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Teacher quality
Principal leadership
Parent involvement
My two children attended this school for one year. I can honestly say I would not send my dog there. The school is ran like a prison. If a child has one hair out of place the parent is contacted to come and fix the "major emergency". There is so much favoritism you would not believe. The priniciple are quick to remind you that you chose this school if you have an issues. In other words shut up or take your kid out. The parents cannot setup a conference with the staff, you can only be invited in if there is a problem. They are partial to hispanic students so please beware. This school needs to be shut down!
—Submitted by a parent
Choosing a school for your child is one of the hardest and most important decisions you will ever make. I think the only way to make the best decision is to visit schools that you are interested in. Whether people like or don't like our school, one thing everyone can agree on is that we have an open door policy. Call any school for a tour, any time. See the amazing things going on in our classrooms for yourself. Feel free to call me at (214) 946-9100z
—Submitted by a teacher
Teachers are great! But they don't stay long... They administration really susks and they don't treat their employees good at all. They will fire anyone with their own brain and ideas. Surprised they are still around!
—Submitted by a teacher
I love this school for our two children. The school is great and most of all I love how safe it is.I see that they truly care about EDUCATION and ESPECIALLY SAFETY! I hate the DISD system, having my children at Trinity Basin is a huge honor for us. I have never seen my children so happy going to school like they do now,when they were in DISD schools they didn't look forward to going most of the time. They are strict when it comes to dress code policy,which is a good thing. Children and parents should be responsible when it comes to policies. The staff is very nice and always helpful. I highly recommend this school to everyone!!I I wish it went up to the 12th grade.
—Submitted by a parent
The concept of the school is great. But, the administration is so far out of touch with the methods of the educational system. They continue to stand on a methodology that is currently closing many ISD schools throughout the country. This is why a teacher who proves that other methodologies work as seen with the previous state test scores, they will fire them and hire those who will follow their methods. This is why they are now NOT ACCEPTABLE. If you have a child, I would recommend any school who looks for ways to actually teach your child to make it in the world. They continue to lose the best teachers based on following a teaching method that does not work!
—Submitted by a teacher
Worst experince with the administration. The teachers don't respond to request for phone calls or meetings. If you want your child's education to be first avoid this school at all cost!!!
—Submitted by a parent
Worst school ever!!!! The administration placed improper trauncy on a Kinder student. The courts did dismiss because the case was not filed properly but that was after I missed work twice, paid parking and wasted countless hours.
—Submitted by a parent
I think parents and teachers can understand charter issues better by reading "The Death and Life of the Great American School System. You can find a lot of free videos on the author on youtube. Just because you have the power to fire teachers at-will doesn't mean you are holding teachers to a high standard. Just because the education director can fire anyone at anytime he wants doesn't make him right. How can you talk about high standards when your administrators are not qualified to be an administrator in a public school? With the exception of one principal that has a certification from an on line program, if they were to apply at a real school district (like Mansfield) they would be turn down. There is a movement to stop funding charter schools with state money and after knowing what goes on in this "district" I am in full support of it. If you are a teacher I recommend highly that you do not work here. If you are a parent I recommend highly that you do not send your child here. If you are an employee here I recommend highly you find a new job ASAP.
—Submitted by a teacher
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
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
You are always treated great the first year. You'll see. Then you will be saying the same things you've read here.
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
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
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!!
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
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
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
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
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 Sylvia Gonzalez, a parent
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
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
Grade level
The state average for Math was 87% in 2011.
57 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 89% in 2011.
57 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for Math was 88% in 2011.
60 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 85% in 2011.
60 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Writing was 90% in 2011.
60 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for Math was 81% in 2011.
61 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 82% in 2011.
61 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 87% in 2011.
61 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for Math was 83% in 2011.
61 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 84% in 2011.
62 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for Math was 81% in 2011.
61 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 86% in 2011.
62 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Writing was 94% in 2011.
62 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for Math was 73% in 2011.
46 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 85% in 2011.
46 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 79% in 2011.
45 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Social Studies was 95% in 2011.
46 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
| All Students | 67% |
| Female | 72% |
| Male | 63% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 68% |
| White | n/a |
| Economically disadvantaged | 68% |
| Not economically disadvantaged | 67% |
| Special education | n/a |
| Not special education | 68% |
| Limited English proficient (LEP) | 76% |
| Proficient in English | 59% |
| Non-migrant | 68% |
| Gifted/talented | n/a |
| All Students | 86% |
| Female | 90% |
| Male | 85% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 87% |
| White | n/a |
| Economically disadvantaged | 86% |
| Not economically disadvantaged | 100% |
| Special education | n/a |
| Not special education | 88% |
| Limited English proficient (LEP) | 86% |
| Proficient in English | 89% |
| Non-migrant | 88% |
| Gifted/talented | n/a |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.
Source: Texas Education Agency
| All Students | 77% |
| Female | 83% |
| Male | 68% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 77% |
| White | n/a |
| Economically disadvantaged | 77% |
| Not economically disadvantaged | 71% |
| Special education | n/a |
| Not special education | 76% |
| Limited English proficient (LEP) | 79% |
| Proficient in English | 74% |
| Non-migrant | 77% |
| Gifted/talented | n/a |
| All Students | 72% |
| Female | 77% |
| Male | 64% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 70% |
| White | n/a |
| Economically disadvantaged | 68% |
| Not economically disadvantaged | 100% |
| Special education | n/a |
| Not special education | 73% |
| Limited English proficient (LEP) | 58% |
| Proficient in English | 89% |
| Non-migrant | 72% |
| Gifted/talented | n/a |
| All Students | 90% |
| Female | 97% |
| Male | 80% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 91% |
| White | n/a |
| Economically disadvantaged | 91% |
| Not economically disadvantaged | 86% |
| Special education | n/a |
| Not special education | 90% |
| Limited English proficient (LEP) | 94% |
| Proficient in English | 85% |
| Non-migrant | 90% |
| Gifted/talented | n/a |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.
Source: Texas Education Agency
| All Students | 84% |
| Female | 82% |
| Male | 86% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 82% |
| White | n/a |
| Economically disadvantaged | 82% |
| Not economically disadvantaged | 100% |
| Special education | n/a |
| Not special education | 84% |
| Limited English proficient (LEP) | 73% |
| Proficient in English | 89% |
| Non-migrant | 84% |
| Gifted/talented | n/a |
| All Students | 74% |
| Female | 73% |
| Male | 75% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 73% |
| White | n/a |
| Economically disadvantaged | 73% |
| Not economically disadvantaged | 83% |
| Special education | n/a |
| Not special education | 78% |
| Limited English proficient (LEP) | 64% |
| Proficient in English | 81% |
| Non-migrant | 74% |
| Gifted/talented | n/a |
| All Students | 64% |
| Female | 58% |
| Male | 71% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 61% |
| White | n/a |
| Economically disadvantaged | 64% |
| Not economically disadvantaged | 67% |
| Special education | n/a |
| Not special education | 64% |
| Limited English proficient (LEP) | 50% |
| Proficient in English | 72% |
| Non-migrant | 64% |
| Gifted/talented | n/a |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.
Source: Texas Education Agency
| All Students | 85% |
| Female | 88% |
| Male | 80% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 86% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 86% |
| Not economically disadvantaged | n/a |
| Special education | n/a |
| Not special education | 88% |
| Limited English proficient (LEP) | 79% |
| Proficient in English | 90% |
| Non-migrant | 85% |
| Gifted/talented | n/a |
| All Students | 71% |
| Female | 79% |
| Male | 55% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 71% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 72% |
| Not economically disadvantaged | n/a |
| Special education | n/a |
| Not special education | 76% |
| Limited English proficient (LEP) | 59% |
| Proficient in English | 80% |
| Non-migrant | 71% |
| Gifted/talented | n/a |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.
Source: Texas Education Agency
| All Students | 90% |
| Female | 87% |
| Male | 93% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 91% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 93% |
| Not economically disadvantaged | n/a |
| Special education | n/a |
| Not special education | 90% |
| Limited English proficient (LEP) | 80% |
| Proficient in English | 91% |
| Non-migrant | 90% |
| Gifted/talented | n/a |
| All Students | 92% |
| Female | 90% |
| Male | 94% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 91% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 91% |
| Not economically disadvantaged | 100% |
| Special education | n/a |
| Not special education | 92% |
| Limited English proficient (LEP) | 80% |
| Proficient in English | 95% |
| Non-migrant | 92% |
| Gifted/talented | n/a |
| All Students | 100% |
| Female | 100% |
| Male | 100% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 100% |
| White | n/a |
| Economically disadvantaged | 100% |
| Not economically disadvantaged | 100% |
| Special education | n/a |
| Not special education | 100% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 100% |
| Non-migrant | 100% |
| Gifted/talented | n/a |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.
Source: Texas Education Agency
| All Students | 93% |
| Female | 97% |
| Male | 86% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 95% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 93% |
| Not economically disadvantaged | n/a |
| Special education | n/a |
| Not special education | 93% |
| Limited English proficient (LEP) | 86% |
| Proficient in English | 95% |
| Migrant | n/a |
| Non-migrant | 93% |
| Gifted/talented | n/a |
| All Students | 96% |
| Female | 97% |
| Male | 93% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 95% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 96% |
| Not economically disadvantaged | n/a |
| Special education | n/a |
| Not special education | 96% |
| Limited English proficient (LEP) | 86% |
| Proficient in English | 97% |
| Migrant | n/a |
| Non-migrant | 96% |
| Gifted/talented | n/a |
| All Students | 62% |
| Female | 61% |
| Male | 64% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 63% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 65% |
| Not economically disadvantaged | n/a |
| Special education | n/a |
| Not special education | 62% |
| Limited English proficient (LEP) | 67% |
| Proficient in English | 62% |
| Migrant | n/a |
| Non-migrant | 62% |
| Gifted/talented | n/a |
| All Students | 93% |
| Female | 94% |
| Male | 93% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 93% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 93% |
| Not economically disadvantaged | n/a |
| Special education | n/a |
| Not special education | 93% |
| Limited English proficient (LEP) | 86% |
| Proficient in English | 95% |
| Migrant | n/a |
| Non-migrant | 93% |
| Gifted/talented | n/a |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.
Source: Texas Education Agency
Texas uses Accountability Ratings to indicate the overall performance of each school and district. The ratings are based on TAKS test results, dropout rates for grades 7 and 8 and school completion rates for grades 9 through 12. Schools and districts rated under standard accountability procedures are designated as Exemplary, Recognized, Academically Acceptable or Academically Unacceptable. Schools and districts rated under alternative education accountability (AEA) procedures are designated as either AEA: Academically Acceptable or AEA: Academically Unacceptable.
Source: Texas Education Agency
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
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| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 90% | 48% | ||
| Black | 8% | 14% | ||
| White | 2% | 34% | ||
| American Indian/Alaska Native | N/A | 0% | ||
| Asian/Pacific Islander | 0% | 4% |
| This school | District average | State average | |
|---|---|---|---|
| Special education | 4% | N/A | 10% |
| Gifted/talented students | 0% | N/A | 8% |
| Limited English proficient (LEP) | 37% | N/A | 17% |
| Economically disadvantaged | 88% | N/A | 55% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 15 | N/A | 15 |
| This school | District average | State average | |
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| Beginning teachers | 36% | N/A | 8% |
| 1 to 5 years | 61% | N/A | 30% |
| 6 to 10 years | 3% | N/A | 20% |
| 11 to 20 years | 0% | N/A | 23% |
| 21 or more years | 0% | N/A | 19% |
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Visit
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| Students typically attend these schools after graduating | Dallas ISD Magnet programs |
400 S. Zang Blvd.
Dallas,
TX 75203
Website: Click here
Phone: (214) 946-9100
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