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GreatSchools Rating

L L Hotchkiss Elementary School

Public | PK-5 | 1019 students

 

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Last modified
Community Rating

2 stars

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

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12 reviews of this school


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Posted May 2, 2014

This school is the wrost school ever, the teachers are rude to the kids and the principle never returns your calls. I wouldn't recommend this school to my worst enemy!!!
—Submitted by a parent


Posted September 26, 2013

These ppl called cps on me and my wife because my child said her bottom was hurting ....go figure she had to use the potty.....
—Submitted by a parent


Posted August 27, 2013

I don't like this school at all they have no type of security at all the teachers do not pay attention to the students after school all parents can grab any kid and walk away with them there is no control what so ever is like a mad house in there not to talk about most of the staff are so rude I have to stick to it since is the school that my address belongs to but I'll make sure next year to move my kids to a better district. I am sure about I do not feel comfortable to live my children there at all....
—Submitted by a parent


Posted August 1, 2013

I like the school because it has helped my daughter with her self esteem. The teachers are very informative during PT meetings. The principal is a sweetheart. The reason why I only gave it 3 stars is because once my daughter didn't get off the bus at our apartments. so she got off at the next complex and I had to go look for her and she was walking home all by herself (age 6). I really think the driver should have paid more attention.
—Submitted by a parent


Posted March 23, 2011

My son started Kg and since I lived in the neighborhood, decided to send him to Hotchkiss. Things started off rocky with his teacher leaving then the teacher-bonus pay back issue, after that, things settled down. The school hired 2 Kg teachers and both are great teachers (kuddos to hiring them). My son loves his teacher and is on the right education track thanks to her. I will be sad when this year is over-his first grade teacher will have big shoes to fill-but hopefully my 3 yr old daughter will get the same Kg teacher in a couple of years.
—Submitted by a parent


Posted December 15, 2010

This is a continuation of my review Nov 2010....When my son was brought back to the school he had no wristband on his arm, which is EXACTLY why my son shouldn't have been put on a the bus in the first place. They also had another little boy get off of the bus with him who shouldn't have been on the bus and his parents were worried as well. I just found out at the Christmas program last night that they've finally been rated as an "acceptable" school. I would've never enrolled my son in this school if I had've known that they're just now "acceptable". They're making strides and trying to make progress. I can't wait to see what the future holds.
—Submitted by a parent


Posted November 1, 2010

This is my sons first year at this school and it began terribly. My son had a substitute teacher the first day of school and he didn't get a permanent teacher until the 5th week of school. For the first couple of weeks of school they had a system of wristbands that made teachers aware of the students who rode the his after school as well as which bus the students are to ride. I always drop my 5 yr old off as well as pick him up. I went to go pick my son up Thursday of the first week of school and he wasn't there. When I asked a teacher where he was they said they'd put him on the bus. I was beyond upset. They called the bus driver and had him bring my son back to the school. When he got on the bus he had NO
—Submitted by a parent


Posted February 18, 2008

This is my child's first year at this school, and will be her last. I feel the leadership and guidance of the pricipal and her staff are nothing short of lacking. We have had to have parent/teacher/principal meetings due to a particular situation, and were met with sarcasm, and a lot of belittling of the problem. I do not recommend this school.
—Submitted by a parent


Posted November 17, 2007

Despite the abrasive and unpredictable management skills of the principal, the staff at Hotchkiss is completely committed to loving the students. There is a very strong special education program here and the facility is wonderderful! Don't judge the school by the principal
—Submitted by a teacher


Posted April 11, 2006

Hotchkiss has gone downhill in the past few years with the focus being more on TAKS and behavior than on the love of learning - but still has an amazingly caring staff. Most of whom have been around for the five years my son has attended.
—Submitted by a parent


Posted July 30, 2004

My experience with the school was totally the opposite of the one example displayed when you enter the site. My son had behavior problems when he first started Kindergarden. The principal, teacher, and counselor were great! They worked with my son, and me in such a way, that I knew the school had an interest in helping students succed. After a few months, I started taking my nephew who was just transferred from Dan D. Rogers school ( due to the horrible food, and his teacher yelling at her students) along with my son, and his behavior improved! My nephew is happy there now that he was transferred. The teachers and staff are great! They have traffic control, and there are staff everywhere on campus before and after school for extra security. Establishing a strong education dicipline is what is going to help our kids into their future.
—Submitted by a parent


Posted February 29, 2004

We were very disappointed in this school. We had our oldest child transferred here because we had heard such wonderful things about the curriculum. It was our first and last experience with the Dallas public schools. The curriculum was fine, the children were learning, my son was happy being around his new friends and learning new things each day. The problem is that there is no half day program for Kindergartners, they get no rest time, no down time, no nap time, no nothing! They receive 10 minuts of recess after lunch, and that is there only time when they can run wild and behave like 5-year-old children. The pent up energy results in nutty tired kid behavior in the classroom, and this school reacts by sending the kids home, to counselors for risk assessments, writing them up, suspending them from school, threatening expulsion. Parents can only control the actions and behavior of their children so much. When the school does not provide an environment that allows these children to succeed, they are being set up to fail. They are learning immediately that acting like children is bad, and they are children. We removed our son from this school after 3 months, and thankfully we are in a situation that provides us with some options. I feel terribly for anyone who is trapped using this school district. They put so much pressure on the child and so much pressure on the parents, it is no wonder these children are stressed out and having problems! The principal was snitty and unconcerned when we went to her for solutions. The teacher was in her 2nd year and completely overwhelmed.
—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.

34 students were tested at this school in 2011.

2011

 
 
74%

2010

 
 
92%
Math

The state average for Math was 87% in 2011.

101 students were tested at this school in 2011.

2011

 
 
81%

2010

 
 
76%
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.

54 students were tested at this school in 2011.

2011

 
 
70%

2010

 
 
71%
Math

The state average for Math was 88% in 2011.

111 students were tested at this school in 2011.

2011

 
 
70%

2010

 
 
86%
Writing

The state average for Writing was 90% in 2011.

53 students were tested at this school in 2011.

2011

 
 
81%

2010

 
 
93%
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.

93 students were tested at this school in 2011.

2011

 
 
69%

2010

 
 
74%
Math

The state average for Math was 81% in 2011.

95 students were tested at this school in 2011.

2011

 
 
82%

2010

 
 
83%
Science

The state average for Science was 87% in 2011.

96 students were tested at this school in 2011.

2011

 
 
60%

2010

 
 
64%
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 Students74%
Female69%
Male76%
Black or African American54%
Asiann/a
Hispanic84%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged75%
Not economically disadvantagedn/a
Special educationn/a
Not special education71%
Limited English proficient (LEP)75%
Proficient in English73%
Migrantn/a
Not migrant74%
Gifted/talentedn/a

Math

All Students81%
Female85%
Male78%
Black or African American50%
Asiann/a
Hispanic87%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged82%
Not economically disadvantagedn/a
Special education50%
Not special education83%
Limited English proficient (LEP)85%
Proficient in English70%
Migrantn/a
Not 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 Students70%
Female74%
Male68%
Black or African American59%
Asiann/a
Hispanic89%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged73%
Not economically disadvantagedn/a
Special education50%
Not special education73%
Limited English proficient (LEP)80%
Proficient in English68%
Migrantn/a
Not migrant70%
Gifted/talented100%

Math

All Students70%
Female73%
Male68%
Black or African American56%
Asiann/a
Hispanic76%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged71%
Not economically disadvantagedn/a
Special education71%
Not special education70%
Limited English proficient (LEP)70%
Proficient in English70%
Migrantn/a
Not migrant70%
Gifted/talented95%

Writing

All Students81%
Female91%
Male74%
Black or African American79%
Asiann/a
Hispanic88%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged82%
Not economically disadvantagedn/a
Special education25%
Not special education91%
Limited English proficient (LEP)56%
Proficient in English86%
Migrantn/a
Not 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 Students69%
Female76%
Male63%
Black or African American82%
Asiann/a
Hispanic66%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged69%
Not economically disadvantagedn/a
Special educationn/a
Not special education69%
Limited English proficient (LEP)64%
Proficient in English86%
Migrantn/a
Not migrant69%
Gifted/talented95%

Math

All Students82%
Female87%
Male78%
Black or African American94%
Asiann/a
Hispanic79%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged84%
Not economically disadvantagedn/a
Special educationn/a
Not special education82%
Limited English proficient (LEP)80%
Proficient in English90%
Migrantn/a
Not migrant82%
Gifted/talented100%

Science

All Students60%
Female60%
Male61%
Black or African American72%
Asiann/a
Hispanic58%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged62%
Not economically disadvantagedn/a
Special educationn/a
Not special education60%
Limited English proficient (LEP)55%
Proficient in English77%
Migrantn/a
Not migrant61%
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.

66 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
51%
Math

The state average for Math was 69% in 2013.

145 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
60%
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.

41 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
40%
Math

The state average for Math was 68% in 2013.

113 students were tested at this school in 2013.

2013

 
 
51%

2012

 
 
54%
Writing

The state average for Writing was 71% in 2013.

45 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
31%
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.

43 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
38%
Math

The state average for Math was 75% in 2013.

98 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
55%
Science

The state average for Science was 73% in 2013.

101 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
36%
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 Students62%
Female71%
Male53%
Black or African American59%
Asian67%
Hispanic59%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged61%
Not economically disadvantagedn/a
Special educationn/a
Not special education62%
Limited English proficient (LEP)57%
Proficient in English63%
Migrantn/a
Not migrant61%
Gifted/talented100%
Not Gifted55%
Bilingualn/a

Math

All Students47%
Female47%
Male47%
Black or African American39%
Asian56%
Hispanic48%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White60%
Economically disadvantaged47%
Not economically disadvantagedn/a
Special education14%
Not special education49%
Limited English proficient (LEP)50%
Proficient in English46%
Migrantn/a
Not migrant47%
Gifted/talented88%
Not Gifted39%
Bilingual54%
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 Students66%
Female60%
Male69%
Black or African American58%
Asian56%
Hispanic88%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged64%
Not economically disadvantagedn/a
Special educationn/a
Not special education64%
Limited English proficient (LEP)69%
Proficient in English67%
Migrantn/a
Not migrant66%
Gifted/talented100%
Not Gifted59%
Bilingualn/a

Math

All Students51%
Female46%
Male56%
Black or African American37%
Asian89%
Hispanic49%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged51%
Not economically disadvantagedn/a
Special education20%
Not special education53%
Limited English proficient (LEP)51%
Proficient in English49%
Migrantn/a
Not migrant52%
Gifted/talented94%
Not Gifted44%
Bilingual46%

Writing

All Students58%
Female65%
Male54%
Black or African American68%
Asian33%
Hispanic56%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged56%
Not economically disadvantagedn/a
Special educationn/a
Not special education63%
Limited English proficient (LEP)41%
Proficient in English65%
Migrantn/a
Not migrant58%
Gifted/talented100%
Not Gifted50%
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 Students44%
Female35%
Male50%
Black or African American69%
Asian8%
Hispanic75%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged46%
Not economically disadvantagedn/a
Special educationn/a
Not special education45%
Limited English proficient (LEP)19%
Proficient in English61%
Migrantn/a
Not migrant48%
Gifted/talented100%
Not Gifted40%
Bilingualn/a

Math

All Students63%
Female64%
Male63%
Black or African American64%
Asian38%
Hispanic67%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged63%
Not economically disadvantagedn/a
Special education13%
Not special education69%
Limited English proficient (LEP)63%
Proficient in English66%
Migrantn/a
Not migrant64%
Gifted/talented100%
Not Gifted56%
Bilingual72%

Science

All Students44%
Female45%
Male42%
Black or African American47%
Asian25%
Hispanic44%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged42%
Not economically disadvantagedn/a
Special education0%
Not special education50%
Limited English proficient (LEP)42%
Proficient in English44%
Migrantn/a
Not migrant44%
Gifted/talented94%
Not Gifted33%
Bilingual47%
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 "Recognized".

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 62% 52%
Black 28% 13%
Asian or Pacific Islander 7% 4%
White 3% 29%
American Indian/Alaska Native N/A 0%
Hawaiian Native/Pacific Islander N/A 0%
Two or more races N/A 2%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 66%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
  • CECELIA CRINER
Fax number
  • (972) 749-7001

Resources

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

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6929 Town North Drive
Dallas, TX 75231
Phone: (972) 749-7000

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