Asiann/a
Hispanic89%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged85%
Not economically disadvantaged91%
Special education80%
Not special education88%
Limited English proficient (LEP)89%
Proficient in English88%
Migrantn/a
Non-migrant88%
Gifted/talented95%
Non-Gifted85%
Bilingual80%
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 "Exemplary".
  • In 2009-2010, this school was rated "Exemplary".
  • In 2008-2009, this school was rated "Exemplary".

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 38% 29%
Hispanic 36% 52%
Black 22% 13%
Two or more races 3% 2%
American Indian/Alaska Native N/A 0%
Asian or Pacific Islander N/A 4%
Hawaiian Native/Pacific Islander N/A 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 16%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 0%N/AN/A
Source: CRDC, 2011-2012

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School basics

School Leader's name
  • LATONYA CLARK
Fax number
  • (972) 502-5801

Resources

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

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9720 Waterview Road
Dallas, TX 75218
Phone: (972) 502-5800

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