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GreatSchools Rating

J L Long Middle School

Public | 6-8 | 1254 students

 

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Living in Dallas

Situated in an urban neighborhood. The median home value is $329,300. The average monthly rent for a 2 bedroom apartment is $820.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 2 ratings
2012:
Based on 6 ratings
2011:
Based on 4 ratings

Teacher quality

Principal leadership

Parent involvement

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26 reviews of this school


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Posted July 19, 2008

J L Long is a great school!!! The kids are really great and nice!! The school isnt racist or violent. Its alot of activities and after-school programs.
—Submitted by a parent


Posted May 16, 2007

I do not think JL Long should be considered a school.it's more like a daycare. Although, I don't even receive any documents from Long concerning my child on a weekly or even monthly basis. The student population is too large to function properly because the faculty that are being used are either under or overworked because there is no sense of organization what-so-ever. My child's educational process has no more developed this year than it was at the end of her 6th grade level. I have seen one report card this year.One. Apparently, there are not any requirements from this school as far as making sure parents are informed.most likely because there are too many students.
—Submitted by a parent


Posted June 7, 2006

great school, fabulous neighborhood
—Submitted by a teacher


Posted January 17, 2006

My son attended Long and socially it was a good experience. I recommend the AP progams for best academic classes. My son was disappointed with the Band program while there. their instructor had gone to another school, and they were left without leadership for some time. The whole Band program took a nose dive, no UIL, no competitions, and the quality of the student's playing was not at a very high level. This was a great set back. Also , Long did not offer a foreign language such as Spanish in the two years he was there. That's outrageous in a school where 80% of students are hispanic. DISD puts an emphasis on bi-lingualism, so why no foreign language option?
—Submitted by a parent


Posted March 17, 2005

The academic programs are excellent in Mathematics for gifted children, resting solely on the genius of the current leading math teacher, Sharon Morgan. English classes are good, varying depending on the teacher. The extra curricular activities are superb and I wouldn't do a thing to change them. These include sports, music, and academic extracurriculars. Art classes are also well-taught and students have access to plenty of resources. Although there are some definite shortcomings in this school, it excells in many areas unique to public schools. Your child will come out of this school with twice as much knowledge of the world around them as the average private school student.
—Submitted by a former student


Posted July 19, 2004

From my point of view, 1 big gang activity no one has tried to deal with. Needs its. Too easy for student to wonder in the hall ways, Hello they are skipping, does anyone question them. The lunch is to crowed there is not enough coming in and out room in the Lunch Room. If parents have email address let us know by email that theres early release, No school and so forth. You'll the staff knows this is the difficult time of the students they are testing everyone to see what they can get a way with. Drug/Gang Prevention Program is needed... some need that extra touch they are not getting.
—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.

399 students were tested at this school in 2011.

2011

 
 
74%

2010

 
 
77%
Math

The state average for Math was 83% in 2011.

406 students were tested at this school in 2011.

2011

 
 
67%

2010

 
 
58%
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.

365 students were tested at this school in 2011.

2011

 
 
75%

2010

 
 
77%
Math

The state average for Math was 81% in 2011.

370 students were tested at this school in 2011.

2011

 
 
68%

2010

 
 
72%
Writing

The state average for Writing was 94% in 2011.

356 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
90%
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.

323 students were tested at this school in 2011.

2011

 
 
86%

2010

 
 
87%
Math

The state average for Math was 73% in 2011.

323 students were tested at this school in 2011.

2011

 
 
77%

2010

 
 
71%
Science

The state average for Science was 79% in 2011.

320 students were tested at this school in 2011.

2011

 
 
63%

2010

 
 
55%
Social Studies

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

315 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
90%
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%
Female82%
Male67%
Black or African American59%
Asiann/a
Hispanic70%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged68%
Not economically disadvantaged88%
Special education33%
Not special education78%
Limited English proficient (LEP)49%
Proficient in English82%
Migrantn/a
Non-migrant74%
Gifted/talented92%

Math

All Students67%
Female68%
Male66%
Black or African American32%
Asiann/a
Hispanic65%
American Indian or Alaska Nativen/a
White88%
Economically disadvantaged59%
Not economically disadvantaged85%
Special education23%
Not special education73%
Limited English proficient (LEP)46%
Proficient in English74%
Migrantn/a
Non-migrant67%
Gifted/talented90%
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 Students75%
Female76%
Male74%
Black or African American52%
Asiann/a
Hispanic73%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged68%
Not economically disadvantaged91%
Special education27%
Not special education79%
Limited English proficient (LEP)43%
Proficient in English83%
Migrantn/a
Non-migrant75%
Gifted/talented95%

Math

All Students68%
Female73%
Male64%
Black or African American53%
Asiann/a
Hispanic64%
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged61%
Not economically disadvantaged86%
Special education26%
Not special education72%
Limited English proficient (LEP)39%
Proficient in English76%
Migrantn/a
Non-migrant68%
Gifted/talented88%

Writing

All Students90%
Female94%
Male86%
Black or African American79%
Asiann/a
Hispanic89%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged87%
Not economically disadvantaged95%
Special education48%
Not special education93%
Limited English proficient (LEP)72%
Proficient in English94%
Migrantn/a
Non-migrant90%
Gifted/talented97%
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 Students86%
Female87%
Male85%
Black or African American88%
Asian80%
Hispanic83%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged81%
Not economically disadvantaged97%
Special education42%
Not special education90%
Limited English proficient (LEP)66%
Proficient in English92%
Migrantn/a
Non-migrant86%
Gifted/talented100%

Math

All Students77%
Female78%
Male77%
Black or African American70%
Asian60%
Hispanic74%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged73%
Not economically disadvantaged87%
Special education38%
Not special education81%
Limited English proficient (LEP)56%
Proficient in English83%
Migrantn/a
Non-migrant77%
Gifted/talented98%

Science

All Students63%
Female57%
Male70%
Black or African American67%
Asian60%
Hispanic55%
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged55%
Not economically disadvantaged81%
Special education23%
Not special education67%
Limited English proficient (LEP)24%
Proficient in English75%
Migrantn/a
Non-migrant63%
Gifted/talented88%

Social Studies

All Students90%
Female89%
Male90%
Black or African American100%
Asian100%
Hispanic86%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged86%
Not economically disadvantaged97%
Special education69%
Not special education91%
Limited English proficient (LEP)67%
Proficient in English97%
Migrantn/a
Non-migrant90%
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 71% in 2013.

432 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
67%
Math

The state average for Math was 74% in 2013.

429 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
75%
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.

383 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
70%
Math

The state average for Math was 71% in 2013.

379 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
68%
Writing

The state average for Writing was 70% in 2013.

384 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
64%
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.

353 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
78%
Math

The state average for Math was 77% in 2013.

276 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
55%
Science

The state average for Science was 75% in 2013.

351 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
57%
Social Studies

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

352 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
62%
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.

80 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
96%
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 Students73%
Female74%
Male72%
Black or African American74%
Asiann/a
Hispanic65%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White96%
Economically disadvantaged63%
Not economically disadvantaged94%
Special education38%
Not special education75%
Limited English proficient (LEP)55%
Proficient in English81%
Migrantn/a
Non-migrant73%
Gifted/talented99%
Non-Gifted68%
Bilingual80%

Math

All Students74%
Female75%
Male74%
Black or African American70%
Asiann/a
Hispanic68%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged68%
Not economically disadvantaged88%
Special education48%
Not special education76%
Limited English proficient (LEP)66%
Proficient in English79%
Migrantn/a
Non-migrant74%
Gifted/talented97%
Non-Gifted70%
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

English Language Arts

All Students73%
Female75%
Male71%
Black or African American78%
Asiann/a
Hispanic66%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White96%
Economically disadvantaged64%
Not economically disadvantaged90%
Special education46%
Not special education75%
Limited English proficient (LEP)59%
Proficient in English80%
Migrantn/a
Non-migrant73%
Gifted/talented94%
Non-Gifted68%
Bilingualn/a

Math

All Students75%
Female69%
Male82%
Black or African American73%
Asiann/a
Hispanic70%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged68%
Not economically disadvantaged88%
Special education69%
Not special education75%
Limited English proficient (LEP)66%
Proficient in English79%
Migrantn/a
Non-migrant75%
Gifted/talented96%
Non-Gifted70%
Bilingualn/a

Writing

All Students59%
Female62%
Male56%
Black or African American54%
Asiann/a
Hispanic50%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged48%
Not economically disadvantaged79%
Special education30%
Not special education61%
Limited English proficient (LEP)36%
Proficient in English68%
Migrantn/a
Non-migrant59%
Gifted/talented90%
Non-Gifted52%
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 Students82%
Female89%
Male77%
Black or African American68%
Asiann/a
Hispanic80%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White96%
Economically disadvantaged80%
Not economically disadvantaged87%
Special education70%
Not special education83%
Limited English proficient (LEP)60%
Proficient in English87%
Migrantn/a
Non-migrant82%
Gifted/talented96%
Non-Gifted80%
Bilingualn/a

Math

All Students73%
Female75%
Male71%
Black or African American64%
Asiann/a
Hispanic74%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White74%
Economically disadvantaged71%
Not economically disadvantaged76%
Special education74%
Not special education73%
Limited English proficient (LEP)63%
Proficient in English76%
Migrantn/a
Non-migrant73%
Gifted/talented72%
Non-Gifted73%
Bilingualn/a

Science

All Students75%
Female73%
Male76%
Black or African American42%
Asiann/a
Hispanic71%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White96%
Economically disadvantaged70%
Not economically disadvantaged82%
Special education57%
Not special education76%
Limited English proficient (LEP)42%
Proficient in English80%
Migrantn/a
Non-migrant75%
Gifted/talented93%
Non-Gifted71%
Bilingualn/a

Social Studies

All Students65%
Female63%
Male68%
Black or African American42%
Asiann/a
Hispanic60%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged60%
Not economically disadvantaged75%
Special education43%
Not special education67%
Limited English proficient (LEP)40%
Proficient in English70%
Migrantn/a
Non-migrant65%
Gifted/talented88%
Non-Gifted61%
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 Students100%
Female100%
Male100%
Black or African Americann/a
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged100%
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant100%
Gifted/talented100%
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 69% 52%
White 22% 29%
Black 6% 13%
American Indian/Alaska Native 1% 0%
Asian or Pacific Islander 1% 4%
Two or more races 1% 2%
Hawaiian Native/Pacific Islander N/A 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 33%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 4%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
  • DANIELLE PETTERS
Fax number
  • (972) 502-4701

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!

6116 Reiger Avenue
Dallas, TX 75214
Phone: (972) 502-4700

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