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GreatSchools Rating

Lincoln Humanities/Communications

Public | 9-12 | 519 students

 

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Last modified
Community Rating

4 stars

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

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9 reviews of this school


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Posted August 3, 2011

I am a 2010 graduate from Lincoln high and i attended there for two years. to be honest this school has so much potential, the teachers are passionate in teaching and they know their material. the only thing that contradicts that is the students who lack the enthusiasm of learning and of course not all of the students. There are bright and talented students here. just because there is 'violence, and bad kids" in the does not meant that the entire school is. Another thing if the TAKS test was gone i believe this school would have higher ratings, future students would love to attend the school for the fist time. THE PARENTS WOULD BE MORE INVOLVED. the stats of test scores will be higher and every student should have an opportunity to enroll into the the humanities and communications magnet (which is an excellent program for the ones interested in journalism)t. bottom line i am proud to graduate from this historical magnet high school. GO TIGERS!!
—Submitted by a student


Posted June 23, 2010

Lincoln is a great school, and I would recommend any student to go there.


Posted October 2, 2009

im a former student. and i know that lincoln is a great school. it may not look like it in your eyes but you have to be there to see and hear what really goes on with school and the district behind closed doors. the reason why most of the student are not attending school is because of the TAKS test. this test does not help anybody neither get the student prepared for the real world. taks is always taught during class every single day. not only the students hate it but the teachers hate it too. because they know that it will not help the students when they graduate from school. i took that test 3 times and i finally passed it 1 mth before my graduation. it was hard and very stressful. students dont time to prepare for their SAT OR ACT because of the TAKS test!
—Submitted by a student


Posted March 31, 2009

no homework, not enough help for the sudent and care... no parent relations.... no syudent focus... but taks focus... bottom line line , just a job for these teachers, not real teachers for students... kids needs real help and is not getting it
—Submitted by a parent


Posted May 2, 2008

I went to this school a couple of years ago. It is nowhere near good. The teachers are practically useless. The dropout rate is too high and there is a drug front right in front of the school. The TAKS test requires sixty percent of the overall test to pass; the school is unable to even get sixty out of one hundred percent right, children fail constantly and there is too much violence. I would not send my children to this school.
—Submitted by a student


Posted April 2, 2007

This school only has a handful of good teachers, I think if there was an overall of teachers and especially the principal the school would improve. And yes some parents are involved but clearly not enough. There needs to be a change from the Schoolboard down.
—Submitted by a parent


Posted October 7, 2005

This is a real nice school. The students really support their school in anyway.
—Submitted by a former student


Posted August 15, 2005

Don't believe everything that you hear. Nothing positive to say regarding acedemics. The art classes leave a whole lot to be desired. Parent involement is shameful.
—Submitted by a parent


Posted February 23, 2004

I found that this school along with its teachers are much higher rated than it deserved. There was not enough responsibility for accountability of students actual presence in class and too much unreported truancy. There was not a great presence for higher learning environment. Finally, the SAT scores and ACT scores for college for these students do not show adequate academic preparation.
—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.

196 students were tested at this school in 2011.

2011

 
 
72%

2010

 
 
83%
Math

The state average for Math was 70% in 2011.

188 students were tested at this school in 2011.

2011

 
 
46%

2010

 
 
46%
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 91% in 2011.

177 students were tested at this school in 2011.

2011

 
 
72%

2010

 
 
77%
Math

The state average for Math was 74% in 2011.

163 students were tested at this school in 2011.

2011

 
 
63%

2010

 
 
59%
Science

The state average for Science was 76% in 2011.

164 students were tested at this school in 2011.

2011

 
 
53%

2010

 
 
48%
Social Studies

The state average for Social Studies was 93% in 2011.

162 students were tested at this school in 2011.

2011

 
 
86%

2010

 
 
86%
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 95% in 2013.

143 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
86%

2011

 
 
87%

2010

 
 
87%
Math

The state average for Math was 89% in 2013.

140 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
86%

2011

 
 
85%

2010

 
 
83%
Science

The state average for Science was 95% in 2013.

140 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
88%

2011

 
 
84%

2010

 
 
83%
Social Studies

The state average for Social Studies was 98% in 2013.

140 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
92%

2011

 
 
99%

2010

 
 
97%
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 Students93%
Female95%
Male91%
Black or African American94%
Asiann/a
Hispanicn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged92%
Special education75%
Limited English proficient (LEP)n/a

Math

All Students80%
Female85%
Male75%
Black or African American78%
Asiann/a
Hispanicn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged80%
Special education58%
Limited English proficient (LEP)n/a

Science

All Students90%
Female92%
Male88%
Black or African American89%
Asiann/a
Hispanicn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged89%
Special education42%
Limited English proficient (LEP)n/a

Social Studies

All Students94%
Female92%
Male96%
Black or African American93%
Asiann/a
Hispanicn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged94%
Special education53%
Limited English proficient (LEP)n/a
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

  • 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

Algebra I

The state average for Algebra I was 78% in 2013.

131 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
48%
Algebra II

The state average for Algebra II was 97% in 2013.

24 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
n/a
Biology I

The state average for Biology I was 85% in 2013.

133 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
67%
Chemistry

The state average for Chemistry was 84% in 2013.

128 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
n/a
English I Reading

The state average for English I Reading was 65% in 2013.

150 students were tested at this school in 2013.

2013

 
 
34%

2012

 
 
34%
English I Writing

The state average for English I Writing was 48% in 2013.

159 students were tested at this school in 2013.

2013

 
 
9%

2012

 
 
25%
English II Reading

The state average for English II Reading was 78% in 2013.

132 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
n/a
English II Writing

The state average for English II Writing was 52% in 2013.

139 students were tested at this school in 2013.

2013

 
 
20%

2012

 
 
n/a
English III Reading

The state average for English III Reading was 63% in 2013.

2013

 
 
n/a

2012

 
 
38%
English III Writing

The state average for English III Writing was 42% in 2013.

2013

 
 
n/a

2012

 
 
21%
Geometry

The state average for Geometry was 86% in 2013.

121 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
95%
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.

136 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
60%
World History

The state average for World History was 70% in 2013.

134 students were tested at this school in 2013.

2013

 
 
31%

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

Algebra I

All Students47%
Female48%
Male46%
Black or African American49%
Asiann/a
Hispanic44%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged44%
Not economically disadvantaged71%
Special educationn/a
Not special education48%
Limited English proficient (LEP)33%
Proficient in English50%
Migrantn/a
Not migrant47%
Gifted/talented67%
Not Gifted46%
Bilingualn/a

Algebra II

All Students96%
Female100%
Male91%
Black or African American100%
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged95%
Not economically disadvantagedn/a
Special educationn/a
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English96%
Migrantn/a
Not migrant96%
Gifted/talented100%
Not Gifted94%
Bilingualn/a

Biology I

All Students69%
Female74%
Male65%
Black or African American69%
Asiann/a
Hispanic69%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged69%
Not economically disadvantaged68%
Special educationn/a
Not special education69%
Limited English proficient (LEP)57%
Proficient in English71%
Migrantn/a
Not migrant69%
Gifted/talented89%
Not Gifted68%
Bilingualn/a

Chemistry

All Students63%
Female68%
Male55%
Black or African American62%
Asiann/a
Hispanic61%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged63%
Not economically disadvantaged54%
Special educationn/a
Not special education63%
Limited English proficient (LEP)44%
Proficient in English64%
Migrantn/a
Not migrant63%
Gifted/talented75%
Not Gifted60%
Bilingualn/a

English I Reading

All Students34%
Female39%
Male30%
Black or African American36%
Asiann/a
Hispanic26%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged35%
Not economically disadvantaged26%
Special educationn/a
Not special education34%
Limited English proficient (LEP)11%
Proficient in English37%
Migrantn/a
Not migrant34%
Gifted/talented64%
Not Gifted32%
Bilingualn/a

English I Writing

All Students9%
Female14%
Male6%
Black or African American10%
Asiann/a
Hispanic9%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged10%
Not economically disadvantaged8%
Special educationn/a
Not special education10%
Limited English proficient (LEP)5%
Proficient in English10%
Migrantn/a
Not migrant9%
Gifted/talented31%
Not Gifted8%
Bilingualn/a

English II Reading

All Students58%
Female55%
Male61%
Black or African American58%
Asiann/a
Hispanic52%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged58%
Not economically disadvantaged50%
Special educationn/a
Not special education58%
Limited English proficient (LEP)0%
Proficient in English61%
Migrantn/a
Not migrant57%
Gifted/talented95%
Not Gifted50%
Bilingualn/a

English II Writing

All Students20%
Female19%
Male21%
Black or African American21%
Asiann/a
Hispanic8%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged20%
Not economically disadvantaged13%
Special education0%
Not special education21%
Limited English proficient (LEP)0%
Proficient in English21%
Migrantn/a
Not migrant20%
Gifted/talented52%
Not Gifted14%
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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a

Geometry

All Students65%
Female63%
Male68%
Black or African American65%
Asiann/a
Hispanic67%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged66%
Not economically disadvantaged55%
Special educationn/a
Not special education65%
Limited English proficient (LEP)44%
Proficient in English67%
Migrantn/a
Not migrant65%
Gifted/talented72%
Not Gifted64%
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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a

World Geography

All Students42%
Female37%
Male47%
Black or African American41%
Asiann/a
Hispanic45%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged44%
Not economically disadvantaged28%
Special educationn/a
Not special education43%
Limited English proficient (LEP)33%
Proficient in English44%
Migrantn/a
Not migrant42%
Gifted/talented60%
Not Gifted40%
Bilingualn/a

World History

All Students31%
Female30%
Male31%
Black or African American31%
Asiann/a
Hispanic26%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged31%
Not economically disadvantaged31%
Special educationn/a
Not special education31%
Limited English proficient (LEP)0%
Proficient in English33%
Migrantn/a
Not migrant31%
Gifted/talented55%
Not Gifted26%
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

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
Black 82% 13%
Hispanic 17% 52%
American Indian/Alaska Native 1% 0%
Asian or Pacific Islander N/A 4%
Hawaiian Native/Pacific Islander N/A 0%
Two or more races N/A 2%
White N/A 29%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 8%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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
  • CHANEL HOWARD-VEAZY
Fax number
  • (972) 925-7601

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.

Apply

To learn more about enrolling, please call the school.
 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
Notice an inaccuracy? Let us know!

2826 Hatcher Street
Dallas, TX 75215
Phone: (972) 925-7600

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