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Teacher quality
Principal leadership
Parent involvement
Walnut Hill is a great school! The teachers are committed to their students. The principal is easy to talk and clearly cares about kids. I encourage people to come and tour the school to see how wonderful Walnut Hill is!
—Submitted by a parent
I moved my kids from Tom Field Elementary to this school. Bad move. Within a year they were there, they retrogressed academically. We have to move them back to Tom Field next academic year.
—Submitted by a parent
The school has really turned around in the last 3.5 years. The principal, teachers and staff have all come together and are working for the best interest of the children. The school not only focuses on the state assessment but is really promoting good solid teaching. The principal has worked on establishing strong parent-teacher relationships. Every month she hosts a breakfast and answers parents questions. I encourage everyone to go tour the school and meet the principal and staff.
—Submitted by a parent
Teachers are great with only a few exceptions. The principal is in way over her head. I agree that KidzZone is the bright spot at the school.
—Submitted by a parent
The leadership at the school is non-existent and disorganized. The school meetings usually start at least 15 minutes late and no one seems to know what is going on. The best thing about this school is the after school program with Mwana Williams (KidzZone).
—Submitted by a parent
All schools face challenges. Walnut Hill Elementary (WHE) is a good, solid school with a rich history and a promising future. Our teachers are fantastic. Any school's leadership has its challenges change is difficult and WHE has had its share in the past couple years. School leaders also needs strong parents. Walnut Hill has a great parent group. It needs to continue to grow and develop the parent and family involvement on our campus. I'd encourage any parent interested in Walnut Hill to visit, meet the principal, teachers and definitely get in touch with the PTA president, other officer, or any parent to get the parents perspective. We are proud of our school. Our neighborhood and community need to embrace WHE and help its leaders build on a very strong foundation. For me and my children, we will see that WHE is successful come join
—Submitted by a parent
Used to be a great school. Five principals and two years later, it has turned into a parent-UNfriendly campus. The current principal is unwelcoming, and does not know her school. How could she? She leaves at three and has her assistant do most of her public interface for her. She also had her husband--an intimidating police officer--speak for her at the few parent meetings she begrudgingly held after parents went above her head to complain. However, she is entrenched, since in the words of Ivonne Durant, the DISD talking head that represents that area of the district: 'We don't want to go through ANOTHER Principal search, do we???' (In the search to hire the current principal, the parent teacher committee that picked her asked to have more candidates to pick from, and were refused by DISD)The historically pro-family school atmosphere has been systematically destroyed. Many families have left.
—Submitted by a parent
The new principal this year is not very good. She will not communicate with anyone.
—Submitted by a parent
My son attends Walnut Hill and I was so excited when the school was rated exemplary last Spring. The parent involvment is high and we have met many new friends. The PTA has sponsored many fun events for the children and the hallways are bright and cheerful. Thanks to all the teachers, Brian Lusk (the old principal who set great goals), and the new principal. I'm a Walnut Hill fan!
—Submitted by a parent
With all of the budget issues that DISD is having I feel lucky to have my son at Walnut Hill. I wish there was more communication, but I take responsibility for a portion of that issue. I also wish that there was more community involvement.
—Submitted by a parent
This is a great school located in a school district that needs great schools. My child is getting a education no private school could offer. The school is willing to work with all parents to help their children receive the best education possible. I would highly recommend Walnut Hill to any parent looking for a sound education for their child
—Submitted by a parent
Good not great school. Does a nice job working in a difficult district with moderate to poor population base. One of the best available elmementry schools in a substandard district. Needs more parent participation across the board.
—Submitted by a parent
Walunt Hill is very good school and one of the highest ranked schools in Dallas.
—Submitted by a parent
Walnut Hill School is a great school. I have had one child graduate from this school and now I have two younger children in this school. They love their school. The teachers I have experienced have all been wonderful. I do wish there was more extracurricular activities at this school because I know my children would enjoy them.
—Submitted by a parent
Walnut Hill is an excellent public school. My son could not have had a better group of teachers over the past 3 years.
—Submitted by a parent
Walnut Hill, is a wonderful school, I just wish there were more extracurricular activities for our kids. Like sports after school,( a football team,baseball,ect..)
This is a National Blue Ribbon school & national school of character. The past 2 years the school has not seemed as up to par as in the past. There are many great teachers and staff members but a few teachers who should not be teaching at all or in our school. It looks like those teachers will not be back in 2004 so that is very positive. This is a public school that does give a private school education. Walnut Hill has an active parent and community base of volunteers...many return long after there children move on. Walnut Hill has a large amount of requests to transfer in...that speaks volumnes for the type of school JoAnne Hughes has created. Our principal is the best and will always provide and look out for all our children. We will miss Walnut Hill as we move on into Middle school.
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.
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 state average for Math was 87% in 2011.
44 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 89% in 2011.
35 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for Math was 88% in 2011.
54 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 85% in 2011.
41 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Writing was 90% in 2011.
41 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for Math was 81% in 2011.
49 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 82% in 2011.
36 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 87% in 2011.
48 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
| All Students | 98% |
| Female | 95% |
| Male | 100% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 97% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 97% |
| Not economically disadvantaged | 100% |
| Special education | n/a |
| Not special education | 98% |
| Limited English proficient (LEP) | 94% |
| Proficient in English | 100% |
| Migrant | n/a |
| Non-migrant | 98% |
| Gifted/talented | 100% |
| All Students | 91% |
| Female | 95% |
| Male | 87% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 89% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 92% |
| Not economically disadvantaged | 89% |
| Special education | n/a |
| Not special education | 91% |
| Limited English proficient (LEP) | 100% |
| Proficient in English | 89% |
| Migrant | n/a |
| Non-migrant | 91% |
| Gifted/talented | 100% |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. 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
| All Students | 91% |
| Female | 83% |
| Male | 100% |
| Black or African American | 100% |
| Asian | n/a |
| Hispanic | 88% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 90% |
| Not economically disadvantaged | 93% |
| Special education | n/a |
| Not special education | 92% |
| Limited English proficient (LEP) | 83% |
| Proficient in English | 94% |
| Migrant | n/a |
| Non-migrant | 91% |
| Gifted/talented | 100% |
| All Students | 95% |
| Female | 90% |
| Male | 100% |
| Black or African American | 100% |
| Asian | n/a |
| Hispanic | 93% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 92% |
| Not economically disadvantaged | 100% |
| Special education | 80% |
| Not special education | 97% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 97% |
| Migrant | n/a |
| Non-migrant | 95% |
| Gifted/talented | 100% |
| All Students | 85% |
| Female | 86% |
| Male | 85% |
| Black or African American | 100% |
| Asian | n/a |
| Hispanic | 83% |
| American Indian or Alaska Native | n/a |
| White | 80% |
| Economically disadvantaged | 84% |
| Not economically disadvantaged | 88% |
| Special education | 40% |
| Not special education | 92% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 86% |
| Migrant | n/a |
| Non-migrant | 85% |
| Gifted/talented | 100% |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. 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
| All Students | 98% |
| Female | 100% |
| Male | 95% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 98% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 97% |
| Not economically disadvantaged | 100% |
| Special education | 100% |
| Not special education | 98% |
| Limited English proficient (LEP) | 94% |
| Proficient in English | 100% |
| Migrant | n/a |
| Non-migrant | 98% |
| Gifted/talented | 100% |
| All Students | 94% |
| Female | 100% |
| Male | 87% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 93% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 96% |
| Not economically disadvantaged | 91% |
| Special education | n/a |
| Not special education | 94% |
| Limited English proficient (LEP) | 83% |
| Proficient in English | 97% |
| Migrant | n/a |
| Non-migrant | 94% |
| Gifted/talented | 100% |
| All Students | 88% |
| Female | 86% |
| Male | 89% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 86% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 84% |
| Not economically disadvantaged | 100% |
| Special education | n/a |
| Not special education | 89% |
| Limited English proficient (LEP) | 76% |
| Proficient in English | 94% |
| Migrant | n/a |
| Non-migrant | 88% |
| Gifted/talented | 100% |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. 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
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
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
African American
Hispanic
White
All students
Economically disadvantaged
Not economically disadvantaged
Special education
Not special education
English language learners
Proficient in English
Non-migrant
Gifted/talented
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 76% | 48% | ||
| White | 13% | 34% | ||
| Black | 9% | 14% | ||
| Asian/Pacific Islander | 2% | 4% | ||
| American Indian/Alaska Native | N/A | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Special education | 11% | N/A | 10% |
| Gifted/talented students | 17% | N/A | 8% |
| Limited English proficient (LEP) | 29% | N/A | 17% |
| Economically disadvantaged | 69% | N/A | 55% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 15 | N/A | 15 |
| This school | District average | State average | |
|---|---|---|---|
| Beginning teachers | 11% | N/A | 8% |
| 1 to 5 years | 39% | N/A | 30% |
| 6 to 10 years | 7% | N/A | 20% |
| 11 to 20 years | 16% | N/A | 23% |
| 21 or more years | 28% | N/A | 19% |
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Tips for understanding school culture
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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.
10115 Midway Rd
Dallas,
TX 75229
Website: Click here
Phone: (972) 502-7800
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