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GreatSchools Rating

Frankford Middle School

Public | 6-8 | 1122 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 2 ratings
2012:
Based on 2 ratings
2011:
Based on 1 rating

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23 reviews of this school


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Posted April 2, 2013

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


Posted March 27, 2013

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


Posted May 24, 2012

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!


Posted March 26, 2012

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


Posted December 24, 2011

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.


Posted October 15, 2009

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


Posted October 8, 2009

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


Posted September 16, 2009

Great teachers, great administrators and last but not least, great students!
—Submitted by a parent


Posted August 3, 2009

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


Posted April 15, 2009

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


Posted October 24, 2008

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


Posted January 13, 2008

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


Posted November 25, 2007

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


Posted September 18, 2007

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


Posted December 6, 2006

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


Posted October 6, 2006

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


Posted August 25, 2006

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


Posted June 22, 2006

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


Posted October 31, 2005

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


Posted May 7, 2005

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.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.
English Language Arts

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

388 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
94%
Math

The state average for Math was 83% in 2011.

384 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
90%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in English language arts and mathematics in grade 11. The grade 11 exit Level TAKS is a high school graduation requirement. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The goal is for all students to score at or above the state standard.

Source: Texas Education Agency

English Language Arts

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

334 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
95%
Math

The state average for Math was 81% in 2011.

329 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
91%
Writing

The state average for Writing was 94% in 2011.

334 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
98%
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.

384 students were tested at this school in 2011.

2011

 
 
99%

2010

 
 
100%
Math

The state average for Math was 73% in 2011.

381 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
97%
Science

The state average for Science was 79% in 2011.

376 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
93%
Social Studies

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

373 students were tested at this school in 2011.

2011

 
 
99%

2010

 
 
100%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in English language arts and mathematics in grade 11. The grade 11 exit Level TAKS is a high school graduation requirement. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The goal is for all students to score at or above the state standard.

Source: Texas Education Agency

English Language Arts

All Students93%
Female94%
Male91%
Black or African American90%
Asian98%
Hispanic82%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged77%
Not economically disadvantaged98%
Special education77%
Not special education94%
Limited English proficient (LEP)63%
Proficient in English95%
Migrantn/a
Non-migrant93%
Gifted/talented99%

Math

All Students93%
Female92%
Male95%
Black or African American89%
Asian98%
Hispanic81%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged79%
Not economically disadvantaged98%
Special education81%
Not special education94%
Limited English proficient (LEP)84%
Proficient in English94%
Migrantn/a
Non-migrant93%
Gifted/talented100%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in English language arts and mathematics in grade 11. The grade 11 exit Level TAKS is a high school graduation requirement. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.

Source: Texas Education Agency

English Language Arts

All Students93%
Female95%
Male90%
Black or African American89%
Asian97%
Hispanic87%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged85%
Not economically disadvantaged96%
Special education77%
Not special education94%
Limited English proficient (LEP)64%
Proficient in English94%
Migrantn/a
Non-migrant93%
Gifted/talented100%

Math

All Students89%
Female88%
Male90%
Black or African American73%
Asian100%
Hispanic88%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged79%
Not economically disadvantaged94%
Special education76%
Not special education90%
Limited English proficient (LEP)73%
Proficient in English91%
Migrantn/a
Non-migrant89%
Gifted/talented100%

Writing

All Students96%
Female97%
Male96%
Black or African American93%
Asian100%
Hispanic96%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged93%
Not economically disadvantaged98%
Special education85%
Not special education97%
Limited English proficient (LEP)96%
Proficient in English96%
Migrantn/a
Non-migrant96%
Gifted/talented100%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in English language arts and mathematics in grade 11. The grade 11 exit Level TAKS is a high school graduation requirement. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.

Source: Texas Education Agency

English Language Arts

All Students99%
Female100%
Male98%
Black or African American98%
Asian100%
Hispanic96%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged95%
Not economically disadvantaged100%
Special education92%
Not special education99%
Limited English proficient (LEP)83%
Proficient in English99%
Migrantn/a
Non-migrant99%
Gifted/talented100%

Math

All Students95%
Female97%
Male93%
Black or African American81%
Asian98%
Hispanic90%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged86%
Not economically disadvantaged97%
Special education64%
Not special education97%
Limited English proficient (LEP)83%
Proficient in English95%
Migrantn/a
Non-migrant95%
Gifted/talented100%

Science

All Students89%
Female90%
Male88%
Black or African American73%
Asian94%
Hispanic82%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged76%
Not economically disadvantaged92%
Special education52%
Not special education92%
Limited English proficient (LEP)67%
Proficient in English91%
Migrantn/a
Non-migrant89%
Gifted/talented100%

Social Studies

All Students99%
Female99%
Male100%
Black or African American100%
Asian100%
Hispanic99%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged99%
Not economically disadvantaged100%
Special education100%
Not special education99%
Limited English proficient (LEP)100%
Proficient in English99%
Migrantn/a
Non-migrant99%
Gifted/talented100%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in English language arts and mathematics in grade 11. The grade 11 exit Level TAKS is a high school graduation requirement. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.

Source: Texas Education Agency

English Language Arts

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

359 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
89%
Math

The state average for Math was 74% in 2013.

339 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
87%
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.

349 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
89%
Math

The state average for Math was 71% in 2013.

339 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
90%
Writing

The state average for Writing was 70% in 2013.

347 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
89%
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.

392 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
90%
Math

The state average for Math was 77% in 2013.

144 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
89%
Science

The state average for Science was 75% in 2013.

386 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
79%
Social Studies

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

389 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
81%
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.

226 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%
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.

7 students were tested at this school in 2013.

2013

 
 
100%

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 Students84%
Female83%
Male86%
Black or African American69%
Asian93%
Hispanic69%
Multiracial90%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White97%
Economically disadvantaged66%
Not economically disadvantaged93%
Special education35%
Not special education87%
Limited English proficient (LEP)31%
Proficient in English90%
Migrantn/a
Non-migrant84%
Gifted/talented100%
Non-Gifted78%
Bilingualn/a

Math

All Students88%
Female89%
Male87%
Black or African American72%
Asian97%
Hispanic79%
Multiracial80%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White99%
Economically disadvantaged75%
Not economically disadvantaged95%
Special education53%
Not special education90%
Limited English proficient (LEP)58%
Proficient in English91%
Migrantn/a
Non-migrant88%
Gifted/talented100%
Non-Gifted84%
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 Students87%
Female87%
Male87%
Black or African American77%
Asian93%
Hispanic71%
Multiracial79%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White96%
Economically disadvantaged71%
Not economically disadvantaged94%
Special education62%
Not special education89%
Limited English proficient (LEP)48%
Proficient in English88%
Migrantn/a
Non-migrant87%
Gifted/talented100%
Non-Gifted83%
Bilingualn/a

Math

All Students85%
Female82%
Male88%
Black or African American63%
Asian96%
Hispanic76%
Multiracial86%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged63%
Not economically disadvantaged93%
Special education58%
Not special education87%
Limited English proficient (LEP)57%
Proficient in English86%
Migrantn/a
Non-migrant85%
Gifted/talented100%
Non-Gifted81%
Bilingualn/a

Writing

All Students84%
Female87%
Male81%
Black or African American64%
Asian92%
Hispanic72%
Multiracial86%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White95%
Economically disadvantaged64%
Not economically disadvantaged92%
Special education57%
Not special education86%
Limited English proficient (LEP)50%
Proficient in English86%
Migrantn/a
Non-migrant84%
Gifted/talented100%
Non-Gifted80%
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 Students93%
Female93%
Male93%
Black or African American81%
Asian98%
Hispanic91%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White96%
Economically disadvantaged85%
Not economically disadvantaged96%
Special education68%
Not special education96%
Limited English proficient (LEP)75%
Proficient in English94%
Migrantn/a
Non-migrant93%
Gifted/talented100%
Non-Gifted91%
Bilingualn/a

Math

All Students81%
Female82%
Male80%
Black or African American70%
Asian100%
Hispanic79%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged73%
Not economically disadvantaged87%
Special education60%
Not special education85%
Limited English proficient (LEP)73%
Proficient in English82%
Migrantn/a
Non-migrant81%
Gifted/talentedn/a
Non-Gifted81%
Bilingualn/a

Science

All Students88%
Female83%
Male93%
Black or African American62%
Asian100%
Hispanic79%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White95%
Economically disadvantaged69%
Not economically disadvantaged93%
Special education49%
Not special education92%
Limited English proficient (LEP)73%
Proficient in English88%
Migrantn/a
Non-migrant88%
Gifted/talented100%
Non-Gifted84%
Bilingualn/a

Social Studies

All Students87%
Female81%
Male93%
Black or African American77%
Asian100%
Hispanic70%
Multiracial86%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White92%
Economically disadvantaged67%
Not economically disadvantaged93%
Special education55%
Not special education91%
Limited English proficient (LEP)73%
Proficient in English87%
Migrantn/a
Non-migrant87%
Gifted/talented100%
Non-Gifted82%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the State of Texas Assessments of Academic Readiness (STAAR) was used to test students in reading and math in grades 3 through 8; in writing in grades 4 and 7; in science in grades 5 and 8; in social studies in grade 8; and end-of-course assessments for English I, II, and II, Algebra I and II, biology and US History. STAAR is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.

Source: Texas Education Agency

Algebra I

All Students100%
Female100%
Male100%
Black or African American100%
Asian100%
Hispanic100%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged100%
Not economically disadvantaged100%
Special education100%
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant100%
Gifted/talented100%
Non-Gifted100%
Bilingualn/a

Algebra II

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

Biology I

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

Chemistry

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

English I Reading

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

English I Writing

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

English II Reading

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

English II Writing

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

English III Reading

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a

English III Writing

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a

Geometry

All Students100%
Femalen/a
Male100%
Black or African Americann/a
Asian100%
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

Physics

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a

U.S. History

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a

World Geography

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

World History

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the State of Texas Assessments of Academic Readiness (STAAR) was used to test students in reading and math in grades 3 through 8; in writing in grades 4 and 7; in science in grades 5 and 8; in social studies in grade 8; and end-of-course assessments for English I, II, and II, Algebra I and II, biology and US History. STAAR is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.

Source: Texas Education Agency

  • In 2010-2011, this school was rated "Academically Acceptable".
  • In 2009-2010, this school was rated "Recognized".
  • In 2008-2009, this school was rated "Academically Acceptable".

About the tests


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

Source: Texas Education Agency

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
White 50% 31%
Hispanic 21% 50%
Asian 13% 3%
Black 13% 13%
Two or more races 3% 2%
American Indian/Alaska Native 0% 0%
Hawaiian Native/Pacific Islander 0% 0%
Source: NCES, 2010-2011

Teacher resources

Special staff resources available to students Instructional aide(s)/coach(es)
Librarian/media specialist(s)
PE instructor(s)
Read more about programs at this school
Source: Provided by school officials and community members.

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Arts & music

Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing and written arts
  • Drama

Health & athletics

Staff resources available to students
  • Instructional aide(s)/coach(es)
  • PE instructor(s)
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

School basics

School Leader's name
  • Ms Shurandia Holden
Fax number
  • (469) 752-5201

Resources

Staff resources available to students
  • Instructional aide(s)/coach(es)
  • Librarian/media specialist(s)
  • PE instructor(s)
Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
Transportation options
  • Buses/vans for students only
School facilities
  • Cafeteria
  • Library
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Basketball
  • Football
  • Track
Girls sports
  • Basketball
  • Track
  • Volleyball

Arts & music

Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing arts
  • Drama
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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7706 Osage Plaza Pkwy
Dallas, TX 75252
Website: Click here
Phone: (469) 752-5200

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