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Teacher quality
Principal leadership
Parent involvement
Kohlberg Elementary is an exemplary rated school. The quality of the education is noted, however, there are some other areas of concern. Some of the staff is friendly some are not. There is an obvious bias towards some parents. The constantly ask for volunteers but when you volunteer no response is given and information is not forwarded. Volunteer forms/PTA forms are completed and when inquires are made no one seems to be able to provide you with an answer on the status of your application. Was truly excited about my children attending this school and have been a bit disappointed thus far.
—Submitted by a parent
I really do not understand the comments about the Principal Mrs. Vargas. My daughter just started Kinder up there and I made a request to Mrs. Vargas. My request was fulfilled, plus I've had several conversations with Mrs. Vargas. She has been nothing but kind & helpful to me. The only possible problem I see is perhaps a lack of volunteers. This seemed evident during registration with the long lines... Otherwise, the administration has been great, my daughter loves her teacher and I've heard nothing but good things about the other teachers. A big thumbs up for Kohlberg!
—Submitted by a parent
I agree totally with the parent about PTA, cold principal and Kies as well. Thankfully my child never had Kies. But hte Admin is very rude. Asst.Principal doesn't have a clue what discipline is. I wonder when will this school district close ina nd take charge instead of putting incapable people incharge of our children's future. there have been so many friends of mine who have left the school because of this principle... I probably shoudl do the same too. i'm here only for my child. Please help soemone. The teachers are great. But the admin will run the school into the ground.
—Submitted by a parent
Mrs. Vargas and Mrs. Gibson are horrible and should not... Continued- Additionally, Ms.Kais tried to impose religion on me at a parent teacher meeting I had to keep asking her for, point being what she did clearly goes against the Texas schools teacher code of conduct. When my child was transfered out, Ms.Kais paraded in celebration in front of the other children, it got back to my daughter and it destroyed her morale. Onto the reason for Mrs.Vargas with-holding my child in the current grade is for absences. They exceeded 15 according to them. I had excused notes from my childs therapist for counseling when my child was only gone for 2 hours in the morning for the counseling sessions. and doctors notes for illness which are inevitable. When it comes to education and discipline, other than 2, maybe 3 of the teachers I've interacted with, Mrs.Melendez, the school councelor, is only the other asset this school has on staff and she is overwhelmed as there are over 800 students enrolled. Kohlberg could certainly benefit from restructuring by hiring a new and worthy Principal and Vice principal before the school is driven to the ground. Mrs.Vargas + Mrs.Gibson = FAIL -One angry parent
—Submitted by a parent
I love how helpful the office staff is - they are friendly, know the names of the children, and help resolve concerns quickly. As well, Mrs. Vargas, the new Principal is making a few changes here and there - but is genuinely interested in making Kohlberg a great school for children and their families. Perhaps the best administrative asset for Kohlberg right now is Mrs. Melendez - the school counselor. She is a great encourager for children and understands how to help our kids - no matter how big or small their issues may be. Ms. Curry, the librarian is perfect for Kohlberg, as well. She has a terrific grasp of the reading needs of our kids and is a strong advocate for good literature at Kohlberg. Love the PTA - the teachers - and the staff. Great school!
—Submitted by a parent
I agree completely agree with the parent about Ms. Vergas. She is really someone who should not be a principal. I have seen so many unhappy faces at this school since she took over. When I tried to confront her about a concern she completely dismissed me I have complained to the district and with the amount of taxes we are paying we should be heard. None of the rules that she has made has benefitted anyone, especially the students and the parents. The school is going down hill.
—Submitted by a parent
Ms. Vergas, the new principle is a big disappointment for us. It's obvious she is just sitting there to get paid. Unlike Mr. Escaleno the previous prin., we hardly ever see her trying to communicate with students. She tried to be out there directing the traffice like Mr. Escaleno for the first 3 days and that was it. She is enforcing many strict rules in the school events and certainly students are not enjoying their school anymore. Ms. Vergas, doesn't seem to understand that if she wants support from the students and parents, she needs to communicate more and support her students too.
—Submitted by a parent
The school is crowded. During recess, there are too many children and not enough personel to take care of them, specially for the kinder classes. The special education 'mixed' classes availalbe at this school are not distributed efficiently, and no good experience has been shown with teaching kids with special ed. How can you expect to have mixed special ed classes when you cannot handle the crowds of regular kids you already have? Also, special attention to parents is often given if you have the proper 'connections', otherwise, it is pretty diffcult to address any needs with the administration.
—Submitted by a parent
this school is terriable. i would not recommend it. the teachers don't take they time with the children and also the coach is extremely rude and should not be coaching.
—Submitted by a parent
Kohlberg is a large school - but my kids seem to do well. Terrific, dedicated teachers really make a difference. Parent involvement is lacking, but a SOLID and terrific PTA is the backbone of this school. The leadership of the school at times seems distracted by the largeness of their responsibilities and can appear to be disconnected from the everyday matters. Art and music are not offered widely - other than what teachers do in their individual classrooms and isolated fine arts classes for 5th graders. Kohlberg is a healthy, fun, quality school for my kids.
—Submitted by a parent
I am still getting used to the school and its system... The principal has been good until today.. however, we do feel that new students are not pushed hard enough to 'get in the train' with the other ones, and a bit of personal attention to some issues is still missing. We truly and hopefully believe it'll get better!!
—Submitted by a parent
I like this school bcos, the teacher my child has does a lot of activities and gives individual attention and knows every one of them. The Principal and Vice princy are both very friendly and at the same time, very professional and helpful.
—Submitted by a parent
My son has been at this school since 1st grade we will be leaving this summer, but enjoyed all the teachers and parents here, my son really excelled here ;-)
—Submitted by a parent
Great school, but overcrowded. Traffic is horrible during dropoff and pick up. The campus has 26 indoor classrooms and 28 outdoor portable classrooms. The principal and asst. principal are great. The PTA is hardworking, but needs more parent involvement.
—Submitted by a parent
Both my children attended this school for 6 years each. The new principal, Dr Escareno, transitioned into a void left by Dr Lane with ease. Like his predecessor, he is a very active and involved principal as are the teachers and staff. The 4th and 5th grade GT programs are excellent! I Highly recommend this school.
—Submitted by a parent
The school is new and appears safe; however my daughter was being bullied everyday. I spoke to the teacher various times and nothing was being done. The school staff lacks professionalism and interes in the wellbeing in kids. I moved my daughter to a private school for her safety. I do not recommend this school.
—Submitted by a parent
My son attended this school for half a year (2006)and were very pleased with ALL the friendly staff. The principal Dr. Lane was amazing and very dedicated to the safety of the children. Everyday regardless of the weather, he will be out there directing traffic making sure all children got safe to school and viceversa. Also, if you scheduled an appointment with him, he will personally call you to confirm it. We are talking down to earth, plain dedicated to do an excellent job.
—Submitted by a parent
My son is a new student in this school. He is very happy here and enjoys going to school everyday. There are many tutoring after school programs for reading and math. It has helped him tremendously.
—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.
The state average for Math was 87% in 2011.
124 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 89% in 2011.
121 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.
123 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 85% in 2011.
117 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Writing was 90% in 2011.
116 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.
126 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 82% in 2011.
126 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 87% in 2011.
126 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
| All Students | 90% |
| Female | 92% |
| Male | 88% |
| Black or African American | n/a |
| Asian | 100% |
| Hispanic | 90% |
| American Indian or Alaska Native | n/a |
| White | 86% |
| Economically disadvantaged | 83% |
| Not economically disadvantaged | 94% |
| Special education | n/a |
| Not special education | 90% |
| Limited English proficient (LEP) | 90% |
| Proficient in English | 89% |
| Migrant | n/a |
| Non-migrant | 90% |
| Gifted/talented | 100% |
| All Students | 93% |
| Female | 90% |
| Male | 95% |
| Black or African American | n/a |
| Asian | 100% |
| Hispanic | 91% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 87% |
| Not economically disadvantaged | 96% |
| Special education | n/a |
| Not special education | 93% |
| Limited English proficient (LEP) | 87% |
| Proficient in English | 96% |
| Migrant | n/a |
| Non-migrant | 93% |
| Gifted/talented | 100% |
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 | 96% |
| Male | 93% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 94% |
| American Indian or Alaska Native | n/a |
| White | 95% |
| Economically disadvantaged | 93% |
| Not economically disadvantaged | 95% |
| Special education | n/a |
| Not special education | 96% |
| Limited English proficient (LEP) | 93% |
| Proficient in English | 92% |
| Migrant | n/a |
| Non-migrant | 94% |
| Gifted/talented | 100% |
| All Students | 98% |
| Female | 100% |
| Male | 97% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 98% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 98% |
| Not economically disadvantaged | 99% |
| Special education | n/a |
| Not special education | 99% |
| Limited English proficient (LEP) | 100% |
| Proficient in English | 97% |
| Migrant | n/a |
| Non-migrant | 98% |
| Gifted/talented | 100% |
| All Students | 98% |
| Female | 100% |
| Male | 97% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 98% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 95% |
| Not economically disadvantaged | 100% |
| Special education | n/a |
| Not special education | 98% |
| Limited English proficient (LEP) | 95% |
| Proficient in English | 98% |
| Migrant | n/a |
| Non-migrant | 98% |
| Gifted/talented | 100% |
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 | 97% |
| Female | 95% |
| Male | 99% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 96% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 94% |
| Not economically disadvantaged | 99% |
| Special education | 60% |
| Not special education | 98% |
| Limited English proficient (LEP) | 83% |
| Proficient in English | 100% |
| Migrant | n/a |
| Non-migrant | 97% |
| Gifted/talented | 100% |
| All Students | 95% |
| Female | 96% |
| Male | 94% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 94% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 96% |
| Not economically disadvantaged | 95% |
| Special education | 80% |
| Not special education | 96% |
| Limited English proficient (LEP) | 75% |
| Proficient in English | 96% |
| Migrant | n/a |
| Non-migrant | 95% |
| Gifted/talented | 100% |
| All Students | 96% |
| Female | 97% |
| Male | 96% |
| Black or African American | n/a |
| Asian | n/a |
| Hispanic | 96% |
| American Indian or Alaska Native | n/a |
| White | 93% |
| Economically disadvantaged | 96% |
| Not economically disadvantaged | 96% |
| Special education | 60% |
| Not special education | 98% |
| Limited English proficient (LEP) | 83% |
| Proficient in English | 97% |
| Migrant | n/a |
| Non-migrant | 96% |
| Gifted/talented | 100% |
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
All students
Female
Male
All students
Asian
Hispanic
White
All students
Economically disadvantaged
Not economically disadvantaged
Special education
Not special education
English language learners
Proficient in English
Non-migrant
Gifted/talented
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 80% | 50% | ||
| White | 15% | 31% | ||
| Asian | 3% | 3% | ||
| Black | 1% | 13% | ||
| American Indian/Alaska Native | 0% | 0% | ||
| Hawaiian Native/Pacific Islander | 0% | 0% | ||
| Two or more races | 0% | 2% |
| This school | District average | State average | |
|---|---|---|---|
| Special education | 9% | N/A | 10% |
| Gifted/talented students | 12% | N/A | 8% |
| Economically disadvantaged | 34% | N/A | 55% |
| Limited English proficient (LEP) | 36% | N/A | 17% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 15 | N/A | 15 |
| This school | District average | State average | |
|---|---|---|---|
| Beginning teachers | 0% | N/A | 8% |
| 1 to 5 years | 33% | N/A | 30% |
| 6 to 10 years | 27% | N/A | 20% |
| 11 to 20 years | 29% | N/A | 23% |
| 21 or more years | 12% | N/A | 19% |
| School Leader's name |
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| Fax number |
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| Extra learning resources offered |
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1445 Nardo Goodman
El Paso,
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