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GreatSchools Rating

H Bob Daniel Sr Intermediate School

Public | 5-6 | 704 students

 

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Living in Duncanville

Situated in an urban neighborhood. The median home value is $100,800. The average monthly rent for a 2 bedroom apartment is $1,090.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars


Teacher quality

Principal leadership

Parent involvement

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10 reviews of this school


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Posted December 4, 2010

DEAR PARENTS DANIEL IS EXEMPLARY STOP LISTING BAD REVIEWS BECAUSE WHEN DANIEL WINS AWARDS U WILL SIT THERE AND REGRET YOUR DEMEANING REVIEWS TRUST ME I AM A STUDENT FROM DANIEL AND I LOVE EVERY THING ABOUT IT!! KANDACE A 5TH GRADER


Posted August 17, 2010

This school was such a disapointment. My child attended for 1 year and we assumed she was doing exceptionally well. Her report cards were A's & B's throughout they year. When Taks time came arround she was unprepared. At the year end meeting we were told her grades had been inflated due to teacher assistance. And at no time were we notified tutoring would be needed. In my opinion the the school treated all the kids as a number no special attention where needed.
—Submitted by a parent


Posted March 21, 2009

My family relocated to Duncanville several years ago and focused on the Green Briar area, due to the noted educational accomplishments. Upon transitioning our children to Duncanville ISD, I have been extremely dissatisfied (with Daniel) and we are considering transitioning.
—Submitted by a parent


Posted September 12, 2008

Our children attended Daniel and we were very disappointed. We were involved in the school and made suggestions, had parent conferences and talked with the principle and nothing positive changed. No soap in the bathrooms, which is grossly a health hazard. The halls are very crowded and the PTA was not very active and did not do alot for the kids. Every year we would sign up and want to help out, but no phone calls and no help wanted. TAKS scores overall for the school is low and the school had a rating of 'academically acceptable'. Even though we both work full time jobs, we always made ourselves available to assist. The principle has been there for a very long time, does not seem to really care about what is going on at the school; so whatever' kind of attitude. Need new principle. Alot is a direct reflection of him
—Submitted by a parent


Posted August 2, 2008

This is school is a disappointment. I wouldn't allow my child to attend this school. Although, there are very gifted teachers, there are many problems with consistency with behavior with students and some teachers. I hope for the sake of education and the students the problems can be resolved.
—Submitted by a teacher


Posted March 31, 2008

The teachers that I have had to deal with do not welcome parent involvement at all and I am EXTREMELY disappointed!
—Submitted by a parent


Posted October 26, 2007

Daniel is not working at the standards of the exemplary schools in the area but must find a way to do so. Kids are being transfered from the exemplary schools and not being challenged. The information flow between the schools PTA and parents has not been positve. the principal must find a way to keep the information flow going and advise parents of what he needs to make this school a exemplary school. We must challenge the Kids.
—Submitted by a parent


Posted June 29, 2007

your child will enjoy this school
—Submitted by a parent


Posted February 23, 2007

The lack of parental involvment is a major factor at this school. Parents need to realize that the teachers and staff are there to teach, not babysit. We are very involved parents and we see the effort the teachers at Daniel are making. The problem with discipline is made harder by lack of respectful children. Students that are smart and well behaved get bullied and picked on. The band,choir,music,and art programs are a definite benefit to this school. We are looking for another school but this has been a hard decision because we like DISD's curriculum. Daniel could do alot more if the environment was more structured and the serious behavior/lack of discipline issues were addressed. Daniel will continue to lose good students if these issues aren't addressed.
—Submitted by a parent


Posted July 27, 2005

The quality of the academic programs was poor to unacceptable and it seems as some teachers were just ' mailing it in ' I was very dissapointed in the teaching methods and the discipline displayed by the academic staff. As a parent with two student in this school I made it my business to be up and inspecting the school at least two days a week. THe music program was the one savior for this below average school and the work of all the music teachers was commendable! The level of parent Involvement was there at PTA functions and open houses and my displeasure and that of other parents was heard but unfortunately fell on ' deaf ears' I was happly with my discussions with the principal but he does not teach.
—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 82% in 2011.

336 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
95%
Math

The state average for Math was 81% in 2011.

335 students were tested at this school in 2011.

2011

 
 
91%

2010

 
 
92%
Science

The state average for Science was 87% in 2011.

339 students were tested at this school in 2011.

2011

 
 
81%

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 84% in 2011.

362 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
90%
Math

The state average for Math was 83% in 2011.

362 students were tested at this school in 2011.

2011

 
 
77%

2010

 
 
84%
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 Students95%
Female94%
Male96%
Black or African American93%
Asian100%
Hispanic99%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged95%
Not economically disadvantaged94%
Special education70%
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English94%
Migrantn/a
Non-migrant95%
Gifted/talented100%

Math

All Students91%
Female90%
Male91%
Black or African American86%
Asian100%
Hispanic94%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged91%
Not economically disadvantaged90%
Special education63%
Not special education92%
Limited English proficient (LEP)n/a
Proficient in English89%
Migrantn/a
Non-migrant91%
Gifted/talented100%

Science

All Students81%
Female80%
Male83%
Black or African American75%
Asian100%
Hispanic86%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged80%
Not economically disadvantaged86%
Special education62%
Not special education82%
Limited English proficient (LEP)n/a
Proficient in English79%
Migrantn/a
Non-migrant81%
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 Students92%
Female95%
Male90%
Black or African American91%
Asian100%
Hispanic93%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged90%
Not economically disadvantaged98%
Special education77%
Not special education93%
Limited English proficient (LEP)75%
Proficient in English92%
Migrantn/a
Non-migrant92%
Gifted/talented100%

Math

All Students77%
Female79%
Male74%
Black or African American73%
Asian100%
Hispanic79%
American Indian or Alaska Nativen/a
White84%
Economically disadvantaged74%
Not economically disadvantaged84%
Special education50%
Not special education78%
Limited English proficient (LEP)67%
Proficient in English77%
Migrantn/a
Non-migrant77%
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.

314 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
78%
Math

The state average for Math was 75% in 2013.

314 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
63%
Science

The state average for Science was 73% in 2013.

314 students were tested at this school in 2013.

2013

 
 
45%

2012

 
 
56%
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.

323 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
80%
Math

The state average for Math was 74% in 2013.

324 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
75%
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 Students69%
Female70%
Male68%
Black or African American61%
Asian91%
Hispanic75%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White82%
Economically disadvantaged64%
Not economically disadvantaged81%
Special education70%
Not special education69%
Limited English proficient (LEP)59%
Proficient in English69%
Migrantn/a
Non-migrant69%
Gifted/talented96%
Non-Gifted64%
Bilingualn/a

Math

All Students53%
Female53%
Male53%
Black or African American42%
Asian82%
Hispanic63%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White73%
Economically disadvantaged50%
Not economically disadvantaged62%
Special education50%
Not special education53%
Limited English proficient (LEP)41%
Proficient in English54%
Migrantn/a
Non-migrant53%
Gifted/talented91%
Non-Gifted47%
Bilingualn/a

Science

All Students45%
Female41%
Male49%
Black or African American35%
Asian64%
Hispanic52%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White73%
Economically disadvantaged42%
Not economically disadvantaged52%
Special education22%
Not special education46%
Limited English proficient (LEP)32%
Proficient in English46%
Migrantn/a
Non-migrant45%
Gifted/talented89%
Non-Gifted37%
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 Students77%
Female82%
Male73%
Black or African American72%
Asian83%
Hispanic83%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged75%
Not economically disadvantaged85%
Special education23%
Not special education79%
Limited English proficient (LEP)50%
Proficient in English78%
Migrantn/a
Non-migrant77%
Gifted/talented100%
Non-Gifted75%
Bilingualn/a

Math

All Students69%
Female66%
Male73%
Black or African American64%
Asian100%
Hispanic74%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White74%
Economically disadvantaged68%
Not economically disadvantaged75%
Special education21%
Not special education72%
Limited English proficient (LEP)33%
Proficient in English70%
Migrantn/a
Non-migrant69%
Gifted/talented100%
Non-Gifted66%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

Algebra I

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

Algebra II

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

Biology I

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

Chemistry

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

English I Reading

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

English I Writing

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

English II Reading

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

English II Writing

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

English III Reading

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

English III Writing

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

Geometry

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

Physics

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

U.S. History

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

World Geography

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

World History

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

About the tests


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

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

Source: Texas Education Agency

  • In 2010-2011, this school was rated "Recognized".
  • In 2009-2010, this school was rated "Recognized".
  • In 2008-2009, this school was rated "Recognized".

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 42% 52%
White 6% 29%
Asian or Pacific Islander 2% 4%
American Indian/Alaska Native N/A 0%
Hawaiian Native/Pacific Islander N/A 0%
Two or more races N/A 2%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 12%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 3%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • KIM EDMONDSON
Fax number
  • (972) 708-3232

Resources

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

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1007 Springwood Lane
Duncanville, TX 75137
Phone: (972) 708-3200

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