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Teacher quality
Principal leadership
Parent involvement
I agree with the teacher. Everyone is family there. I would love it if you could contact me. I am filing a complaint. I was denied access to my children for an event as a visitor. Against the law people.
—Submitted by a parent
Horrible school. Delgado only out to pocket as much money as possible. He earns more than Superintendents at school 2-5 times larger that Golden Rule School, not to mention everyone is is related despite nepotism laws. State and Federal laws do not matter to the Administration because the Principal use to work for the TEA and gets a heads up on complaints and audits. Good teachers quit with the hopes other schools know what a scam the school is and will not hold the broken contract against them.
—Submitted by a teacher
I am very satisfied with having my son attend this school. Everyday he comes home talking about different things he learned in class. They're learning things I wasn't taught until middle school. We can be driving down the road and he'll just start talking about what he was taught. His grades are really good and the teachers are always willing to help and go out of their way to address any problems. Yes, a little improvement is needed in communication but I have seen an improvement from last year. I hope by the time my son goes to high school there is a high school campus. Not to mention that the security team in that school is very good. They open the door to my car to escort my son off my car and they know him by name.
—Submitted by a parent
As a parent I am embarrassed when I read comments like the previous one. The matter. Of the fact is these people are a bad example and not speaking the truth. As I previously commented, the school has been a great place for my child. Now that the school year is over, we will greatly miss the school. By the way, my son is so well prepared that he was admitted to DISD magnet school for law at Town View.
—Submitted by a parent
My son has been at this school since PreK and next school year he will be going to the 7th grade and will not be returning. when he first started the school was good not great but good. in the last maybe 2 yrs this school has gone to the dogs! 1st off if your child has a doctors appt u may want to schedule it in the morning because going to get the from school early is a challange in itself. i went at 2:15 to get my child and had to sign a note that if i didnt bring an excuse the next day he would be marked absent even tho they dismiss at 3. After 3 absence they send you to court! 2ndly the teachers they have now hardly speak english for me to understand,they send notices out the day before if the kids are out of school,the programs are during working hours and you are notified the day before. This year was the worst. they nolonger give the kids fair tickets and make them come to school for half day on their fair day. the people in the office are horrible. no matter the weather the kids cannot wear shorts cant cary backpacks after they made me buy the school's backpack..this school is horrible only worry about the test and not about the child education all because they rank low!!
—Submitted by a parent
If you love your children and want them to be in a nurturing emotional and academic setting, please do not send them to GRCS. I was a teacher there and left as soon as I could. Here's the basic model of the school, as I saw it: GRCS hires teachers that are enrolled in Alternative Certification programs and have Probationary Teaching Certificates (most public or legit private schools will not hire these teachers). These teachers need a Principal's signature at the end of their probationary year in order to get their Standard Teaching Certificate. So during that year, teachers are reduced to puppets of the administration. Then once they get the signature, they leave for greener pastures and GRCS hires a new crop of inexperienced teachers that they can control for a year. The result is chaos with no administrative accountability. Check the stats for GRCS on the TEA website for teacher turnover and experience. Oh, on top of all that this is a nepotistic family business with administrators all being related.
—Submitted by a teacher
These ratings, unfortunately, seem to be placed by the administration. This school needs a lot of work to be any place that I would take my child. There is no leadership, students have 3, 4, 5 different teachers a year. Students are very stressed out by all the changes,most of which are totally unneccessary. Good teachers seem to get run off by the people in charge. It's a mess.
—Submitted by a teacher
I love this school!!! My daughter is going to this school since first grade and her teachers have all been wonderful.
—Submitted by a parent
Golden Rule is an AWESOME school! My son gets one on one learning!
—Submitted by a parent
Congrats! The school year is almost over!!! I would just like to say that the faculty and staff there at Golden Rule are just awesome. I am very satisfied having my nieces and nephew there. I've seen so much improvements in their reading and math skills. Ms. Hall is very caring, loving, strong, passionate, can be mean at times but hey! its part of the job. Thank you so much Dr. Delgado for your vision and Mr. Mills for your excellent work keeping this school in such an awesome way.
—Submitted by Vicente
I am so happy with the way this school is running this year! I have no problem with my sons' teacher. My son cannot wait to go show his teacher how he finished his homework and I love that he comes home with something new that he learned at school that day! Thank you for improving every year and for listening to my concerns. (thier staff are very good at calling you back-yeah it may take a while sometimes...but its better than recieving no call at all!)
—Submitted by a parent
yes , this is the perfect school,I'm glad my boys are attending, because the teachers are very good and teach stuff that my boys didn.t know, every day they come up with something new.
—Submitted by a parent
I am so happy that my children are attended this school. They have the best teacher and support staff. I wish they can add grades 9th thru 12th for next school year. I think that I did the right thing when I change my children from public school to Golden Rule. They enjoy this school and like the safety environment they provide. Thank You to all the Golden Rule staff, specially to the teacher, Mr. Delgado and Mr. Mills
—Submitted by a parent
I am very happy with the progress this school has made over the years. The principal is set for his 2nd full year and seems to have great ideas and a teaching staff capable of doing a great job. I truly believe that this will be the best year yet. My kids are very excited about attending the Sunnyside campus.
—Submitted by a parent
I truly believe this is a great school. My children attended private then public school and even though we had a pretty good experience, attending Golden Rule really made a difference. The working together of principal and teachers with the parents, the discipline, the approachability and small classroom setting really helps the student overall. I am very happy with this school and would definitely recommend it to others. Thank you to the all the teachers and staff for all that you do for our children. I also appreciate the security and the after school care. Thank to all!
—Submitted by M. Corona, a parent
I believe that Golden Rule Schools,Inc. is a highly qualified school for students as well as teachers. The staff and administrators are always finding ways to help out the students and provide the best quality teaching. This year the school has added several extra curricluar activites for middle school students and I have been pleased with this outcome as I am sure the students are too. I would recommend this school to anyone. It is the best school in Oak Cliff!
—Submitted by a teacher
I am very pleased with Golden Rule Schools. Every year I see improvements in every area. The staff works together as a team. Mr. Mills has done a great job keeping us focused. Our students are always put first. Their education is our top priority.
—Submitted by a teacher
I came to this school back in August of 2006. I have enjoyed working with the children, and the staff are great to work with as well. The principle, Mr. Donald Mills, has been very supportive to me. I am a new teacher, and he has made my first year a pleasant one. I am inspired by his love for teaching. The superintendent, Dr. Delgado, is great is well. Both he and Mr. Mills are very approachable, and I feel that makes for a good environment to work in. I look forward to coming back for another year of school in the fall.
—Submitted by a teacher
I understand the school has a new principal. The school has alot of potential. I have enjoyed my contact with other staff members.
—Submitted by a parent
This school is just perfect for us for because although our 3 children are 3 years apart, they can all be in the same school. The teachers here are very friendly and they wait outside the classroom after school until each child is picked up by parents. My husband and I are very happy to have our children in this school.
—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.
53 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 89% in 2011.
52 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.
55 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 85% in 2011.
55 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Writing was 90% in 2011.
53 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.
50 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 82% in 2011.
50 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 87% in 2011.
49 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.
32 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 84% in 2011.
32 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.
37 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 86% in 2011.
37 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Writing was 94% in 2011.
40 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.
20 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 85% in 2011.
20 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 79% in 2011.
18 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Social Studies was 95% in 2011.
18 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 70% in 2011.
2011
2010
2009
2008
The state average for Reading was 89% 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 English Language Arts was 91% in 2011.
2011
2010
2009
2008
The state average for Math was 74% in 2011.
2011
2010
2009
2008
The state average for Science was 76% in 2011.
2011
2010
2009
2008
The state average for Social Studies was 93% 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 English Language Arts was 95% in 2011.
2011
2010
2009
2008
The state average for Math was 90% in 2011.
2011
2010
2009
2008
The state average for Science was 91% in 2011.
2011
2010
2009
2008
The state average for Social Studies was 99% 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 | 79% |
| Female | 82% |
| Male | 76% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 79% |
| White | n/a |
| Economically disadvantaged | 79% |
| Not economically disadvantaged | n/a |
| Special education | n/a |
| Not special education | 84% |
| Limited English proficient (LEP) | 85% |
| Proficient in English | 70% |
| Non-migrant | 79% |
| Gifted/talented | n/a |
| All Students | 83% |
| Female | 85% |
| Male | 80% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 82% |
| White | n/a |
| Economically disadvantaged | 83% |
| Not economically disadvantaged | n/a |
| Special education | n/a |
| Not special education | 86% |
| Limited English proficient (LEP) | 82% |
| Proficient in English | 84% |
| Non-migrant | 83% |
| 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 | 86% |
| Male | 81% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 83% |
| White | n/a |
| Economically disadvantaged | 84% |
| Not economically disadvantaged | n/a |
| Special education | n/a |
| Not special education | 85% |
| Limited English proficient (LEP) | 71% |
| Proficient in English | 86% |
| Non-migrant | 84% |
| Gifted/talented | n/a |
| All Students | 80% |
| Female | 82% |
| Male | 78% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 79% |
| White | n/a |
| Economically disadvantaged | 80% |
| Not economically disadvantaged | n/a |
| Special education | n/a |
| Not special education | 81% |
| Limited English proficient (LEP) | 59% |
| Proficient in English | 86% |
| Non-migrant | 80% |
| Gifted/talented | n/a |
| All Students | 87% |
| Female | 88% |
| Male | 85% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 86% |
| White | n/a |
| Economically disadvantaged | 87% |
| Not economically disadvantaged | n/a |
| Special education | n/a |
| Not special education | 87% |
| Limited English proficient (LEP) | 75% |
| Proficient in English | 89% |
| Non-migrant | 87% |
| 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 | 72% |
| Female | 69% |
| Male | 78% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 71% |
| White | n/a |
| Economically disadvantaged | 71% |
| Not economically disadvantaged | n/a |
| Special education | n/a |
| Not special education | 75% |
| Limited English proficient (LEP) | 68% |
| Proficient in English | 68% |
| Non-migrant | 72% |
| Gifted/talented | n/a |
| All Students | 72% |
| Female | 66% |
| Male | 83% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 73% |
| White | n/a |
| Economically disadvantaged | 71% |
| Not economically disadvantaged | n/a |
| Special education | n/a |
| Not special education | 71% |
| Limited English proficient (LEP) | 64% |
| Proficient in English | 82% |
| Non-migrant | 72% |
| Gifted/talented | n/a |
| All Students | 71% |
| Female | 68% |
| Male | 78% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 71% |
| White | n/a |
| Economically disadvantaged | 71% |
| Not economically disadvantaged | n/a |
| Special education | n/a |
| Not special education | 72% |
| Limited English proficient (LEP) | 55% |
| Proficient in English | 81% |
| 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 | 94% |
| Female | 89% |
| Male | 100% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 93% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 94% |
| Not economically disadvantaged | n/a |
| Special education | n/a |
| Not special education | 96% |
| Limited English proficient (LEP) | 91% |
| Proficient in English | 95% |
| Non-migrant | 94% |
| Gifted/talented | n/a |
| All Students | 84% |
| Female | 84% |
| Male | 85% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 82% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 84% |
| Not economically disadvantaged | n/a |
| Special education | n/a |
| Not special education | 93% |
| Limited English proficient (LEP) | 82% |
| Proficient in English | 85% |
| Non-migrant | 84% |
| 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 | 95% |
| Female | 94% |
| Male | 95% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 94% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 95% |
| Not economically disadvantaged | n/a |
| Special education | n/a |
| Not special education | 94% |
| Limited English proficient (LEP) | 87% |
| Proficient in English | 100% |
| Non-migrant | 95% |
| Gifted/talented | n/a |
| All Students | 95% |
| Female | 88% |
| Male | 100% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 94% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 95% |
| Not economically disadvantaged | n/a |
| Special education | n/a |
| Not special education | 94% |
| Limited English proficient (LEP) | 87% |
| Proficient in English | 100% |
| Non-migrant | 95% |
| Gifted/talented | n/a |
| All Students | 98% |
| Female | 94% |
| Male | 100% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 97% |
| White | n/a |
| Economically disadvantaged | 98% |
| Not economically disadvantaged | n/a |
| Special education | 80% |
| Not special education | 100% |
| Limited English proficient (LEP) | 94% |
| Proficient in English | 100% |
| Non-migrant | 98% |
| 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 | 89% |
| Male | 82% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 84% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 85% |
| Not economically disadvantaged | n/a |
| Special education | n/a |
| Not special education | 84% |
| Limited English proficient (LEP) | 80% |
| Proficient in English | 85% |
| Migrant | n/a |
| Non-migrant | 85% |
| Gifted/talented | n/a |
| All Students | 80% |
| Female | 78% |
| Male | 82% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 79% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 80% |
| Not economically disadvantaged | n/a |
| Special education | n/a |
| Not special education | 84% |
| Limited English proficient (LEP) | 40% |
| Proficient in English | 92% |
| Migrant | n/a |
| Non-migrant | 80% |
| Gifted/talented | n/a |
| All Students | 83% |
| Female | 75% |
| Male | 90% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 82% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 83% |
| Not economically disadvantaged | n/a |
| Special education | n/a |
| Not special education | 88% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 92% |
| Migrant | n/a |
| Non-migrant | 83% |
| Gifted/talented | n/a |
| All Students | 94% |
| Female | 100% |
| Male | 90% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 94% |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | 94% |
| Not economically disadvantaged | n/a |
| Special education | n/a |
| Not special education | 100% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 100% |
| Migrant | n/a |
| Non-migrant | 94% |
| 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 | n/a |
| Female | n/a |
| Male | n/a |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | n/a |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | n/a |
| Special education | n/a |
| Not special education | n/a |
| Limited English proficient (LEP) | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | n/a |
| Gifted/talented | n/a |
| All Students | n/a |
| Female | n/a |
| Male | n/a |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | n/a |
| White | n/a |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | n/a |
| Special education | n/a |
| Not special education | n/a |
| Limited English proficient (LEP) | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | n/a |
| 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 | n/a |
| Female | n/a |
| Male | n/a |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | n/a |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | n/a |
| Special education | n/a |
| Not special education | n/a |
| Limited English proficient (LEP) | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | n/a |
| Gifted/talented | n/a |
| All Students | n/a |
| Female | n/a |
| Male | n/a |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | n/a |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | n/a |
| Special education | n/a |
| Not special education | n/a |
| Limited English proficient (LEP) | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | n/a |
| Gifted/talented | n/a |
| All Students | n/a |
| Female | n/a |
| Male | n/a |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | n/a |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | n/a |
| Special education | n/a |
| Not special education | n/a |
| Limited English proficient (LEP) | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | n/a |
| Gifted/talented | n/a |
| All Students | n/a |
| Female | n/a |
| Male | n/a |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | n/a |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | n/a |
| Special education | n/a |
| Not special education | n/a |
| Limited English proficient (LEP) | n/a |
| Proficient in English | n/a |
| Migrant | n/a |
| Non-migrant | n/a |
| 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 | n/a |
| Female | n/a |
| Male | n/a |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | n/a |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | n/a |
| Special education | n/a |
| Not special education | n/a |
| Limited English proficient (LEP) | n/a |
| Proficient in English | n/a |
| Non-migrant | n/a |
| Gifted/talented | n/a |
| All Students | n/a |
| Female | n/a |
| Male | n/a |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | n/a |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | n/a |
| Special education | n/a |
| Not special education | n/a |
| Limited English proficient (LEP) | n/a |
| Proficient in English | n/a |
| Non-migrant | n/a |
| Gifted/talented | n/a |
| All Students | n/a |
| Female | n/a |
| Male | n/a |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | n/a |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | n/a |
| Special education | n/a |
| Not special education | n/a |
| Limited English proficient (LEP) | n/a |
| Proficient in English | n/a |
| Non-migrant | n/a |
| Gifted/talented | n/a |
| All Students | n/a |
| Female | n/a |
| Male | n/a |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | n/a |
| American Indian or Alaska Native | n/a |
| White | n/a |
| Economically disadvantaged | n/a |
| Not economically disadvantaged | n/a |
| Special education | n/a |
| Not special education | n/a |
| Limited English proficient (LEP) | n/a |
| Proficient in English | n/a |
| Non-migrant | n/a |
| 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 »
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
All students
Female
Male
All students
Hispanic
All students
Economically disadvantaged
Special education
Not special education
English language learners
Proficient in English
Non-migrant
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 97% | 48% | ||
| American Indian/Alaska Native | 1% | 0% | ||
| Black | 1% | 14% | ||
| White | 1% | 34% | ||
| Asian/Pacific Islander | N/A | 4% |
| This school | District average | State average | |
|---|---|---|---|
| Special education | 11% | N/A | 10% |
| Gifted/talented students | 0% | N/A | 8% |
| Limited English proficient (LEP) | 50% | N/A | 17% |
| Economically disadvantaged | 97% | N/A | 55% |
| Students typically attend these schools prior to attending this school |
Maria Moreno Elementary School |
| Read more about resources at this school | |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 15 | N/A | 15 |
| This school | District average | State average | |
|---|---|---|---|
| Beginning teachers | 45% | N/A | 8% |
| 1 to 5 years | 41% | N/A | 30% |
| 6 to 10 years | 7% | N/A | 20% |
| 11 to 20 years | 3% | N/A | 23% |
| 21 or more years | 3% | N/A | 19% |
| Specialized programs for specific types of special education students |
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| Before school or after school care / program onsite |
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| Specialized programs for specific types of special education students |
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Tips for understanding school culture
| Dress Code |
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| Parent involvement |
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| More from this school |
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| Students typically come from these schools | Maria Moreno Elementary School |
| Students typically attend these schools after graduating | Sunset HS Kimball HS Adamonson HS |
2602 W Illinois Ave
Dallas,
TX 75233
Website: Click here
Phone: (214) 333-9330
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