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Teacher quality
Principal leadership
Parent involvement
Changes in the demographics of a school, neighborhood, workplace etc are a part of life. The negativity can come from both sides of the fence, new people and the people who were there before. My daughter attended Frankford for the first time this school year and she really like it. Have I heard about some negative comments from other students...yes. Were they racial..yes. Does my child let "stupid people" as she calls them, bother her..no. As far as the school parking lot, automobile accidents are due to people who can't drive and who are not paying attention. I've seen the mad house of parents who are only thinking about their cell phones and their children and no one else. The school should not be held liable for the ignorance of grown-ups. By the way, I've seen all races of children in that school sagging their pants. I deplore that trend but I realize that it is not centered around one race of people, nor is arguing with a teacher.
—Submitted by a parent
Parents who are considering sending their children to this school deserve a truthful and factual description of the environment that this school, or any other school that they may consider sending their children to, provides. This year there has been a change in the demographics that is negatively affecting the school. Classroom environments are starting to suffer as teachers (and students) are increasingly dealing with a larger segment of the student population who sag their pants, argue with the teachers and who won't do their work. There have never been fights before this year; now, there are. Due to the increasing enrollment at Frankford, the hallways are more crowded and there will soon be automobile accidents in front of the school, if the administration continues to ignore the situation. Even though the social climate has somewhat improved (more students of different ethnicities dancing at the spring social) racial division still exists. These problems can only be corrected if the staff is willing to acknowledge that there is a problem, instead of denying that it exists, by censoring comments similar to this one, that have been previously posted.
—Submitted by a parent
This school is FABULOUS! The staff is excellent dealing with students. There are some snobby kids but they work with them well. Areas that might need some changes would be the tutoring. Overall this school is wonderful! I have a child going into 8th grade and one going to be a 6th grader. I'm a little nervous because they will be changing principals but I know it will ALL work out!
Plano ISD is comparatively well-funded and has high expectations for students. This is also a strength for Frankford. Since we have moved away and experienced some other schools, I think Frankford compares very well. That being said, my child had some very bad teachers along with the good. The PACE or gifted program has gone downhill. Some of the teachers have no idea how to teach a gifted student or how to appreciate how a gifted child thinks. My child's seventh grade math teacher was nice but couldn't explain concepts well. My husband taught my child almost every night.
—Submitted by a parent
I was a seventh grader at this terrific school. I'm moving, and I'm very sad. This was one of the great experiences of my life. The exterior is nice, but basically the same layout of any of the other middle schools in the district. Our incredible school could use some money for a facelift for the basketball courts in the tennis courts and the football field. In the inside, it is as welcoming as can be. We have exceptional athletic, fine arts, and academic programs among other clubs. It is very easy to make friends and the teachers are very understanding. God bless this school.
i got to frankford. FMS is and amazing school! im on my third year and i have to move soon! im so increadibly sad. i will nvr forget frankford and all it wonderful memories!!!
—Submitted by a student
I used to go to Frankford Middle School last year and I loved it. It was one of the best experiences in my life. The teachers and students are very nice and I was also the Mascot there too. I loved it and if you are moving into this area, I highly ecourage you to think about going to Frankford. It is a awesome school.
—Submitted by a student
Great teachers, great administrators and last but not least, great students!
—Submitted by a parent
i spent the greates years in this school... coach hanes was great to us during the Football practices and games, and the staff is just great!!!
—Submitted by a student
I agree with some of the other opinions that their tutoring time is meant more for homework than actual help with concepts. There seems to be some behavior issues and bullying.
—Submitted by a parent
My child is a seventh grader at this school and she just loves it. She's made so many great friends and the teachers? They work great with her! Her favorite teacher is the theatre teacher, so if you are thinking about moving to the area, get your child in theatre at Frankford. She is amazing for a new teacher!
—Submitted by a parent
FMS claims to be a blue ribbon school but I just don t see it. My child has been struggling in Science. I have made every effort with the teacher and the team lead to straighten it out before it is too late. I have asked for conferences and they want to try to work it out with the child and not deal with the parents. I have asked if there is extra work that can be sent home for me to help her with or books, etc I was told she could attend Science tutoring and that would help with her studying. At tutoring, the teacher asked why she was there, and told her to get on the computer and see if she had any outstanding homework. 30 minutes of tutoring was my child playing on the computer. Three days later she had a Science test and made a F.
—Submitted by a parent
This is my first year here at Frankford. I think it's ok but there are bad students aand it is hard, which is good. There are nice teachers but honors math is BORING.
—Submitted by a student
The kids at the Frankford elementry school fight daily and they came to a point in which the children cannot hug one another. The kids should be allowed to hug and they should only make that rule for the children disbehaving and using the privlage to hug in a bad way. I think that the other teachers in the school have a lack of knowlage and the kids arnt getting enough learing in. The school does have and I.S.S. room but everday I see the same students ,over and over, showing up. The children also have said some awful things. Such as cussing, rude humor, and such. Im sorry to rate this school so low but it has come to my attention that this school needs serious help. thank you. :)
—Submitted by a teacher
My daughter is in 6th grade and finally likes a school for the first time in the two years we have lived in Dallas. The only thing that I do not understand is why some of the classes do not have text books. It makes it difficult to assist in homework. The teachers that I have dealt with have been great. They respond timely and give me information on my daughter and seem eager to help.
—Submitted by a parent
I have gone to Frankford for 2 years. Frankford has helped me a lot. I am in support math and power reading. I go to the leaning lab for help in all me subjects. The leaning lab is also for sepical ed students. Everyone is very nice.
—Submitted by a student
Overall it is a very good school especially for students at honor level. The strong areas are social studies, math, and science. Sometimes less experienced teachers may discourage students with the way they handle student s unintentional mistakes. However, there are plenty of other experienced teachers that make a challenging education a reality.
—Submitted by a parent
I currently go to Frankford Middleschool and I love it here! Being a new student, I thought fitting in would be difficult the first couple of days. How wrong I was! The counselor instantly paired me with a kind girl, who showed me around, and grew to be my best friend! And the counselor herself was exceptionally sweet! The rest of the student body was so welcoming! The academics are challenging, and that is what makes this such an impressive school!And if you ever fall the slightest bit behind the teachers are there for tutoring! And the extracurricular activities are so fun and very recognized! In 7th grade boy's basketball we're 3rd place in city, 8th grade girl's basketball- City champs, 8th grade boy's basketball- 2nd place city champs, and 8th grade football we're City champs! I reccomend this school to anyone looking for an advanced, fun, family-oriented school!
—Submitted by a student
I have had two children go through this school and it was such a terrible experience. The math was the new math they were trying out and it was a nightmare. My children just hated to go to school and it was difficult at best to get them motivated. Seems as if, all it takes is getting on the wrong side of a teacher and it was difficult for the child from that point on. I would NOT recommend this school at all!
—Submitted by a parent
a pretty good school! A lot of snobby kids though. The teachers communicate with parents if need be.
—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.
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 83% in 2011.
384 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 84% in 2011.
388 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.
329 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 86% in 2011.
334 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Writing was 94% in 2011.
334 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 73% in 2011.
381 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 85% in 2011.
384 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 79% in 2011.
376 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Social Studies was 95% in 2011.
373 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 | 93% |
| Female | 92% |
| Male | 95% |
| Black or African American | 89% |
| Asian | 98% |
| Hispanic | 81% |
| American Indian or Alaska Native | n/a |
| White | 97% |
| Economically disadvantaged | 79% |
| Not economically disadvantaged | 98% |
| Special education | 81% |
| Not special education | 94% |
| Limited English proficient (LEP) | 84% |
| Proficient in English | 94% |
| Migrant | n/a |
| Non-migrant | 93% |
| Gifted/talented | 100% |
| All Students | 93% |
| Female | 94% |
| Male | 91% |
| Black or African American | 90% |
| Asian | 98% |
| Hispanic | 82% |
| American Indian or Alaska Native | n/a |
| White | 97% |
| Economically disadvantaged | 77% |
| Not economically disadvantaged | 98% |
| Special education | 77% |
| Not special education | 94% |
| Limited English proficient (LEP) | 63% |
| Proficient in English | 95% |
| Migrant | n/a |
| Non-migrant | 93% |
| Gifted/talented | 99% |
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 | 89% |
| Female | 88% |
| Male | 90% |
| Black or African American | 73% |
| Asian | 100% |
| Hispanic | 88% |
| American Indian or Alaska Native | n/a |
| White | 93% |
| Economically disadvantaged | 79% |
| Not economically disadvantaged | 94% |
| Special education | 76% |
| Not special education | 90% |
| Limited English proficient (LEP) | 73% |
| Proficient in English | 91% |
| Migrant | n/a |
| Non-migrant | 89% |
| Gifted/talented | 100% |
| All Students | 93% |
| Female | 95% |
| Male | 90% |
| Black or African American | 89% |
| Asian | 97% |
| Hispanic | 87% |
| American Indian or Alaska Native | n/a |
| White | 96% |
| Economically disadvantaged | 85% |
| Not economically disadvantaged | 96% |
| Special education | 77% |
| Not special education | 94% |
| Limited English proficient (LEP) | 64% |
| Proficient in English | 94% |
| Migrant | n/a |
| Non-migrant | 93% |
| Gifted/talented | 100% |
| All Students | 96% |
| Female | 97% |
| Male | 96% |
| Black or African American | 93% |
| Asian | 100% |
| Hispanic | 96% |
| American Indian or Alaska Native | n/a |
| White | 96% |
| Economically disadvantaged | 93% |
| Not economically disadvantaged | 98% |
| Special education | 85% |
| Not special education | 97% |
| Limited English proficient (LEP) | 96% |
| Proficient in English | 96% |
| Migrant | n/a |
| Non-migrant | 96% |
| 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 | 95% |
| Female | 97% |
| Male | 93% |
| Black or African American | 81% |
| Asian | 98% |
| Hispanic | 90% |
| American Indian or Alaska Native | n/a |
| White | 98% |
| Economically disadvantaged | 86% |
| Not economically disadvantaged | 97% |
| Special education | 64% |
| Not special education | 97% |
| Limited English proficient (LEP) | 83% |
| Proficient in English | 95% |
| Migrant | n/a |
| Non-migrant | 95% |
| Gifted/talented | 100% |
| All Students | 99% |
| Female | 100% |
| Male | 98% |
| Black or African American | 98% |
| Asian | 100% |
| Hispanic | 96% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 95% |
| Not economically disadvantaged | 100% |
| Special education | 92% |
| Not special education | 99% |
| Limited English proficient (LEP) | 83% |
| Proficient in English | 99% |
| Migrant | n/a |
| Non-migrant | 99% |
| Gifted/talented | 100% |
| All Students | 89% |
| Female | 90% |
| Male | 88% |
| Black or African American | 73% |
| Asian | 94% |
| Hispanic | 82% |
| American Indian or Alaska Native | n/a |
| White | 93% |
| Economically disadvantaged | 76% |
| Not economically disadvantaged | 92% |
| Special education | 52% |
| Not special education | 92% |
| Limited English proficient (LEP) | 67% |
| Proficient in English | 91% |
| Migrant | n/a |
| Non-migrant | 89% |
| Gifted/talented | 100% |
| All Students | 99% |
| Female | 99% |
| Male | 100% |
| Black or African American | 100% |
| Asian | 100% |
| Hispanic | 99% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 99% |
| Not economically disadvantaged | 100% |
| Special education | 100% |
| Not special education | 99% |
| Limited English proficient (LEP) | 100% |
| Proficient in English | 99% |
| Migrant | n/a |
| Non-migrant | 99% |
| 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 6
Grade 7
Grade 8
All students
Female
Male
All students
African American
Asian
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 | ||
|---|---|---|---|---|
| White | 59% | 34% | ||
| Asian/Pacific Islander | 15% | 4% | ||
| Hispanic | 14% | 48% | ||
| Black | 12% | 14% | ||
| American Indian/Alaska Native | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Special education | 12% | N/A | 10% |
| Gifted/talented students | 16% | N/A | 8% |
| Limited English proficient (LEP) | 6% | N/A | 17% |
| Economically disadvantaged | 15% | N/A | 55% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 14 | N/A | 15 |
| This school | District average | State average | |
|---|---|---|---|
| Beginning teachers | 8% | N/A | 8% |
| 1 to 5 years | 33% | N/A | 30% |
| 6 to 10 years | 20% | N/A | 20% |
| 11 to 20 years | 21% | N/A | 23% |
| 21 or more years | 18% | N/A | 19% |
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7706 Osage Plaza Pkwy
Dallas,
TX 75252
Website: Click here
Phone: (469) 752-5200
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