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GreatSchools Rating

Trinity Basin Preparatory

Charter | PK-12 | 1732 students

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

 

Be sure to visit

 

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 2 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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38 reviews of this school


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Posted March 23, 2014

I had my son at this school for half of school year only. School's priorities are all wrong. Administration worries more about dress code than the child's education. My son has always been top of his class, but at this school he fell behind. Not enough brain stimulation. Several meetings with his teacher determined my son was well advanced but she couldn't do anything about it because other students in her class were not up to my son's learning level. Teacher also admitted this school catered to "non English speaking" students leaving children like my son to struggle. There's a lot of favoritism... My son had accident (soiled pants) & I never got a call....no attention to kids...I can go on & on...be ware about this school unless of course you are a friend of the principal or administration.
—Submitted by a parent


Posted February 18, 2014

My son start pre-k in this school last Summer, we both love it, the experience has being great, he had learn so much he's so happy and his teacher is just the best I could ask for, I really like this school and my son does too
—Submitted by a parent


Posted November 21, 2013

Never encountered this amount of incompetence at an ISD! They call it "promoting from within", but what it really is is cronyism pure and simple. They have principles with a bachelors degree, uncertified school counselors, and don't give me started on their school Board administration! They use the assistants for every thing, but our pay is nothing! Most of the kids are Hispanic but most of the administration are white women that walk around like they're better than us or that they know more than what we do! The assistance are the best thing about the schools. Don't send your kids here if you want them to learn any structure. all this school is good for is micromanagement and underpaid staff!!


Posted August 19, 2013

Here comes the honest to God truth: if this school is to truly practice what it preaches, it needs to root out nepotism at all levels of its organization, and the CEO needs to take a drastic pay cut. The school's enrollment is completely disproportionate to the 12th highest paid superintendent in the state of Texas. Numbers do not lie. This school could do amazing things, but it will never achieve its destiny as long it runs itself like a Wall Street company instead of a school that truly cares about its teachers, students, and parents. And why is the school so focused on expansion when it cannot provide the adequate support to those who matter most. As Yertle the Turtle would say, "I know up on top you are seeing great sights, but down at the bottom, we too should have rights!!!"
—Submitted by a teacher


Posted August 17, 2013

If you have a below average student then this is an excellent place for your child. If they are above average, do not put them in this school. Every teacher there truly loves kids and wants to help them. Because parents have to call through the front office in order to reach a teacher, we often do not get the messages and find out days later that a parent requested a phone call or a conference when the parent comes to the school in person and angry. When this happens, teachers are blamed not the people who never relayed the message.Most teachers work 70 hours a week. That is in the building hours not the time they spend at home. And they are required buy nearly all of their own materials and supplies. It is, however, a great place to learn as a new teacher because you will be thrown in and have to either sink or swim. You will learn every aspect of being a teacher in a short amount of time but it will require your entire attention and devotion and every minute of every day and night.
—Submitted by a teacher


Posted August 13, 2013

I worked at the elementary campus. While there are some amazing people working here who actually do care about the children, most of the administration does not believe in positive reinforcement, but constant criticism., of teachers and students. I had students get in trouble for no reason at all when in line in the hallways, simply because the principal had a preconceived notion that they were troublemakers. I was told to stop teaching strategies for the state test for no apparent reason (even though no strategy was given for me to teach the students with). Favoritism is prevalent, with best friends and family members of administrators getting promoted even though they are hardly qualified (1 1/2-2 years of experience in a classroom) for the job they are given. I could go on for pages on the questionable activity that takes place on the elementary campus, but I think I can sum up the extremely high turnover rate by theorizing that most teachers spend the school year feeling harassed. In such a negative environment no one can thrive; not the teachers and definitely not the students.
—Submitted by a teacher


Posted August 12, 2013

I too understand the frustration of constant staff changes. While the middle school vice principal was fantastic, it should not come as a surprise that she is gone. Yes she did everything. There are a lot of people that do fantastic things at this school and are still pushed out. If you are not family or close friends of the upper administration, your days are numbered from the beginning. There is even an elementary teacher that boast of that fact. She constantly says, "Well I'll put in a good word for you with (insert administration's name here) because we are best friends and go to graduate school together". Staff like this run the show and they are not ashamed to admit it. I am glad that I have not yet been a target of one of these staff members because they do have the power to run others off. The upper admin has shared confidential teacher walk-throughs with their friends that should not know it. This happened to me when that same elementary teacher came to me after a walk-through and said, "tough break about your walk-through. You usually get good ones." I had not told ANYONE about my walk-through.Hopefully TBP will get it's act together soon. The kids deserve it!
—Submitted by a teacher


Posted August 11, 2013

I am a teacher at the Middle School and while I love the kids, this organization needs to get its act together. I was told that the awesome Vice Principal that we had this past year was "let go". What?! Ms. Cole was the glue holding our school together. We had a lame duck principal and an upper administration who seemed to be happy with it as long as things were getting done. A few of us discovered that Ms. Cole litterally did everything. I walked into a classroom before school where she was fixing a ceiling fan that would not turn on. The teacher said they both had been trying to get the maintenance man our but the upper admin kept sending him to do higher priority tasks. So instead of letting the kids suffer another day, she did it herself. If you are a family member of the upper administration or you attend happy hour/social events with them, your job is safe. If not, you have an expiration date. One teacher was told of her job reassignment via text message during the school day. Another was fired on the last day of school while there were still kids in the building. They had to see her carry her stuff out.
—Submitted by a teacher


Posted June 19, 2013

I love this school!!!!! My son has been going here since pre k 4 and he's going to the 4th grade...alot of parents say they are to strict on the students ... i agree but at the same time they are getting them ready for the REAL world....you cant go to work looking any kind of way or without your uniform... the kids that go to the school are doing way better then the kids in DISD......sad that they are focused on the small stuff instead of there childs education
—Submitted by a parent


Posted June 6, 2013

Reading all the negative reviews mainly from Teachers is very disappointing. I have never had any problems with the school administration here in the several years my children have attending Trinity Basin. I did have one concern this year but I brought it up to a teacher during a Parent conference meeting and seemed the issue was corrected. My children would come home and would let me know how teachers would talk down to the students. One time a teacher told my daughter's classmate to "Put her crap up in a ponytail", the science teacher asked a girl to put her hair up in a ponytail. For a teacher to tell a student "crap" was very uncalled for. Also, teachers would tell students to "Shut up" . Growing up teachers would never speak to students like that. I know students maybe be difficult at times, but if they want respect maybe they should give respect first?
—Submitted by a parent


Posted June 5, 2013

This is not a school I would want my children attending. They are treated so poorly with unnecessary pressure put on them about little things that are not that important. The administration are a bunch of little dictators running around bullying anyone in their path and most have very little if any actual classroom experience themselves. I read the reviews here and thought it couldn't be that bad. But it really is! This is a horrible place to work, a teaching job shouldn't be as miserable as these people make it. If you are looking for a real teaching job where you can care about and help students learn, this is not the place for you. If you have half a brain and can think for yourself and question practices that are just not up to standard, this is not the place for you. Only if you enjoy working in a hostile environment with negative administrators and being micromanaged while being surrounded by nepotism then bingo, this is for you. Also if you notice, there are more negative reviews about this charter school than any other. Only positive remarks on here is by administration or teachers who are scared and bullied into writing something here to try to cover up. Don't let them
—Submitted by a teacher


Posted November 23, 2012

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


Posted November 20, 2012

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


Posted October 10, 2012

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


Posted February 18, 2012

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


Posted April 4, 2011

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


Posted April 4, 2011

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


Posted July 25, 2010

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


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


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

The state average for English Language Arts was 89% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 70% in 2011.

2011

 
 
n/a

2010

 
 
n/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.

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 91% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 74% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 76% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Social Studies

The state average for Social Studies was 93% in 2011.

2011

 
 
n/a

2010

 
 
n/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.

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 95% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 89% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 95% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Social Studies

The state average for Social Studies was 98% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/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.

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

English Language Arts

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantagedn/a
Special educationn/a
Limited English proficient (LEP)n/a

Math

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantagedn/a
Special educationn/a
Limited English proficient (LEP)n/a

Science

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantagedn/a
Special educationn/a
Limited English proficient (LEP)n/a

Social Studies

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantagedn/a
Special educationn/a
Limited English proficient (LEP)n/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

  • 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: CRDC, 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.

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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.

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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.

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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.

Upcoming Events

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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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