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GreatSchools Rating

White Rock Elementary School

Public | PK-6 | 753 students

 
 

Last modified
Community Rating

5 stars

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

Teacher quality

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Parent involvement

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13 reviews of this school


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Posted June 30, 2014

Pros: Lovely neighborhood feel, strong community spirit and support. There are many volunteers involved with the school. Many families walk to/from school. Staff greets everyone as they arrive each morning. Teachers are superb, they care deeply for the children. Cons: Class sizes are large. Cafeteria is small, so lunch starts early (10:45am) and it is short (15-20 min) before kids are ushered away to the Walk and Talk program to make room for the next group of kids. School is currently undergoing construction to build much needed new classrooms and enlarge the gym. New technology is being added as well. Overall, I highly recommend this school! Also, median home cost is inaccurate. The majority of homes in this neighborhood sell for $400k and higher. There are a couple of apartment complexes that feed into this school as well. The school is made up of majority well-educated, professional families where education is top priority for their children. However, families are also down-to-earth and the neighborhood has a "small town" feel. White Rock Elementary is the heart of the neighborhood, sports practices, carnivals, community events, parties are all held here.
—Submitted by a parent


Posted March 8, 2011

White Rock Elementary is a HUGE success! I can't say enough great things about it. The office staff is wonderful and always helpful with a smile. This is my son's second year and we love it. The parent participation is outstanding. WRE PPCD program is THE BEST! The teachers are like non other. They really care about the children and it shows. Very patient, knowledgeable and attentive. My hat goes off to you! Please, don't change.
—Submitted by a parent


Posted June 23, 2010

We love this neighborhood school! It is quietly tucked inside the neighborhood which makes it the center of our neighborhood. The school has such high parent involvement and the teachers are excellent. WRE is a great community of students, staff, and parents.
—Submitted by a parent


Posted January 8, 2010

We love WRE! Top rated 'Exemplary' ranking by state of Texas. Fabulous teachers, strong PTA (w/o being nutty), and great community feel. Good mix of working parents and at-home parents and plus the neighborhood is an amazingly good mix conservative, liberal, and 'everyone in-between' families. Smart and high-achieving school w/out being snooty & overly competitive. All that and we're in the heart of Dallas and not the burbs! Brilliant!
—Submitted by a parent


Posted September 17, 2009

Teachers love the kids!!!
—Submitted by a parent


Posted July 22, 2009

I believe the teachers are well organized and cater to the needs of the children as well as the parents. Richardson Independent School District has been excellent from the beginning. I recently returned with my son. I was a White Rock Elementary student myself!
—Submitted by a parent


Posted May 21, 2009

What a terrific school! RISD is a very strong district overall, and White Rock Elem is one of its shining stars. What the teachers are accomplishing on a daily basis, with kids from all walks of life, is truly great. My child goes to school with sons and daughters of families that value a tight-knit community and a true neighborhood school. The REACH program is tops. The Art teacher and the arts program overall is very strong for a public school- walk down the school's art-filled halls! The academics are challenging, but well balanced. The school warmly welcomes the community to be involved, and each child is appreciated individually. The front office staff is sincere and always helpful. And Ms. Amanda Lewis is a treasure - a kind and gifted young teacher who has nurtured and carried her kids through a fun-filled year of learning!
—Submitted by a parent


Posted January 29, 2009

The community is absolutely fabulous, the teachers are great, and the parent involvement is like nothing ever experienced before. Wonderful school!!!
—Submitted by a parent


Posted August 9, 2008

Many parents are former students have married and moved back to the neighborhood to give their kids the same wonderful experience that we had as kids. The community is very tight & involved. Kids play sports together, teachers are wonderful and stay in close contact with parents, and Becky Reidling (principal) is great. There's even a Dad's Club! It's considered the 'Beaver Cleaver' school of the neighborhood because most families are 2 parent households with SAHM. There has always been a division between the home owners and the 'apartment kids,' both by race and parental involvement. Home owner families tend to stay in the area for years and years, and apartment kids tend to have less involved parents, and move in and out of the area. Now that the apartments have been torn down, so it shouldn't be a problem anymore.
—Submitted by a parent


Posted May 16, 2008

This school has so many positives. The school encourages parental involvement and the parents 100% support the school and its activities. The classes go on several field trips to enhance their learning. The school also has a great gifted program called REACH for students. The students also are encouraged to help others through special programs throughout the year including a reading challenge that helps raise funds for a sister school in Mexico. The teachers are highly qualified and genuinely care about all of their students.
—Submitted by a parent


Posted March 28, 2006

Great parental involvement and wonderful caring teachers.
—Submitted by a parent


Posted June 11, 2005

The teachers at this school are tremendous! There is an extremely high level of parental involvement, too. It is a very diverse school.
—Submitted by a parent


Posted April 21, 2004

My child came from a private school and found that she was not sufficiently challenged at White Rock Elementary. Many decipline problems arise is class and on the playground. Success in the classroom depends on the quality teachings of the individual teachers, and it seems to be a toss of the dice for success.
—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 89% in 2011.

77 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
99%
Math

The state average for Math was 87% in 2011.

76 students were tested at this school in 2011.

2011

 
 
99%

2010

 
 
95%
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.

79 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
98%
Math

The state average for Math was 88% in 2011.

80 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
96%
Writing

The state average for Writing was 90% in 2011.

78 students were tested at this school in 2011.

2011

 
 
99%

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 82% in 2011.

52 students were tested at this school in 2011.

2011

 
 
98%

2010

 
 
100%
Math

The state average for Math was 81% in 2011.

52 students were tested at this school in 2011.

2011

 
 
98%

2010

 
 
100%
Science

The state average for Science was 87% in 2011.

52 students were tested at this school in 2011.

2011

 
 
98%

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

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

56 students were tested at this school in 2011.

2011

 
 
98%

2010

 
 
100%
Math

The state average for Math was 83% in 2011.

55 students were tested at this school in 2011.

2011

 
 
96%

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 Students96%
Female97%
Male96%
Black or African American82%
Asiann/a
Hispanic92%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged90%
Not economically disadvantaged98%
Special education71%
Not special education99%
Limited English proficient (LEP)80%
Proficient in English97%
Migrantn/a
Not migrant96%
Gifted/talented100%

Math

All Students99%
Female100%
Male98%
Black or African American90%
Asiann/a
Hispanic100%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged100%
Not economically disadvantaged98%
Special education83%
Not special education100%
Limited English proficient (LEP)100%
Proficient in English99%
Migrantn/a
Not 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

All Students97%
Female100%
Male96%
Black or African American86%
Asiann/a
Hispanic93%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged85%
Not economically disadvantaged100%
Special education100%
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English99%
Migrantn/a
Not migrant97%
Gifted/talented100%

Math

All Students95%
Female94%
Male96%
Black or African American100%
Asiann/a
Hispanic80%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged71%
Not economically disadvantaged100%
Special education100%
Not special education95%
Limited English proficient (LEP)n/a
Proficient in English97%
Migrantn/a
Not migrant95%
Gifted/talented100%

Writing

All Students99%
Female100%
Male98%
Black or African American100%
Asiann/a
Hispanic93%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged92%
Not economically disadvantaged100%
Special education100%
Not special education99%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Not 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

All Students98%
Female100%
Male97%
Black or African American80%
Asiann/a
Hispanic100%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged90%
Not economically disadvantaged100%
Special educationn/a
Not special education98%
Limited English proficient (LEP)n/a
Proficient in English98%
Migrantn/a
Not migrant98%
Gifted/talented100%

Math

All Students98%
Female100%
Male97%
Black or African American80%
Asiann/a
Hispanic100%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged90%
Not economically disadvantaged100%
Special educationn/a
Not special education98%
Limited English proficient (LEP)n/a
Proficient in English98%
Migrantn/a
Not migrant98%
Gifted/talented100%

Science

All Students98%
Female100%
Male100%
Black or African Americann/a
Asiann/a
Hispanic100%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged100%
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Not migrant100%
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 Students98%
Female100%
Male95%
Black or African American83%
Asiann/a
Hispanic100%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged93%
Not economically disadvantaged100%
Special educationn/a
Not special education98%
Limited English proficient (LEP)n/a
Proficient in English98%
Migrantn/a
Not migrant98%
Gifted/talented100%

Math

All Students96%
Female97%
Male95%
Black or African American83%
Asiann/a
Hispanic91%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged86%
Not economically disadvantaged100%
Special educationn/a
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English98%
Migrantn/a
Not 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

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

99 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
93%
Math

The state average for Math was 69% in 2013.

98 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
90%
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.

89 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
86%
Math

The state average for Math was 68% in 2013.

89 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
79%
Writing

The state average for Writing was 71% in 2013.

91 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
74%
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.

71 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
93%
Math

The state average for Math was 75% in 2013.

70 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
94%
Science

The state average for Science was 73% in 2013.

70 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
93%
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.

89 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
98%
Math

The state average for Math was 74% in 2013.

88 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
91%
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.

2013

 
 
n/a

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 Students89%
Female97%
Male83%
Black or African American56%
Asiann/a
Hispanic80%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White96%
Economically disadvantaged60%
Not economically disadvantaged96%
Special education80%
Not special education90%
Limited English proficient (LEP)40%
Proficient in English91%
Migrantn/a
Not migrant89%
Gifted/talented100%
Not Gifted82%
Bilingualn/a

Math

All Students96%
Female97%
Male95%
Black or African American89%
Asiann/a
Hispanic93%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White97%
Economically disadvantaged89%
Not economically disadvantaged97%
Special education100%
Not special education95%
Limited English proficient (LEP)n/a
Proficient in English96%
Migrantn/a
Not migrant96%
Gifted/talented97%
Not Gifted95%
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 Students94%
Female96%
Male93%
Black or African American67%
Asiann/a
Hispanic88%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White97%
Economically disadvantaged75%
Not economically disadvantaged96%
Special education90%
Not special education95%
Limited English proficient (LEP)n/a
Proficient in English94%
Migrantn/a
Not migrant94%
Gifted/talented100%
Not Gifted91%
Bilingualn/a

Math

All Students88%
Female92%
Male83%
Black or African American67%
Asiann/a
Hispanic50%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged63%
Not economically disadvantaged90%
Special education67%
Not special education90%
Limited English proficient (LEP)n/a
Proficient in English89%
Migrantn/a
Not migrant88%
Gifted/talented100%
Not Gifted80%
Bilingualn/a

Writing

All Students93%
Female96%
Male90%
Black or African American57%
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White96%
Economically disadvantaged78%
Not economically disadvantaged95%
Special education73%
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English93%
Migrantn/a
Not migrant93%
Gifted/talented100%
Not Gifted89%
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 Students97%
Female100%
Male95%
Black or African Americann/a
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White96%
Economically disadvantaged100%
Not economically disadvantaged97%
Special educationn/a
Not special education99%
Limited English proficient (LEP)80%
Proficient in English98%
Migrantn/a
Not migrant97%
Gifted/talented100%
Not Gifted96%
Bilingualn/a

Math

All Students93%
Female94%
Male92%
Black or African Americann/a
Asiann/a
Hispanic82%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White94%
Economically disadvantaged92%
Not economically disadvantaged93%
Special educationn/a
Not special education94%
Limited English proficient (LEP)n/a
Proficient in English95%
Migrantn/a
Not migrant93%
Gifted/talented100%
Not Gifted91%
Bilingualn/a

Science

All Students91%
Female88%
Male95%
Black or African Americann/a
Asiann/a
Hispanic82%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White92%
Economically disadvantaged77%
Not economically disadvantaged95%
Special educationn/a
Not special education92%
Limited English proficient (LEP)n/a
Proficient in English92%
Migrantn/a
Not migrant91%
Gifted/talented100%
Not Gifted89%
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 Students94%
Female94%
Male94%
Black or African American86%
Asiann/a
Hispanic83%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White98%
Economically disadvantaged75%
Not economically disadvantaged99%
Special education60%
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English96%
Migrantn/a
Not migrant94%
Gifted/talented100%
Not Gifted91%
Bilingualn/a

Math

All Students94%
Female92%
Male96%
Black or African American100%
Asiann/a
Hispanic78%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White98%
Economically disadvantaged73%
Not economically disadvantaged99%
Special educationn/a
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English96%
Migrantn/a
Not migrant94%
Gifted/talented100%
Not Gifted90%
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 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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 "Exemplary".
  • In 2009-2010, this school was rated "Exemplary".
  • In 2008-2009, this school was rated "Exemplary".

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 73% 29%
Hispanic 12% 52%
Black 11% 13%
Two or more races 3% 2%
American Indian/Alaska Native N/A 0%
Asian or Pacific Islander N/A 4%
Hawaiian Native/Pacific Islander N/A 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 2%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 5%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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9229 Chiswell Road
Dallas, TX 75238
Website: Click here
Phone: (469) 593-2700

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