Advertisement
Advertisement

GreatSchools Rating

J Herman Reed Middle School

Public | 7-8 | 557 students

 

Be sure to visit

Take along one of
our checklists:

 
Last modified
Community Rating

3 stars


Sweep tile
No Purchase Necessary. Void where prohibited. Sweepstakes begins at 12:00:00 AM Pacific Time (PT) on April 1, 2014 and ends at 11:59:59 on April 30, 2014 (the “Promotion Period”). Open to legal residents of the U.S. and D.C., 13 years and older. Each school that receives a new, published review will get one (1) entry into the sweepstakes, up to ten (10) entries throughout the Promotion Period. See the Official Rules for details. Sponsor: GreatSchools, 1999 Harrison St., Suite 1100, Oakland, CA 94612.

Rate this school

Click on stars to rate
Please select a star rating for this school.
    Helpful reviews answer questions:
  • What do you think others should know?
  • What do you like?
  • How could your school improve?
    Review Guidelines
    GreatSchools won’t post reviews that contain:
  • Inappropriate language
  • Allegations of criminal conduct
  • Names of students, teachers or staff
1200 characters remaining
Please read and accept our Terms of Use to join GreatSchools.
Please indicate your relationship to the school.
Registration is required to post your anonymous review
We will not display your name, photo or email address with your review.
OR
Your email address will never be published or shared.
Indicates a required field

8 reviews of this school


Sort by:
Show reviews by:
Posted May 7, 2010

I am not impressed with this school at all. Noone cares about what parents think. They don't involve parent at all the administraters want to do it all without anyone interfering in their school.
—Submitted by a parent


Posted May 18, 2009

I use to go to Reed Middle School and i have to say over all it is a good school. But the dress code is very strict. You get a wrote up for the dumbest reason. Some of the teachers act like they don't care.
—Submitted by a student


Posted May 17, 2009

out of all of it it is a good school but the school can be to strict cant talk when you finis work get in trouble for the stupidest reasons but overall i could continue going to that school 'GO TROJANS'
—Submitted by a student


Posted March 5, 2009

My daughter is in 7th grade at Reed Middle School and I am very disappointed with this school. Before putting my daughter in public school I heard nothing but good things about Duncanville schools. This school year has been a nightmare. The kids are totally out of control and there just don't seem to be a lot of parent involvment. The boys walk around sagging in their uniform pants and nothing is being done about it. They don't have enough books so the kids don't have homework on a daily. This is my daughters first and last year in public school. The kids are very disrespectful to the teachers and the teachers let them get away with it. It's like they are afraid of the kids. This school year has been a gig disappointment for me. My daughters grades have fallen because she is trying to fit in with the crowd.
—Submitted by a parent


Posted June 3, 2007

The administration seems to really be trying but too many of the children are out of control. I feel that too many parents just don't care how their children behave and the school's discipline just doesn't seem to work. I would not have my child in this school if I had a choice. My child is a follower and there just aren't enough positive students as role models or leaders. I do not blame the administrators for the continued problems but I don't know what the answer to the problem is
—Submitted by a parent


Posted February 13, 2007

Children attending Reed Elementary have the benefit of being lead under the leadership of a great principal. Reed Elementary not only focus on making sure that each student is given the tools for great academic achievement but personal character. I believe the principal and teachers are doing a phenomenal job in preparing our children to be leaders.
—Submitted by a parent


Posted January 22, 2007

My children have been in the Duncanville School district from the very beginning, and I must say that I am impressed with Reed Middle School. The barriers that our teachers must face everyday are just amazing. There are good teachers here and an excellent principal. Your child is lucky to attend this fine school.
—Submitted by a parent


Posted December 17, 2004

THis school has been a big disappointment. too much emphasis on dress codes, and superficial discipline issues rather than on programs that could develop character rather than punish once they develop. Too reactive and not proactive. THe quality of education and especially special educaton is poor with little direct teaching and overuse of workbooks and self instruction. THere are some excellent teachers, but that is because of their own initiative, and there is no guarantee that your child would get this teacher.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.
English Language Arts

The state average for English Language Arts was 86% in 2011.

250 students were tested at this school in 2011.

2011

 
 
87%

2010

 
 
86%
Math

The state average for Math was 81% in 2011.

248 students were tested at this school in 2011.

2011

 
 
77%

2010

 
 
61%
Writing

The state average for Writing was 94% in 2011.

251 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
93%
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.

257 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
93%
Math

The state average for Math was 73% in 2011.

254 students were tested at this school in 2011.

2011

 
 
85%

2010

 
 
84%
Science

The state average for Science was 79% in 2011.

254 students were tested at this school in 2011.

2011

 
 
70%

2010

 
 
54%
Social Studies

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

254 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
91%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

All Students87%
Female86%
Male88%
Black or African American85%
Asiann/a
Hispanic86%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged85%
Not economically disadvantaged92%
Special education79%
Not special education87%
Limited English proficient (LEP)86%
Proficient in English87%
Migrantn/a
Non-migrant87%
Gifted/talented100%

Math

All Students77%
Female76%
Male77%
Black or African American71%
Asiann/a
Hispanic80%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged75%
Not economically disadvantaged81%
Special education73%
Not special education77%
Limited English proficient (LEP)43%
Proficient in English78%
Migrantn/a
Non-migrant77%
Gifted/talented100%

Writing

All Students96%
Female98%
Male94%
Black or African American97%
Asiann/a
Hispanic95%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged95%
Not economically disadvantaged98%
Special education85%
Not special education97%
Limited English proficient (LEP)86%
Proficient in English96%
Migrantn/a
Non-migrant96%
Gifted/talented100%
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students95%
Female98%
Male91%
Black or African American92%
Asiann/a
Hispanic98%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged95%
Not economically disadvantaged92%
Special education85%
Not special education95%
Limited English proficient (LEP)80%
Proficient in English95%
Migrantn/a
Non-migrant95%
Gifted/talented100%

Math

All Students85%
Female91%
Male80%
Black or African American78%
Asiann/a
Hispanic94%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged84%
Not economically disadvantaged89%
Special education65%
Not special education87%
Limited English proficient (LEP)60%
Proficient in English86%
Migrantn/a
Non-migrant85%
Gifted/talented100%

Science

All Students70%
Female68%
Male72%
Black or African American59%
Asiann/a
Hispanic77%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged68%
Not economically disadvantaged75%
Special education16%
Not special education74%
Limited English proficient (LEP)40%
Proficient in English70%
Migrantn/a
Non-migrant70%
Gifted/talented88%

Social Studies

All Students97%
Female98%
Male96%
Black or African American96%
Asiann/a
Hispanic97%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged96%
Not economically disadvantaged98%
Special education74%
Not special education99%
Limited English proficient (LEP)100%
Proficient in English97%
Migrantn/a
Non-migrant97%
Gifted/talented100%
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

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

227 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
77%
Math

The state average for Math was 71% in 2013.

221 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
64%
Writing

The state average for Writing was 70% in 2013.

224 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
79%
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.

271 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
81%
Math

The state average for Math was 77% in 2013.

224 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
62%
Science

The state average for Science was 75% in 2013.

270 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
58%
Social Studies

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

270 students were tested at this school in 2013.

2013

 
 
35%

2012

 
 
61%
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.

39 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
100%
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 Students72%
Female78%
Male66%
Black or African American67%
Asiann/a
Hispanic78%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White60%
Economically disadvantaged71%
Not economically disadvantaged76%
Special education40%
Not special education74%
Limited English proficient (LEP)26%
Proficient in English75%
Migrantn/a
Non-migrant72%
Gifted/talented100%
Non-Gifted70%
Bilingualn/a

Math

All Students59%
Female64%
Male55%
Black or African American48%
Asiann/a
Hispanic70%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged58%
Not economically disadvantaged61%
Special education31%
Not special education61%
Limited English proficient (LEP)36%
Proficient in English60%
Migrantn/a
Non-migrant59%
Gifted/talented100%
Non-Gifted56%
Bilingualn/a

Writing

All Students67%
Female75%
Male60%
Black or African American63%
Asiann/a
Hispanic70%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged66%
Not economically disadvantaged72%
Special education29%
Not special education70%
Limited English proficient (LEP)16%
Proficient in English71%
Migrantn/a
Non-migrant67%
Gifted/talented100%
Non-Gifted65%
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 Students83%
Female88%
Male78%
Black or African American81%
Asian67%
Hispanic85%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged82%
Not economically disadvantaged86%
Special education38%
Not special education85%
Limited English proficient (LEP)40%
Proficient in English87%
Migrantn/a
Non-migrant83%
Gifted/talented100%
Non-Gifted82%
Bilingualn/a

Math

All Students63%
Female65%
Male62%
Black or African American59%
Asiann/a
Hispanic69%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged63%
Not economically disadvantaged66%
Special education13%
Not special education65%
Limited English proficient (LEP)50%
Proficient in English64%
Migrantn/a
Non-migrant63%
Gifted/talented100%
Non-Gifted63%
Bilingualn/a

Science

All Students65%
Female63%
Male67%
Black or African American60%
Asian80%
Hispanic66%
Multiracial60%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged64%
Not economically disadvantaged70%
Special education19%
Not special education68%
Limited English proficient (LEP)53%
Proficient in English65%
Migrantn/a
Non-migrant65%
Gifted/talented100%
Non-Gifted63%
Bilingualn/a

Social Studies

All Students35%
Female33%
Male37%
Black or African American30%
Asian100%
Hispanic35%
Multiracial40%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White80%
Economically disadvantaged33%
Not economically disadvantaged43%
Special education6%
Not special education37%
Limited English proficient (LEP)33%
Proficient in English35%
Migrantn/a
Non-migrant35%
Gifted/talented92%
Non-Gifted32%
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 Students95%
Female92%
Male100%
Black or African American100%
Asiann/a
Hispanic90%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged94%
Not economically disadvantaged100%
Special educationn/a
Not special education95%
Limited English proficient (LEP)n/a
Proficient in English95%
Migrantn/a
Non-migrant95%
Gifted/talented100%
Non-Gifted94%
Bilingualn/a

Algebra II

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

Biology I

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

Chemistry

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

English I Reading

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

English I Writing

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

English II Reading

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

English II Writing

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

English III Reading

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

English III Writing

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

Geometry

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

Physics

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

U.S. History

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

World Geography

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

World History

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

About the tests


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

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

Source: Texas Education Agency

  • In 2010-2011, this school was rated "Academically Acceptable".
  • In 2009-2010, this school was rated "Academically Acceptable".
  • 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
Black 48% 13%
Hispanic 45% 50%
White 4% 31%
Asian 1% 3%
Two or more races 1% 2%
American Indian/Alaska Native 0% 0%
Hawaiian Native/Pacific Islander 0% 0%
Source: NCES, 2010-2011

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

School basics

School Leader's name
  • Dr Kathy Culbertson
Fax number
  • (972) 708-3535

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

Upcoming Events

No upcoming events found for this school
Searching for school events...
Date
Title
  • {{date}}
    {{title}}
Export calendar
Outlook.com
Microsoft Outlook
iCal Format
Google Calendar
Print Calendar
Uploading, please wait...
POWERED BY
Tandem

Apply

To learn more about enrolling, please call the school.
 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
Notice an inaccuracy? Let us know!

530 E Freeman St
Duncanville, TX 75116
Phone: (972) 708-3500

ADVERTISEMENT
ADVERTISEMENT

Compare this school
to nearby schools

Compare schools »

Compare

Add this school to compare

Nearby schools


Master's Academy
Duncanville, TX


Summit Learning Center
Duncanville, TX


Ume Preparatory Academy
Duncanville, TX




ADVERTISEMENT
ADVERTISEMENT