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GreatSchools Rating

Merriman Park Elementary School

Public | K-6 | 442 students

We are best known for commitment to excellence!

 

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Last modified
Community Rating

5 stars

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

Teacher quality

Principal leadership

Parent involvement

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School Official Point of View

Posted July 29, 2010

After reading through a few comments about Merriman Park, I wanted to respond positively. We do have a diverse population, which I am very proud of as a principal. We do offer a staff of more than one that represents our African American population. We have several male staff members, and we also have a range of age and experience to offer. I have fallen in love with this school and community, and my goal has and will continue to be to enrich the lives of my students while I have them during the day. My staff knows and supports my vision, and we are about to begin an incredible year that builds on the excellence academic performance of our students. We are not just about test scores...we are about inspiring our students to think and grow academically, socially, emotionally, and responsibly when it comes to giving back to the community. We have a great time at Merriman Park. This is truly a school blessed with parent and community support which is a huge contributor to our successes!

20 reviews of this school


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Posted January 21, 2013

We moved into this area of Dallas specifically to be in RISD, but still close to downtown. It was one of the best decisions we ever made. My child is in 1st grade and has had a wonderful experience. The teachers are excited and the Principal is second to none. I cannot say enough good things about this school. I can't wait for my 4 year old to start next year!
—Submitted by a parent


Posted May 31, 2011

We love this school. We transferred in from a different school and I could not be more happy. This school has a real sense of family that you can't help but notice as you walk the halls. There is a great deal of parental involvement which makes MPE even better. My daughter is in kindergarten and children from every grade know who she is. She has become such an exceptional young lady this past year. I am always blown away by what she tells me she learned at school that day. I really have to sum up our experience at MPE as incredible. My kids truly feel like this is their second home!!
—Submitted by a parent


Posted April 19, 2011

Merriman Park has been a great fit for our family! Every teacher we've had over the past 4 years have done their best to teach to each child. Laurie Taylor is the most amazing, committed, and creative Principal! She cares as much about the success of our school and childen as we do. Merriman Park Elementary is a big family!
—Submitted by a parent


Posted December 9, 2010

I love MPE and have for the past seven years!! GO PANTHERS!! I love all the teachers, and this is where i made all my really good friends.


Posted August 27, 2010

We moved to Dallas almost 3 years ago, and we researched all of the DFW area schools. We knew that Richardson ISD is where we wanted to be, and after touring all of the elementary school in Lake Highlands, Merriman Park was the place for us! The teachers and other staff were so welcoming and kind, and the PTA members in charge of the PeeWee Panthers (preschool) program were so helpful. After my twin girls started kindergarten there, we were convinced that we made the right choice. Not only do we know that our children will get the best education possible there, but we have made wonderful friends that feel like our own family. Thanks Merriman Park staff and families!!
—Submitted by a parent


Posted August 27, 2010

I currently have two children attending MPE and have nothing but the highest praise for this amazing school. Not only are my children thriving academically but almost as importantly, socially! My children have respect for others and for themselves, treat their friends with kindness, are eager to learn and love going to school. The principal is OUTSTANDING and the teaching staff is the most nurturing, caring and gifted faculty you could ask for. It's a "yes" school - if a parent or teacher has an idea to improve the learning environment for the students, the principal says YES - how can we implement it, what can we do to help! It is truly an amazing place to be and I wouldn't want my children anywhere else! We love being involved and supporting our amazing neighborhood school!
—Submitted by a parent


Posted August 19, 2010

Merriman Park has been a perfect fit for our family! It has been such a wonderful experience to attend our neighborhood school. I would put our principal, Laurie Taylor, up against any other...she is the best! Our teachers are fun, energetic and they stay year after year. It's been so nice to have several teachers who grew up in Lake Highlands, and even some who went to MPE themselves. The parents are dedicated to making the school successful and the community is so supportive. Come see what MPE is all about...you will love it!
—Submitted by a parent


Posted March 2, 2010

Academically, this school has done extremely well. Noone can argue that. It has quite a diverse student population with the majority being black 41%. Visit the school's website and you would NEVER think the majority of the students are black. There is, however, ONE black teacher in the entire school. This has to be resolved. I can't imagine such as disparity in majority white school. INSANE! Diversity has to be embraced there. This is what builds great teams a collection of individuals with varying experiences, backgrounds, and cultures. I am sure there are many black and hispanic well qualified teachers. I know the self-esteam of the majority student body has to be suffering.


Posted November 3, 2009

The family-like atmosphere at MPE reflects the excellent communication between parents, students and faculty.
—Submitted by a parent


Posted October 15, 2009

MPE is an admirable public school. The fault I have with it, as seemingly others in the area, is that it only has programs for 'smart' students (not just REACH now but another 'uber' REACH level). This is terrific if you fall within that level (would have been great when I was younger and could have benefited from these programs). However, Unless these REACH kids are being separated from the masses so that the teachers can better teach to the avg. and possibly below average student, this does nothing for those masses. And kids that fall within the latter, will start to fall behind. It's just a fact. I have to agree with others' comments about promoting kids to the next grade. Not all kids are ready (even at the lower grade levels b/f TAKS). This does a great disservice to the kid and will snowball in later years.
—Submitted by a parent


Posted September 19, 2009

MPE is truly a remarkable school. Each child is taught individually and as a classroom. Truly 'No Child is Left Behind'.
—Submitted by a parent


Posted May 14, 2009

Merriman Park is a truly wonderful neighborhood school. The teachers are enthusiastic and skilled, the parent community is unrivalled, and the new principal is amazing! The positive energy he has brought to the school this year is unbelievable. Love this school!!
—Submitted by a parent


Posted August 1, 2008

I heard the new principal for the coming school year is the best in the district. He has led several other schools from average test scores to outstanding ones . MPE is the luckiest school in the district. Great parents, great teachers and now a principal to match!


Posted July 7, 2008

This is a great school. I have three children that have attended there and they have all been well prepared. With any school you have good teachers and bad teachers but the good teachers far outweigh the one or two marginal ones. The only problem is the turnover at principal. It appears that this school is a stepping stone job at that level. Great parent involvement.
—Submitted by a parent


Posted May 21, 2008

A very good public school. BUT, if you think your child needs more one-on-one attention, it is NOT the school for them. Lower grade classrooms are VERY noisy. If your child has attention issues, this can become problematic and might show in their performance. MPE has great programs for advanced kids (REACH) but not enough resources or programs for kids who don t test low enough for special education, speech, etc. And like most public schools, they seem to promote some kids to the next grade, not taking into account if the child has actually mastered the material. You can t build on a foundation that s not solid. The teachers and staff are great in fostering school spirit/pride, and the school has an uber-involved PTA.
—Submitted by a parent


Posted May 19, 2008

Provides good resources for smarter kids i.e. REACH, but tends to forget about the avg. or SLIGHTLY below average child, i.e. those who test low but not 'low enough' for services or added attention. Like most RISD, MPE tends to promote kids to the next grade who probably shouldn't be promoted.
—Submitted by a parent


Posted June 27, 2007

I have nothing but good things to say about this school. Great teachers, great parents, great administration, and overall a wonderful environment for my kids.
—Submitted by a parent


Posted June 5, 2007

Outstanding! This school provides one of the best learning environments I have ever seen. The principal is caring, supportive, and knows how to get the best out of his teachers. The staff is all knowledgeable, professional, and loves children. The community is one of the most supportive in the state. I would never consider my children attending any other school than Merriman Park. I would highly recommend this school to all families that want a positive learning environment with high academic standards!
—Submitted by a parent


Posted December 8, 2006

Don't let this rating fool you -- it's one of the top schools in the area. Great kids, involved parents, terrific and concerned principal, counselor and teachers. It offers talented and gifted programming as well as a chess club and an after-school tutoring program Other clubs include: Beta Club, step club, choir, band, etc. It could stand additional after school programs, but there's a lot of great work and learning happening here. Most of the children are very supportive of one another. I have two children in the school and we are extremely happy with it.
—Submitted by a parent


Posted August 21, 2005

Both of our sons graduated from MPE. One is currently a seventh grader and the oldest is a senior. Over the span of years, MPE has undergone change both in administrative staff, (three principals, four Asst. Principals), teachers, and student population. The one constant has been the high level of parent involvement. The current Principal manages to lead the teaching staff towards excellence , TAKS scores have risen and the performance gap has narrowed, while also keeping a focus on the whole child. Students are recognized for academic progress as well as character accomplishments. Pride is everywhere. MPE supports several extracurricular programs, including a Stomp Club and a free after school program called Panther Clubhouse. At the Clubhouse, students receive homework tutoring, social skills mentoring, and recreation opportunities. The one area of improvement I would like to see at MPE is that the teaching staff better reflect the diversity of the student population.
—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.

51 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
100%
Math

The state average for Math was 87% in 2011.

53 students were tested at this school in 2011.

2011

 
 
92%

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.

53 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
84%
Math

The state average for Math was 88% in 2011.

51 students were tested at this school in 2011.

2011

 
 
100%

2010

 
 
89%
Writing

The state average for Writing was 90% in 2011.

50 students were tested at this school in 2011.

2011

 
 
98%

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.

43 students were tested at this school in 2011.

2011

 
 
100%

2010

 
 
98%
Math

The state average for Math was 81% in 2011.

44 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
98%
Science

The state average for Science was 87% in 2011.

43 students were tested at this school in 2011.

2011

 
 
95%

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 84% in 2011.

54 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
96%
Math

The state average for Math was 83% in 2011.

53 students were tested at this school in 2011.

2011

 
 
100%

2010

 
 
87%
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 Students90%
Female95%
Male87%
Black or African American83%
Asiann/a
Hispanic100%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged86%
Not economically disadvantaged100%
Special educationn/a
Not special education90%
Limited English proficient (LEP)100%
Proficient in English88%
Migrantn/a
Not migrant90%
Gifted/talented100%

Math

All Students92%
Female95%
Male91%
Black or African American92%
Asiann/a
Hispanic100%
American Indian or Alaska Nativen/a
White89%
Economically disadvantaged89%
Not economically disadvantaged100%
Special educationn/a
Not special education92%
Limited English proficient (LEP)100%
Proficient in English91%
Migrantn/a
Not migrant92%
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 Students92%
Female97%
Male84%
Black or African American73%
Asiann/a
Hispanic92%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged82%
Not economically disadvantaged100%
Special education83%
Not special education94%
Limited English proficient (LEP)86%
Proficient in English93%
Migrantn/a
Not migrant92%
Gifted/talented100%

Math

All Students100%
Female100%
Male100%
Black or African American100%
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)100%
Proficient in English100%
Migrantn/a
Not migrant100%
Gifted/talented100%

Writing

All Students98%
Female97%
Male100%
Black or African American89%
Asiann/a
Hispanic100%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged95%
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)100%
Proficient in English98%
Migrantn/a
Not migrant98%
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 Students100%
Female100%
Male100%
Black or African American100%
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)100%
Proficient in English100%
Migrantn/a
Not migrant100%
Gifted/talented100%

Math

All Students95%
Female95%
Male96%
Black or African American83%
Asiann/a
Hispanic100%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged91%
Not economically disadvantaged100%
Special educationn/a
Not special education98%
Limited English proficient (LEP)100%
Proficient in English95%
Migrantn/a
Not migrant95%
Gifted/talented100%

Science

All Students95%
Female94%
Male96%
Black or African American83%
Asiann/a
Hispanic100%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged91%
Not economically disadvantaged100%
Special educationn/a
Not special education95%
Limited English proficient (LEP)100%
Proficient in English94%
Migrantn/a
Not migrant95%
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%
Female100%
Male83%
Black or African American81%
Asiann/a
Hispanic94%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged87%
Not economically disadvantaged100%
Special educationn/a
Not special education94%
Limited English proficient (LEP)n/a
Proficient in English95%
Migrantn/a
Not migrant93%
Gifted/talented100%

Math

All Students100%
Female100%
Male100%
Black or African American100%
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

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

62 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
89%
Math

The state average for Math was 69% in 2013.

61 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
86%
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.

60 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
76%
Math

The state average for Math was 68% in 2013.

61 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
72%
Writing

The state average for Writing was 71% in 2013.

62 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
75%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

49 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
79%
Math

The state average for Math was 75% in 2013.

49 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
91%
Science

The state average for Science was 73% in 2013.

48 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
83%
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.

53 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
75%
Math

The state average for Math was 74% in 2013.

52 students were tested at this school in 2013.

2013

 
 
90%

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

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 Students92%
Female90%
Male94%
Black or African American89%
Asiann/a
Hispanic94%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White92%
Economically disadvantaged88%
Not economically disadvantaged96%
Special educationn/a
Not special education92%
Limited English proficient (LEP)100%
Proficient in English90%
Migrantn/a
Not migrant92%
Gifted/talented100%
Not Gifted91%
Bilingualn/a

Math

All Students77%
Female80%
Male74%
Black or African American61%
Asiann/a
Hispanic76%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged61%
Not economically disadvantaged96%
Special educationn/a
Not special education77%
Limited English proficient (LEP)77%
Proficient in English77%
Migrantn/a
Not migrant77%
Gifted/talented100%
Not Gifted74%
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 Students80%
Female76%
Male85%
Black or African American64%
Asiann/a
Hispanic59%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged57%
Not economically disadvantaged100%
Special education67%
Not special education81%
Limited English proficient (LEP)55%
Proficient in English86%
Migrantn/a
Not migrant80%
Gifted/talented100%
Not Gifted73%
Bilingualn/a

Math

All Students75%
Female71%
Male81%
Black or African American50%
Asiann/a
Hispanic65%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged54%
Not economically disadvantaged94%
Special education50%
Not special education78%
Limited English proficient (LEP)50%
Proficient in English82%
Migrantn/a
Not migrant75%
Gifted/talented100%
Not Gifted67%
Bilingualn/a

Writing

All Students81%
Female79%
Male82%
Black or African American60%
Asiann/a
Hispanic76%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged62%
Not economically disadvantaged97%
Special education29%
Not special education87%
Limited English proficient (LEP)67%
Proficient in English84%
Migrantn/a
Not migrant81%
Gifted/talented100%
Not Gifted74%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students88%
Female86%
Male90%
Black or African American94%
Asiann/a
Hispanic79%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged83%
Not economically disadvantaged95%
Special educationn/a
Not special education88%
Limited English proficient (LEP)57%
Proficient in English93%
Migrantn/a
Not migrant88%
Gifted/talented100%
Not Gifted86%
Bilingualn/a

Math

All Students92%
Female89%
Male95%
Black or African American88%
Asiann/a
Hispanic89%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged87%
Not economically disadvantaged100%
Special educationn/a
Not special education92%
Limited English proficient (LEP)86%
Proficient in English93%
Migrantn/a
Not migrant92%
Gifted/talented100%
Not Gifted91%
Bilingualn/a

Science

All Students90%
Female92%
Male86%
Black or African American88%
Asiann/a
Hispanic83%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged83%
Not economically disadvantaged100%
Special educationn/a
Not special education93%
Limited English proficient (LEP)71%
Proficient in English93%
Migrantn/a
Not migrant90%
Gifted/talented100%
Not Gifted88%
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 Students89%
Female93%
Male83%
Black or African American89%
Asiann/a
Hispanic64%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White96%
Economically disadvantaged76%
Not economically disadvantaged97%
Special educationn/a
Not special education88%
Limited English proficient (LEP)n/a
Proficient in English94%
Migrantn/a
Not migrant89%
Gifted/talented100%
Not Gifted84%
Bilingualn/a

Math

All Students90%
Female96%
Male83%
Black or African American75%
Asiann/a
Hispanic91%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged80%
Not economically disadvantaged97%
Special educationn/a
Not special education90%
Limited English proficient (LEP)n/a
Proficient in English92%
Migrantn/a
Not migrant90%
Gifted/talented100%
Not Gifted86%
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 "Recognized".
  • 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 47% 29%
Hispanic 28% 52%
Black 22% 13%
Two or more races 2% 2%
Asian or Pacific Islander 1% 4%
American Indian/Alaska Native N/A 0%
Hawaiian Native/Pacific Islander N/A 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 17%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 4%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Foreign languages spoken by school staff German
Spanish
Read more about programs at this school
Source: Provided by a school official.

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Awards

Academic awards received in the past 3 years
  • Texas Business and Education Coalition Honor Roll- 3 years (2009)
  • TEA Exemplary School - 3 years (2010)
  • Distinguished Title One School (2010)

Special education / special needs

Specialized programs for specific types of special education students
  • Autism
  • Multiple disabilities
  • Significant developmental delay
  • Specific learning disabilities
  • Speech and language impairments

Science, Technology, Engineering, & Math (STEM)

Clubs
  • Gardening

Arts & music

Visual arts
  • Painting
Music
  • Band
  • Choir / Chorus
  • Orchestra
Media arts
  • Video / Film production
Clubs
  • Student newspaper

Language learning

Foreign languages taught
  • Spanish
Foreign languages spoken by staff
  • German
  • Spanish

Health & athletics

School facilities
  • Access to sports fields
  • Gym
Clubs
  • Gardening

Gifted & talented

Instructional and/or curriculum models used
  • Gifted / high performing
School leaders can update this information here.

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School basics

Before school or after school care / program onsite
  • After school
School Leader's name
  • KATHERINE KIRKPATRICK
Best ways for parents to contact the school
  • Email
Is there an application process?
  • No
Fax number
  • (469) 593-2751

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Core knowledge
  • Gifted / high performing
  • Independent Study
  • Virtual school
Specialized programs for specific types of special education students
  • Autism
  • Multiple disabilities
  • Significant developmental delay
  • Specific learning disabilities
  • Speech and language impairments
Foreign languages taught
  • Spanish

Resources

Foreign languages spoken by staff
  • German
  • Spanish
Extra learning resources offered
  • Remediation
  • Title I Schoolwide program (SWP)
School facilities
  • Access to sports fields
  • Auditorium
  • Cafeteria
  • Computer
  • Garden
  • Gym
  • Library
  • Playground
School leaders can update this 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 »

Arts & music

Visual arts
  • Painting
Music
  • Band
  • Choir / Chorus
  • Orchestra
Media arts
  • Video / Film production

Student clubs

Clubs (distinct from courses)
  • Gardening
  • Student newspaper
School leaders can update this information here.

School culture

Dress Code
  • Dress code
More from this school
  • Merriman Park has a tradition of excellence built by a passionate staff and an incredibly supportive community. Our goal is to enrich the lives of our children and prepare them for learning and growing in the 21st century.
School leaders can update this information here.

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Elementary school
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How to apply

Does this school have an application or enrollment process?
 

No

Planning Ahead

Students typically attend these schools after graduating
Forest Meadow Junior High School
Notice an inaccuracy? Let us know!

7101 Winedale Drive
Dallas, TX 75231
Website: Click here
Phone: (469) 593-2800

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