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GreatSchools Rating

Trinity Basin Preparatory

Charter | PK-8 | 1732 students

Our school is best known for our safe environment with high expectations.

 

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Living in Dallas

Situated in an urban neighborhood. The median home value is $210,700. The average monthly rent for a 2 bedroom apartment is $740.

Source: Sperling's Best Places
 
Last modified
Community Rating

2 stars

Community Rating by Year
2014:
Based on 4 ratings
2013:
Based on 9 ratings
2012:
Based on 4 ratings
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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40 reviews of this school


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Posted July 18, 2010

This is a fantastic place to work if you entered into education to make a difference and a fantastic place to send your children if you want them to recieve a quality education in the city of Dallas. Teachers are held to a high standard because the mission of the school is to provide the best education to the students as possible. All of the previous comments about teachers getting fired and/or asked to not return are absolutely true. However, teachers in large ISD are observed maybe twice a year and, if for some reason they are not up to a standard, they are put on a growth plan for up to two years. Our teachers are held more accountable. Every desicion I've seen made in the years I have been with the school have all been in the best interest of the students. We all love and truly care.
—Submitted by a teacher


Posted July 5, 2010

It should be a huge red flag that so many teachers are unhappy. Clearly the positive reviews by teachers are in the minority... the overwhelming majority express concerns about administration that are felt by every single teacher with whom I've spoken. Majority rules.
—Submitted by a teacher


Posted June 23, 2010

You are always treated great the first year. You'll see. Then you will be saying the same things you've read here.


Posted June 18, 2010

Ditto! The 2009-2010 school year was my first as a teacher and I was treated very well. I was never in fear of losing my job. If you are confident and know, in your heart, that you are working for the fantastic kids at TBP, being held accountable should not be a problem. I welcomed observations and constructive criticism and never felt bullied by the administration or other teachers. The support I received was awesome! I believe most teachers at Trinity Basin are there because they truly care about the students and their families.
—Submitted by a teacher


Posted June 16, 2010

The Directors of Trinity Basin Preparatory are there to unsure that all students are receiving the finest education possible. Lately I have notice a pattern emerging on this web site with low performing teachers using it as a way to take shots at the highly effective administrators in our outstanding district. If you truly care about the students you should stop. If a small amount of teachers were doing their jobs then they wouldn't be fired. The teachers spend too much time sitting behind their desk instead of teaching. If you give them any free time they will spend it arguing among themselves or gossiping. Some of the teachers were aloud to work here longer than they should have. I understand nobody wants to lose their job but it is like a whale getting harpooned in the ocean, sometimes you have to do what you have do to get rid of extra blubber and move forward with only the best. The point is we only want what is best for our kids and that means the best teachers. If the teacher don't feel that way then as far as I am concern, there's the door!
—Submitted by a teacher


Posted May 6, 2010

Trinity Basin Preparatory is not a good school. The teachers are not accountable for their actions and the Adminstration staff is worse. The CEO never visits the schools or even checks in with the children on campus. OCM, one of the campuses, didn't even have a door on the restroom that the children use. They play favorites to some employees and get rid of the teachers that care!!


Posted May 5, 2010

This school is horribly run. The teacher's are used and abused with the constant threat of being fired if any ill word is said. There is no contract so they can & will fire you for any reason. Student's are given no break between classes or during lunch (they are to be constantly monitored and kept in straight lines). Students are only allowed to go to the bathroom during class (which disrupts the lesson due to the students constantly coming in and out, and makes students miss out on parts of the lesson.) Teachers are incapable of performing at their highest level because they are stretched so thin with the constant threat of being fired. I highly recommend you do NOT send your kid here and definately DO NOT accept a job here.
—Submitted by a teacher


Posted April 23, 2010

In response to some of the comments, I am a teacher at this school and I will not be back next year. The teacher turn over is due to horrible working conditions. Teachers are constantly abused by the management . Charter schools are money making operations and the management just wants the teachers to shut up and babysit the kids so the money keeps rolling in. Admin staff does not care what you are doing in your class as long as you keep the kids out of their hair.
—Submitted by a teacher


Posted April 19, 2010

I cannot recommend this school for your child. There is no excuse for the campus not to be recognized. Charter schools attract the most motivated students and parent from the poorest communities. Charters enforce discipline rules that would likely be challenged in court if they were in the regular public schools. Because they are a school of choice it is easier to eliminate a low-performing and disruptive students. This school will eliminate your child with little to no reason. So why isn't this school recognized? The answer is the lack of competent leadership from the principal to the current C.E.O. According to there web site only one administrator is certified (from an online college) and the rest are not qualified to be an administrator if they were in a regular school district. Again I would not recommend this school.
—Submitted by a parent


Posted April 3, 2010

Teachers are not given any time to actually prepare lessons or correct papers or even eat lunch. No breaks are allowed for teachers to use rest rooms. The continual interference by administrator's micromanaging destroys any continuity the teachers might have been able to construct for the students. Students are held out of class for not having proper articles of clothing ie belt or shoes and miss instruction. The emphasis on appearance over substance makes this one of the worst run operations I have ever seen.
—Submitted by a parent


Posted March 5, 2010

We tried this school 4 several years 2 give them the benefit of the doubt but as always things started good but eventually got 2 the point that I knew this school was no longer up 2 date. The staff are not all that, teachers are so so & principals & admin are out of the question. I truly believe that this school could do better but the less parent involvement the better 4 them & @ that rate the school will not succeed. This is the first year that they are @ a new school & @ 1st they were scared but now they see that is was the right choice. My children have learned alot especially my 2nd grader. He was tested & was a whole year behind & the school worked with him & he is now @ his grade level.
—Submitted by a parent


Posted March 5, 2010

i have noticed a broad spectrum of items in this school. I believe that the administration really do not have control over their teachers. The teachers do what they want without reprecussion. Each have their own favorites and just like any other DISD school, some teachers really do not care about the educational lessons they give to the students. i am a strong believer of parental involvement and I try my best to be interactive with my students, but, the system they use as far as grading in the Powerschool is hardly updated. Teachers never seem to respond to emails, and I have found so many errors on one of my student's report card. I try to give the school the benefit of the doubl, and much more, I feel like pulling out of the school. This school needs a makeover..
—Submitted by a parent


Posted March 4, 2010

I agree that this school is pretty good until you get to middle school. My daughter says the classrooms are out of control with the bad kids - just like every other middle school in Oak Cliff. I tried to talk to the principal but she doesn't care. We are pulling her out at the end of the school year and going to move to the suburbs.
—Submitted by a parent


Posted January 6, 2010

I thought this school was pretty good for my kids until they came to middle school. The teachers are a revolving door - always quitting, you never know who your kids teacher is going to be. I asked what was going on and just got the run around from the rude staff.
—Submitted by a parent


Posted August 26, 2009

this is a great school, the teachers are great with students this is the second year of my son and he loves it!!!
—Submitted by a parent


Posted August 24, 2009

This is a very good school, the teachers are great with the children. Staff will give you a hard time about picking your child, even in emergency situations! I have experienced rudeness from some of the assistant teacher helpers to the 10th degree! Some of the staff there walk around mad at the world and WILL take it out on you. There is no window for tardiness, your children have to be there by 8:00 in the classroom sitting down, no exceptions. Make sure you are CLEAR about how many days your child can miss before they send you out a truancy slip. If you have a change of clothes for your small children make sure they are accounted for immediately because they will come up missing. Yes it is an EXCELLENT school, but the staff takes up for each other...parent's views don't matter.
—Submitted by a parent


Posted August 3, 2009

I was very impressed with this school. My children transferred here upon moving from Denton County this past year. I was apprehensive about enrolling them in an Oak Cliff school due to the reputation of the area & I feared they would fall behind due to the stress of the transition. However, in the first few weeks I noticed their grades shoot up above average & they ended the year with honors. I was very pleased with the focused attention they received from the faculty. Starting from the one on one conversation with the principle discussing both the school s & my expectations; to the teachers giving personalized attention to each child, bringing out their best; to the extra curricular activities coach cheering on our first year players with encouragement and pride. I would definitely recommend this school to all.
—Submitted by a parent


Posted June 3, 2009

This was my daughter's first year in Trinity Basin Preparatory in 1st grade and she LOVES it. I also was really impressed with it, she had previously attended a catholic school and was very expensive to keep her there but now I see that this school is alot better academically and it also provides a very safe enviroment for the children. Their policies are strict but that keeps the kids on the right path, my daughter will definetly continue to go there. Thanks to all the staff at Trinity Basin, especially the first grade teachers for teaching and keeping my daughter safe.
—Submitted by a parent


Posted August 21, 2008

this school is awesome and i love the way they care about our children and their safey. I have never had a problem with the staff and it's my son's second year there and will continue there....
—Submitted by a parent


Posted January 29, 2008

My child has only been attending for a month now but i have seen a grade improvement in his conduct and he likes the teachers.
—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.

57 students were tested at this school in 2011.

2011

 
 
86%

2010

 
 
90%
Math

The state average for Math was 87% in 2011.

57 students were tested at this school in 2011.

2011

 
 
67%

2010

 
 
75%
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.

60 students were tested at this school in 2011.

2011

 
 
72%

2010

 
 
69%
Math

The state average for Math was 88% in 2011.

60 students were tested at this school in 2011.

2011

 
 
77%

2010

 
 
73%
Writing

The state average for Writing was 90% in 2011.

60 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
85%
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.

61 students were tested at this school in 2011.

2011

 
 
74%

2010

 
 
71%
Math

The state average for Math was 81% in 2011.

61 students were tested at this school in 2011.

2011

 
 
84%

2010

 
 
81%
Science

The state average for Science was 87% in 2011.

61 students were tested at this school in 2011.

2011

 
 
64%

2010

 
 
67%
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.

62 students were tested at this school in 2011.

2011

 
 
71%

2010

 
 
90%
Math

The state average for Math was 83% in 2011.

61 students were tested at this school in 2011.

2011

 
 
85%

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 86% in 2011.

62 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
92%
Math

The state average for Math was 81% in 2011.

61 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
69%
Writing

The state average for Writing was 94% in 2011.

62 students were tested at this school in 2011.

2011

 
 
100%

2010

 
 
97%
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.

46 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
94%
Math

The state average for Math was 73% in 2011.

46 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
84%
Science

The state average for Science was 79% in 2011.

45 students were tested at this school in 2011.

2011

 
 
62%

2010

 
 
49%
Social Studies

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

46 students were tested at this school in 2011.

2011

 
 
93%

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

All Students86%
Female90%
Male85%
Black or African Americann/a
Asiann/a
Hispanic87%
Whiten/a
Economically disadvantaged86%
Not economically disadvantaged100%
Special educationn/a
Not special education88%
Limited English proficient (LEP)86%
Proficient in English89%
Non-migrant88%
Gifted/talentedn/a

Math

All Students67%
Female72%
Male63%
Black or African Americann/a
Asiann/a
Hispanic68%
Whiten/a
Economically disadvantaged68%
Not economically disadvantaged67%
Special educationn/a
Not special education68%
Limited English proficient (LEP)76%
Proficient in English59%
Non-migrant68%
Gifted/talentedn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students72%
Female77%
Male64%
Black or African Americann/a
Asiann/a
Hispanic70%
Whiten/a
Economically disadvantaged68%
Not economically disadvantaged100%
Special educationn/a
Not special education73%
Limited English proficient (LEP)58%
Proficient in English89%
Non-migrant72%
Gifted/talentedn/a

Math

All Students77%
Female83%
Male68%
Black or African Americann/a
Asiann/a
Hispanic77%
Whiten/a
Economically disadvantaged77%
Not economically disadvantaged71%
Special educationn/a
Not special education76%
Limited English proficient (LEP)79%
Proficient in English74%
Non-migrant77%
Gifted/talentedn/a

Writing

All Students90%
Female97%
Male80%
Black or African Americann/a
Asiann/a
Hispanic91%
Whiten/a
Economically disadvantaged91%
Not economically disadvantaged86%
Special educationn/a
Not special education90%
Limited English proficient (LEP)94%
Proficient in English85%
Non-migrant90%
Gifted/talentedn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students74%
Female73%
Male75%
Black or African Americann/a
Asiann/a
Hispanic73%
Whiten/a
Economically disadvantaged73%
Not economically disadvantaged83%
Special educationn/a
Not special education78%
Limited English proficient (LEP)64%
Proficient in English81%
Non-migrant74%
Gifted/talentedn/a

Math

All Students84%
Female82%
Male86%
Black or African Americann/a
Asiann/a
Hispanic82%
Whiten/a
Economically disadvantaged82%
Not economically disadvantaged100%
Special educationn/a
Not special education84%
Limited English proficient (LEP)73%
Proficient in English89%
Non-migrant84%
Gifted/talentedn/a

Science

All Students64%
Female58%
Male71%
Black or African Americann/a
Asiann/a
Hispanic61%
Whiten/a
Economically disadvantaged64%
Not economically disadvantaged67%
Special educationn/a
Not special education64%
Limited English proficient (LEP)50%
Proficient in English72%
Non-migrant64%
Gifted/talentedn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students71%
Female79%
Male55%
Black or African Americann/a
Asiann/a
Hispanic71%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged72%
Not economically disadvantagedn/a
Special educationn/a
Not special education76%
Limited English proficient (LEP)59%
Proficient in English80%
Non-migrant71%
Gifted/talentedn/a

Math

All Students85%
Female88%
Male80%
Black or African Americann/a
Asiann/a
Hispanic86%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged86%
Not economically disadvantagedn/a
Special educationn/a
Not special education88%
Limited English proficient (LEP)79%
Proficient in English90%
Non-migrant85%
Gifted/talentedn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students92%
Female90%
Male94%
Black or African Americann/a
Asiann/a
Hispanic91%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged91%
Not economically disadvantaged100%
Special educationn/a
Not special education92%
Limited English proficient (LEP)80%
Proficient in English95%
Non-migrant92%
Gifted/talentedn/a

Math

All Students90%
Female87%
Male93%
Black or African Americann/a
Asiann/a
Hispanic91%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged93%
Not economically disadvantagedn/a
Special educationn/a
Not special education90%
Limited English proficient (LEP)80%
Proficient in English91%
Non-migrant90%
Gifted/talentedn/a

Writing

All Students100%
Female100%
Male100%
Black or African Americann/a
Asiann/a
Hispanic100%
Whiten/a
Economically disadvantaged100%
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Non-migrant100%
Gifted/talentedn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students96%
Female97%
Male93%
Black or African Americann/a
Asiann/a
Hispanic95%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged96%
Not economically disadvantagedn/a
Special educationn/a
Not special education96%
Limited English proficient (LEP)86%
Proficient in English97%
Migrantn/a
Non-migrant96%
Gifted/talentedn/a

Math

All Students93%
Female97%
Male86%
Black or African Americann/a
Asiann/a
Hispanic95%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged93%
Not economically disadvantagedn/a
Special educationn/a
Not special education93%
Limited English proficient (LEP)86%
Proficient in English95%
Migrantn/a
Non-migrant93%
Gifted/talentedn/a

Science

All Students62%
Female61%
Male64%
Black or African Americann/a
Asiann/a
Hispanic63%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged65%
Not economically disadvantagedn/a
Special educationn/a
Not special education62%
Limited English proficient (LEP)67%
Proficient in English62%
Migrantn/a
Non-migrant62%
Gifted/talentedn/a

Social Studies

All Students93%
Female94%
Male93%
Black or African Americann/a
Asiann/a
Hispanic93%
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantaged93%
Not economically disadvantagedn/a
Special educationn/a
Not special education93%
Limited English proficient (LEP)86%
Proficient in English95%
Migrantn/a
Non-migrant93%
Gifted/talentedn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

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

127 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
n/a
Math

The state average for Math was 69% in 2013.

125 students were tested at this school in 2013.

2013

 
 
27%

2012

 
 
n/a
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

118 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
n/a
Math

The state average for Math was 68% in 2013.

125 students were tested at this school in 2013.

2013

 
 
26%

2012

 
 
n/a
Writing

The state average for Writing was 71% in 2013.

119 students were tested at this school in 2013.

2013

 
 
36%

2012

 
 
n/a
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

125 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
n/a
Math

The state average for Math was 75% in 2013.

122 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
n/a
Science

The state average for Science was 73% in 2013.

126 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
n/a
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

122 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
n/a
Math

The state average for Math was 74% in 2013.

122 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
n/a
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

124 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
n/a
Math

The state average for Math was 71% in 2013.

123 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
n/a
Writing

The state average for Writing was 70% in 2013.

125 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
n/a
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

127 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
n/a
Math

The state average for Math was 77% in 2013.

81 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
n/a
Science

The state average for Science was 75% in 2013.

126 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
n/a
Social Studies

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

123 students were tested at this school in 2013.

2013

 
 
48%

2012

 
 
n/a
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

Algebra I

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

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 Students59%
Female63%
Male54%
Black or African American70%
Asiann/a
Hispanic57%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged59%
Not economically disadvantaged56%
Special education0%
Not special education62%
Limited English proficient (LEP)54%
Proficient in English65%
Migrantn/a
Non-migrant59%
Gifted/talentedn/a
Non-Gifted59%
Bilingualn/a

Math

All Students27%
Female30%
Male24%
Black or African American11%
Asiann/a
Hispanic29%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged26%
Not economically disadvantaged38%
Special educationn/a
Not special education28%
Limited English proficient (LEP)25%
Proficient in English30%
Migrantn/a
Non-migrant27%
Gifted/talentedn/a
Non-Gifted27%
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 Students45%
Female44%
Male46%
Black or African American43%
Asiann/a
Hispanic45%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged44%
Not economically disadvantaged63%
Special educationn/a
Not special education45%
Limited English proficient (LEP)34%
Proficient in English56%
Migrantn/a
Non-migrant45%
Gifted/talentedn/a
Non-Gifted45%
Bilingualn/a

Math

All Students26%
Female29%
Male24%
Black or African American29%
Asiann/a
Hispanic26%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged25%
Not economically disadvantaged50%
Special education9%
Not special education28%
Limited English proficient (LEP)22%
Proficient in English31%
Migrantn/a
Non-migrant26%
Gifted/talentedn/a
Non-Gifted26%
Bilingualn/a

Writing

All Students36%
Female46%
Male26%
Black or African American29%
Asiann/a
Hispanic37%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged35%
Not economically disadvantaged50%
Special education33%
Not special education36%
Limited English proficient (LEP)29%
Proficient in English44%
Migrantn/a
Non-migrant36%
Gifted/talentedn/a
Non-Gifted36%
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 Students69%
Female75%
Male62%
Black or African Americann/a
Asiann/a
Hispanic68%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged68%
Not economically disadvantaged75%
Special education40%
Not special education71%
Limited English proficient (LEP)62%
Proficient in English78%
Migrantn/a
Non-migrant69%
Gifted/talentedn/a
Non-Gifted69%
Bilingualn/a

Math

All Students52%
Female52%
Male51%
Black or African Americann/a
Asiann/a
Hispanic52%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged51%
Not economically disadvantaged58%
Special education29%
Not special education53%
Limited English proficient (LEP)45%
Proficient in English61%
Migrantn/a
Non-migrant52%
Gifted/talentedn/a
Non-Gifted52%
Bilingualn/a

Science

All Students67%
Female66%
Male69%
Black or African Americann/a
Asiann/a
Hispanic67%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged65%
Not economically disadvantaged92%
Special education45%
Not special education70%
Limited English proficient (LEP)64%
Proficient in English73%
Migrantn/a
Non-migrant67%
Gifted/talentedn/a
Non-Gifted67%
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 Students62%
Female69%
Male55%
Black or African Americann/a
Asiann/a
Hispanic63%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged62%
Not economically disadvantaged67%
Special education0%
Not special education66%
Limited English proficient (LEP)55%
Proficient in English71%
Migrantn/a
Non-migrant62%
Gifted/talentedn/a
Non-Gifted62%
Bilingualn/a

Math

All Students55%
Female61%
Male48%
Black or African Americann/a
Asiann/a
Hispanic56%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged55%
Not economically disadvantaged50%
Special education0%
Not special education58%
Limited English proficient (LEP)52%
Proficient in English59%
Migrantn/a
Non-migrant55%
Gifted/talentedn/a
Non-Gifted55%
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 Students72%
Female71%
Male73%
Black or African Americann/a
Asiann/a
Hispanic71%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged71%
Not economically disadvantaged79%
Special education30%
Not special education75%
Limited English proficient (LEP)36%
Proficient in English89%
Migrantn/a
Non-migrant72%
Gifted/talentedn/a
Non-Gifted72%
Bilingualn/a

Math

All Students60%
Female56%
Male66%
Black or African Americann/a
Asiann/a
Hispanic59%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged61%
Not economically disadvantaged50%
Special education22%
Not special education63%
Limited English proficient (LEP)41%
Proficient in English69%
Migrantn/a
Non-migrant60%
Gifted/talentedn/a
Non-Gifted60%
Bilingualn/a

Writing

All Students48%
Female49%
Male46%
Black or African Americann/a
Asiann/a
Hispanic49%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged50%
Not economically disadvantaged36%
Special education20%
Not special education50%
Limited English proficient (LEP)19%
Proficient in English63%
Migrantn/a
Non-migrant48%
Gifted/talentedn/a
Non-Gifted48%
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 Students86%
Female90%
Male80%
Black or African Americann/a
Asiann/a
Hispanic85%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged87%
Not economically disadvantaged60%
Special education29%
Not special education89%
Limited English proficient (LEP)74%
Proficient in English91%
Migrantn/a
Non-migrant86%
Gifted/talentedn/a
Non-Gifted86%
Bilingualn/a

Math

All Students59%
Female57%
Male63%
Black or African Americann/a
Asiann/a
Hispanic59%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged58%
Not economically disadvantaged80%
Special education17%
Not special education63%
Limited English proficient (LEP)58%
Proficient in English59%
Migrantn/a
Non-migrant59%
Gifted/talentedn/a
Non-Gifted59%
Bilingualn/a

Science

All Students61%
Female59%
Male64%
Black or African Americann/a
Asiann/a
Hispanic60%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged61%
Not economically disadvantaged60%
Special education14%
Not special education64%
Limited English proficient (LEP)40%
Proficient in English71%
Migrantn/a
Non-migrant61%
Gifted/talentedn/a
Non-Gifted61%
Bilingualn/a

Social Studies

All Students48%
Female45%
Male52%
Black or African Americann/a
Asiann/a
Hispanic47%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged48%
Not economically disadvantagedn/a
Special education0%
Not special education51%
Limited English proficient (LEP)20%
Proficient in English61%
Migrantn/a
Non-migrant48%
Gifted/talentedn/a
Non-Gifted48%
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
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

Algebra II

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

Biology I

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

Chemistry

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

English I Reading

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

English I Writing

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

English II Reading

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

English II Writing

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

English III Reading

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

English III Writing

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

Geometry

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

Physics

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

U.S. History

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

World Geography

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

World History

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

About the tests


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

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

Source: Texas Education Agency

  • 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
Hispanic 95% 52%
Black 4% 13%
Asian or Pacific Islander 1% 4%
American Indian/Alaska Native 0% 0%
Hawaiian Native/Pacific Islander N/A 0%
Two or more races N/A 2%
White 0% 29%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 67%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 24%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

Special staff resources available to students Assistant principal(s)
Art teacher(s)
ELL/ESL Coordinator
Instructional aide(s)/coach(es)
PE instructor(s)
Reading specialist(s)
Security personnel
School social worker/counselors(s)
Special education coordinator
Speech and language therapist(s)
Teacher aid/assistant teacher
Tutor(s)
Foreign languages spoken by school staff Spanish
Read more about programs at this school
Source: Provided by a school official.

Special education / special needs

Level of special education programming offered
  • Moderate - the school consistently offers a full program for particular special education needs
Extra learning resources offered
  • Differentiated learning programs
Staff resources available to students
  • Special education coordinator
  • Speech and language therapist(s)

Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab

Arts & music

Staff resources available to students
  • Art teacher(s)
School facilities
  • Art room
Clubs
  • Art club
  • Dance club
  • Student newspaper
  • Yearbook

Language learning

Level of ESL/ELL programming offered
  • Intensive - the school offers a full program for many languages and/or offers at least one very comprehensive program school-wide for at least 25% of our population
Languages supported by ESL/ELL programs
  • Spanish
Staff resources available to students
  • ELL/ESL Coordinator
  • Speech and language therapist(s)
Foreign languages spoken by staff
  • Spanish

Health & athletics

Staff resources available to students
  • Instructional aide(s)/coach(es)
  • PE instructor(s)
School facilities
  • Multi-purpose room ("cafegymatorium")

Gifted & talented

Extra learning resources offered
  • Acceleration
School leaders can update this information here.

School basics

School start time
  • 8:00 am
School end time
  • 3:30 am
School Leader's name
  • ALICIA DUNSON
Best ways for parents to contact the school
  • Email
  • Phone
Age at which early childhood or Pre-K program begins
  • 3 years old
Gender
  • Coed
Is there an application process?
  • No
Fax number
  • (214) 942-8864

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • Hybrid
  • Individually guided instruction
  • Standards-based
  • Teacher-run
Specific academic themes or areas of focus

Don't understand these terms?
  • None
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • No
Level of special education programming offered
  • Moderate - the school consistently offers a full program for particular special education needs
Foreign languages taught
  • None
Level of ESL/ELL programming offered
  • Intensive - the school offers a full program for many languages and/or offers at least one very comprehensive program school-wide for at least 25% of our population
Languages supported by ESL/ELL programs
  • Spanish

Resources

Staff resources available to students
  • Art teacher(s)
  • Assistant principal(s)
  • ELL/ESL Coordinator
  • Instructional aide(s)/coach(es)
  • PE instructor(s)
  • Reading specialist(s)
  • School social worker/counselors(s)
  • Security personnel
  • Special education coordinator
  • Speech and language therapist(s)
  • Teacher aid/assistant teacher
  • Tutor(s)
Foreign languages spoken by staff
  • Spanish
Extra learning resources offered
  • Acceleration
  • Counseling
  • Differentiated learning programs
  • Remediation
  • Title I Schoolwide program (SWP)
  • Tutoring
Transportation options
  • None
School facilities
  • Art room
  • Cafeteria
  • Computer lab
  • Internet access
  • Library
  • Multi-purpose room ("cafegymatorium")
  • Playground
School leaders can update this information here.

Sports

Boys sports
  • Flag football
  • Soccer
  • Track
Girls sports
  • Cheerleading
  • Soccer
  • Track
  • Volleyball

Arts & music

Visual arts
  • None
Music
  • None
Performing arts
  • None
Media arts
  • None

Student clubs

Clubs (distinct from courses)
  • Art club
  • Book/reading club
  • Dance club
  • Homework help/study buddy club
  • Student council/government
  • Student newspaper
  • Yearbook
School leaders can update this information here.

School culture

Dress Code
  • Uniforms
Bullying policy
  • This school has a bullying and/or cyber bullying policy in place.
Parent involvement
  • Attend parent nights
  • Chaperone school trips
  • Coach sports teams or extracurricular activities
  • Join PTO/PTA
  • Monitor the playground
  • Organize cultural events
  • Organize fundraising events (school auction, bake sales, etc.)
  • Present special topics during curricular units
  • Serve on school improvement team or governance council
  • Volunteer in the classroom
  • Volunteer time after school
More from this school
  • We have an open door policy. Contact us for a tour at any time to see if our school is the right fit for your child.
School leaders can update this information here.
 

How to apply

Does this school have an application or enrollment process?
 

No

Planning Ahead

Students typically attend these schools after graduating
Dallas ISD Magnet programs
Notice an inaccuracy? Let us know!

400 South Zang Boulevard
Dallas, TX 75208
Website: Click here
Phone: (214) 946-8846

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