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GreatSchools Rating

Harmony School Of Business - Dalla

Charter | K-12 | 686 students

 
 

Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 14 ratings
2013:
Based on 8 ratings
2012:
No new ratings
2011:
No new ratings

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22 reviews of this school


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Posted Sunday, August 17, 2014

In response to the negative reviews, I feel this school is a great school for kuds who WANT to learn and WANT to be challenged. If you feel this school is not for your child than leave. There are a handful of kidswho do not belong there because they need extra attention and the parents expect tne teachers to put in 10 hr days so their child can pass or do well. Ummm, it takes both teachers and parents to have an effective learning environment and a above average kid. Parents if your child did not do well or as expected, don't write negative reviews...parents research the school, visit tne school, meet the admin staff, take a look at the curriculum. Be smart in making choices for your child.
—Submitted by a parent


Posted July 6, 2014

As a teacher of 6+ years and working in 3 different types of schools- public, private and charter working at this school was a learning experience. Yes, some of the teachers at this school are new, however wherever you go your child will have a "new teacher." The teachers at this school are asked to work over 40+ hours, tutor for free, as well as run a club. The teachers at most will have 45 minute break during the day in which they are supposed to meet with parents, plan, run copies, grade etc.The school is only 2 years old and yes they have a long way to go. However, as a parent it is your job to research the school you are sending your child to. There is NO library. There is 1 copier for the entire teacher staff to use. The limited resources are endless. As an educator, I would not send my child to this school, it is unorganized. Every year new teachers and new admin- how can it be organized? No teacher there is racist or mistreat any of the children as prior reviews state. Discipline exists in every classroom and is important for structure! It is sad that some parents believe everything a child states. Teachers have 25+ students in 1 class so yes discipline is a factor.
—Submitted by a teacher


Posted July 1, 2014

Had a terrible experience with this HSB. Just read other negative reviews, and agree with many of them. Some teachers worst I met in my life. No consideration for students. Extreme bouts of favoritism among some teachers, they overlook the potential and hard work of other students. Focus on discipline, discipline does not exist unless children are rudely spoken to and mistreated by certain teachers. Children who do well cannot get positive points etc, as will be shown as favoring a certain ethnicity in the school. School has a long way to go. Do not enroll your child there , you will regret it. As mentioned below, huge teaceher and student turnover rate, that says ALOT.
—Submitted by a parent


Posted June 28, 2014

This school is really trying and may very well be a great school in the future, but it isn't now. So,do not sacrifice your child's education. NO BOOKS are given just xeroxed copies of sheets for busy work. I truly feel this year was a wasted year. Do not be fooled. Oversized classrooms, new teachers, horrible lunches and the list goes on. My child is leaving this school and I believe many more are leaving as well. It is something to be said when the administration, staff, and students have a high turnover rate.
—Submitted by a parent


Posted June 27, 2014

Make sure you research any school before you enroll. We have been a part of a few different Harmony schools around Texas due to job transfers and there is a feeling of disorganization in all of them. Some teachers are not well suited for this school. My kids have come home overly-stressed and miserable. They told me that there are several kids with discipline problems in every class and that at times the teacher will just burst into tears from the stress. Most classes are larger than at public schools as well. My daughter's class had 30 students. Unfortunately, other reviews are correct in that an "A" doesn't mean much here. They promise a lot but they have not been able to deliver. We are transferring our kids to a private school that has a much higher track record.
—Submitted by a parent


Posted June 5, 2014

To me.great teachers,great school.already 2 years there and all I can say, is behing a great student,there is a parent who Involved in the school and the activities.
—Submitted by a parent


Posted May 9, 2014

Started out at HSB as an excited parent with equally excited child. A year later extremely disappointed with HSB. Extreme lack of organization within school. School concerned abt discipline. Children sent to office, given demerit points over harmless things ie, talking in class despite it pertaining to the lesson of the day. Were told of low student/teacher ration, most classes are large at elem level. Teachers with little or no training or teacher experience School does not help those students who are falling behind. Not a rigorous or challenging curriculum, students have no motivation. Certain teachers have very bad manners , and even mock students (first hand happened to my child) My child is straight A student, however being tested in the public school and private test , my child scored lower than ever before. "A" grades do not mean anything. Students are bullied by older students. Teachers turn a blind eye. AS mentioned in another review, research this school, talk to other parents, .the school is not what it portrays itself to be.
—Submitted by a parent


Posted April 29, 2014

For those who are interested in the school , do visit, look at past achievements, and by that the current STARR,and testing results. Do not be wowed by the collage of photos posted in the main lobby of students who have excelled and received admission to 'top' colleges. The pics are older, and quite interesting to note which campuses these students studied at. The principal and teachers promise many thins, but yet have to deliver. I cannot sacrifice my children's education, nor allow their education to suffer while HSB decides to pull its self up. Until then, there are many who will be happy with the facility and charmed by its newness. This will be the last year for my children at this school; they are more than happy to say goodbye.
—Submitted by a parent


Posted April 10, 2014

We love this school; great academic and challenging curriculum - lots of homework and projects starting from Kindergarten that will help the kids with the transition to 1st Grade. Our daughter is very happy to go to school, she loves Mrs. Durfee and Ms. Kattie, her Kindergarten teachers. Yes, according to some previous reviews, the school does have some organizational problems, but it is a new school, we have the understanding and confidence that it will get better and better.
—Submitted by a parent


Posted April 9, 2014

Great school- great academic curriculum. I am positive this school will succeed and be at the top in the next few years. It has some organizational problems, but the administration is great in listening and making changes. Both my kids love it there, and I live in a great school district (PISD) but love the challenge this school gives to both my kids! if you want a challenging curriculum, and don't mind extra homework and projects to keep your kids busy than this is the school that will prepare your kids
—Submitted by a parent


Posted February 18, 2014

Class size = 26 students Gifted & talented program nonexistent Lunch schedule published late, No nutritional/ ingredient info. Cooked offsite by vendor & lunch period too short. Recess was movie if indoors & outside recess very limited Specialty classes not consistent, scheduling conflicts eliminate computer lab, or skipped in lieu of other subjects. Org. & execution of schedule haphazard Front office unorganized, at times unprofessional. Payment systems & communications with clubs/daycare had gaps. Quality of clubs was inconsistent: rather than programming Lego robots, students watched Lego cartoons/played Afterschool care with little interaction & lots of video/ television. School events had insufficient planning, run off the schedule & staff unprepared curriculum described character education program that was used; however this was never the case. Achievement goals set low so that 100% exceeded goal. Conferences low priority, only 1 from Aug-Feb. Teachers rely on free websites for homework/worksheets frequently Was open minded to this school but experience has changed my mind. I don't fault individual teachers but I would not recommend this to others.
—Submitted by a parent


Posted February 5, 2014

(1/2)This school has some teachers are definite game changers like Mrs. Locke and Mr. Raven. Nevertheless, the math and science capabilities are less than acceptable. On the Chromebook when you master a concept it is not reintroduced until you see it in a test. I actually sat through several concepts with my child which took all of forty-five minutes for a few days to check this out. It goes without saying she won't be in attendance in the future. The tutoring program has students tutoring students I was shocked being that a teacher who attends school to learn different methods to teach a subject matter is passing the buck to a child who is still learning and not receiving a paycheck from Harmony.
—Submitted by a parent


Posted January 23, 2014

This is a great school with very dedicated and caring teachers. My child's kindergarten teacher reaches all the students in her care, including my son who was struggling in pre-k!!
—Submitted by a parent


Posted January 11, 2014

From a teacher's point of view, this school has many problems. Lack of organization and understaffing being the primary ones. The teachers have too much duty time and are forced to stay until 4:30 even if they have finished all their work and the kids have been gone for over an hour.
—Submitted by a teacher


Posted October 27, 2013

My child went to a private school for three years and I can honestly say that this school is yielding far better results. My daughter loves her school and I feel the same way. She is not only learning what she needs but is also learning from the diverse student population, which is greatly needed in this multicultural world.
—Submitted by a parent


Posted September 6, 2013

I have my two kids there for second year They are on top of class, but not because of good teachers,I work with them at home.I am behind the parents who wrote negative comments.School shirts are more polyester than cotton, they tear appart and get lighter after few washes.Most of the teachers are first time teaching,no experience,no guidance,yes lot of them didn't come back after first year.I have to tell teachers to give kids some challenging task,give them choice if they want to learn some harder spelling words or math.School is not organized, they are always behind,first year no library,gym or cafeteria,no playground,so first several months was very frustrating for teachers.Second year still no library.Last year they had several teachers who quit after few weeks there,this year some classes started with sub teachers, they don't have idea on what level kids are. Every year they start with policy no snack for kids(even if kids have own snack),after many emails last year they changed policy, this year snack only K-3rd grade, this is how we teach kids helthy eating habbit.Be carefull, if you come from very good public school, I would not go.Parents from India took kids out.
—Submitted by a parent


Posted August 19, 2013

This is a pretty good school, but most of the classes my child took were far behind compared to other schools. But my child had some difficulty understanding the teachers mostly because of their accent. She was a A+ student but when I tested her outside the school they said she wasn't as good as they said. Most of the teachers grade with ease. Also they don't really pay much attention to the substitutes. My daughter had a sub for more then a month and they wouldn't teacher her anything and when it came time for the STAAR she barely passed. The teachers aren't as strict as you might think, if you simply ask them to change your child's grade to an A, where to it was a low B they would change it. I would recommend to keep them their for elementary and then over the years, research the school see if they improved but other than that you'll be putting your child education on the line. Also if you had just enrolled your child into high school you should be very careful and ask about what they will be teaching before your child attends harmony. Once your high school starts 9th grade it's very dangerous to take him\her out due to what they were taught they might be far behind afterwards.
—Submitted by a parent


Posted August 4, 2013

Harmony School of Business taught my daughter C++ in 3rd grade yes 3rd. Part of her regular class schedule: engineering. Yeah, they built a model maglev train. Economics as well. Finance class for the 8-9 year olds. Next year: robotics. What about science? Her $16K per year private school: little to no science. Harmony: she won the science fair for her grade studying neurons in the brain. Next year: she s interested in Cybernetics so who knows what will happen? Amazing right? Well of course she s a smart kid and she gets it from her mother I think, but that s not the point. Harmony encourages imagination and creativity in all students, pushes children further than they think they can go without going past that point. It s not a factory (though they will probably start teaching them how to run one next year). These kids are having a good time and are learning a copious amount of information to boot. In short with HSB we get everything we have been hoping for in our child s education AND we feel like we are part of something bigger than a huge yearly price tag and an exclusive bumper sticker.
—Submitted by a parent


Posted July 14, 2013

This school is amazing. It was the first year and there will always be kinks to work out to get things running smoothly. We were very happy with his teachers and they communcicated with us well throughout the year. If there was an issue with our son and his school work,we worked together to conquer the problem. Our son was diagnosed with ADHD this year and he is an A student. Since being treated he did very well in school and I am happy to say the teachers were very supportive along the way. Yes this school is not for everyone but our son is excelling here and we could not be more pleased with the changes we see in him.
—Submitted by a parent


Posted June 7, 2013

Do some research on Harmony Schools aka Cosmos Foundation. HSB hires many alternative certification teachers and first year teachers, then offers no mentor programs. How can they say that they have all "highly qualified teachers" when some don't even have teaching degrees? Ask to see this campus's library, it is totally empty. This school is a STEM school, so you should see technology in every room (you don't). Harmony has a 50% turn over rate of teachers. Why? Lack of curriculum, no training, over scheduling, no resources to help kids. Notice the same teachers at duty daily? They are understaffed. The uniforms the kids wear are cheaply made and fall apart quickly. They run small and rip in the wash. Don't bother enrolling your kids in clubs afterschool - the money you pay for the club doesn't go to the club, it goes to the school. Chess club wound up using the computer labs, choir club used youtube and the teacher's own resources, AR club - once again used the classroom books - notice a theme here? Also notice that very few staff send their own kids to HSB, including the administration. Stay in public or private school - you'll learn more.


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.

2011

 
 
n/a

2010

 
 
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Math

The state average for Math was 87% in 2011.

2011

 
 
n/a

2010

 
 
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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.

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 88% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Writing

The state average for Writing was 90% in 2011.

2011

 
 
n/a

2010

 
 
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.

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 82% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 81% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 87% in 2011.

2011

 
 
n/a

2010

 
 
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.

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 84% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 83% in 2011.

2011

 
 
n/a

2010

 
 
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.

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 86% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 81% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Writing

The state average for Writing was 94% in 2011.

2011

 
 
n/a

2010

 
 
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.

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 85% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 73% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 79% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Social Studies

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

2011

 
 
n/a

2010

 
 
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.

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 89% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 70% in 2011.

2011

 
 
n/a

2010

 
 
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.

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 91% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 74% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 76% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Social Studies

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

2011

 
 
n/a

2010

 
 
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.

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 95% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 89% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 95% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Social Studies

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

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
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.

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 79% in 2013.

46 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
n/a
Math

The state average for Math was 69% in 2013.

41 students were tested at this school in 2013.

2013

 
 
63%

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

The state average for English Language Arts was 72% in 2013.

46 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
n/a
Math

The state average for Math was 68% in 2013.

45 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
n/a
Writing

The state average for Writing was 71% in 2013.

46 students were tested at this school in 2013.

2013

 
 
72%

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

The state average for English Language Arts was 77% in 2013.

49 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
n/a
Math

The state average for Math was 75% in 2013.

51 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
n/a
Science

The state average for Science was 73% in 2013.

51 students were tested at this school in 2013.

2013

 
 
82%

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

The state average for English Language Arts was 71% in 2013.

42 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
n/a
Math

The state average for Math was 74% in 2013.

27 students were tested at this school in 2013.

2013

 
 
85%

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

The state average for English Language Arts was 77% in 2013.

25 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
n/a
Math

The state average for Math was 71% in 2013.

26 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
n/a
Writing

The state average for Writing was 70% in 2013.

25 students were tested at this school in 2013.

2013

 
 
80%

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

The state average for English Language Arts was 84% in 2013.

21 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
n/a
Math

The state average for Math was 77% in 2013.

23 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
n/a
Science

The state average for Science was 75% in 2013.

21 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
n/a
Social Studies

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

21 students were tested at this school in 2013.

2013

 
 
81%

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

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

9 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
n/a
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 Students80%
Female73%
Male88%
Black or African American77%
Asian92%
Hispanic75%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White80%
Economically disadvantaged65%
Not economically disadvantaged92%
Special education83%
Not special education80%
Limited English proficient (LEP)76%
Proficient in English84%
Migrantn/a
Non-migrant80%
Gifted/talentedn/a
Non-Gifted79%
Bilingualn/a

Math

All Students63%
Female58%
Male68%
Black or African American46%
Asian92%
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White50%
Economically disadvantaged53%
Not economically disadvantaged69%
Special education67%
Not special education63%
Limited English proficient (LEP)75%
Proficient in English61%
Migrantn/a
Non-migrant63%
Gifted/talentedn/a
Non-Gifted59%
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 Students78%
Female80%
Male76%
Black or African American60%
Asian100%
Hispanic70%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged65%
Not economically disadvantaged88%
Special educationn/a
Not special education78%
Limited English proficient (LEP)67%
Proficient in English78%
Migrantn/a
Non-migrant78%
Gifted/talented100%
Non-Gifted71%
Bilingualn/a

Math

All Students76%
Female79%
Male71%
Black or African American60%
Asian91%
Hispanic70%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged53%
Not economically disadvantaged92%
Special educationn/a
Not special education75%
Limited English proficient (LEP)80%
Proficient in English76%
Migrantn/a
Non-migrant76%
Gifted/talented100%
Non-Gifted68%
Bilingualn/a

Writing

All Students72%
Female80%
Male62%
Black or African American73%
Asian91%
Hispanic50%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White70%
Economically disadvantaged55%
Not economically disadvantaged85%
Special educationn/a
Not special education71%
Limited English proficient (LEP)50%
Proficient in English76%
Migrantn/a
Non-migrant72%
Gifted/talented100%
Non-Gifted63%
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 Students88%
Female95%
Male82%
Black or African American81%
Asian100%
Hispanic79%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged87%
Not economically disadvantaged88%
Special educationn/a
Not special education88%
Limited English proficient (LEP)63%
Proficient in English93%
Migrantn/a
Non-migrant88%
Gifted/talented100%
Non-Gifted83%
Bilingualn/a

Math

All Students80%
Female81%
Male80%
Black or African American82%
Asian100%
Hispanic64%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged74%
Not economically disadvantaged86%
Special educationn/a
Not special education83%
Limited English proficient (LEP)44%
Proficient in English86%
Migrantn/a
Non-migrant80%
Gifted/talented100%
Non-Gifted73%
Bilingualn/a

Science

All Students82%
Female71%
Male90%
Black or African American76%
Asian100%
Hispanic71%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged78%
Not economically disadvantaged86%
Special educationn/a
Not special education83%
Limited English proficient (LEP)44%
Proficient in English91%
Migrantn/a
Non-migrant82%
Gifted/talented100%
Non-Gifted76%
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 Students79%
Female83%
Male75%
Black or African American80%
Asian83%
Hispanic69%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged68%
Not economically disadvantaged90%
Special educationn/a
Not special education79%
Limited English proficient (LEP)44%
Proficient in English88%
Migrantn/a
Non-migrant79%
Gifted/talented100%
Non-Gifted73%
Bilingualn/a

Math

All Students85%
Female75%
Male93%
Black or African American67%
Asiann/a
Hispanic92%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged87%
Not economically disadvantaged83%
Special educationn/a
Not special education85%
Limited English proficient (LEP)67%
Proficient in English90%
Migrantn/a
Non-migrant85%
Gifted/talentedn/a
Non-Gifted83%
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 Students84%
Female88%
Male78%
Black or African American57%
Asian100%
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged67%
Not economically disadvantaged94%
Special educationn/a
Not special education91%
Limited English proficient (LEP)n/a
Proficient in English82%
Migrantn/a
Non-migrant84%
Gifted/talentedn/a
Non-Gifted87%
Bilingualn/a

Math

All Students81%
Female92%
Male71%
Black or African American38%
Asian100%
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged80%
Not economically disadvantaged81%
Special educationn/a
Not special education88%
Limited English proficient (LEP)n/a
Proficient in English79%
Migrantn/a
Non-migrant81%
Gifted/talented86%
Non-Gifted79%
Bilingualn/a

Writing

All Students80%
Female88%
Male67%
Black or African American57%
Asian100%
Hispanic80%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged56%
Not economically disadvantaged94%
Special educationn/a
Not special education87%
Limited English proficient (LEP)n/a
Proficient in English77%
Migrantn/a
Non-migrant80%
Gifted/talentedn/a
Non-Gifted83%
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 Students90%
Female82%
Male100%
Black or African Americann/a
Asian100%
Hispanic60%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged86%
Not economically disadvantaged93%
Special educationn/a
Not special education90%
Limited English proficient (LEP)n/a
Proficient in English89%
Migrantn/a
Non-migrant90%
Gifted/talented100%
Non-Gifted86%
Bilingualn/a

Math

All Students91%
Female88%
Male100%
Black or African Americann/a
Asian100%
Hispanic89%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged100%
Not economically disadvantaged87%
Special educationn/a
Not special education91%
Limited English proficient (LEP)n/a
Proficient in English90%
Migrantn/a
Non-migrant91%
Gifted/talentedn/a
Non-Gifted91%
Bilingualn/a

Science

All Students76%
Female64%
Male90%
Black or African Americann/a
Asian100%
Hispanic20%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White83%
Economically disadvantaged57%
Not economically disadvantaged86%
Special educationn/a
Not special education76%
Limited English proficient (LEP)n/a
Proficient in English79%
Migrantn/a
Non-migrant76%
Gifted/talented100%
Non-Gifted64%
Bilingualn/a

Social Studies

All Students81%
Female73%
Male90%
Black or African Americann/a
Asian100%
Hispanic40%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White83%
Economically disadvantaged71%
Not economically disadvantaged86%
Special educationn/a
Not special education81%
Limited English proficient (LEP)n/a
Proficient in English79%
Migrantn/a
Non-migrant81%
Gifted/talented100%
Non-Gifted71%
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%
Femalen/a
Male100%
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 disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant100%
Gifted/talented100%
Non-Giftedn/a
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

English Language Arts

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantagedn/a
Special educationn/a
Limited English proficient (LEP)n/a

Math

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantagedn/a
Special educationn/a
Limited English proficient (LEP)n/a

Science

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantagedn/a
Special educationn/a
Limited English proficient (LEP)n/a

Social Studies

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantagedn/a
Special educationn/a
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

This school did not receive a rating in 2010-2011.

About the tests


Texas uses Accountability Ratings to indicate the overall performance of each school and district. The ratings are based on TAKS test results, dropout rates for grades 7 and 8 and school completion rates for grades 9 through 12. Schools and districts rated under standard accountability procedures are designated as Exemplary, Recognized, Academically Acceptable or Academically Unacceptable. Schools and districts rated under alternative education accountability (AEA) procedures are designated as either AEA: Academically Acceptable or AEA: Academically Unacceptable.

Source: Texas Education Agency

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
White 41% 29%
Hispanic 29% 52%
Black 24% 13%
Asian or Pacific Islander 3% 4%
Two or more races 3% 2%
American Indian/Alaska Native N/A 0%
Hawaiian Native/Pacific Islander N/A 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 23%N/A17%
Source: TX Education Agency, 2013-2014

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8080 W President George Bush H
Dallas, TX 75252
Phone: (469) 226-6746

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