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GreatSchools Rating

Central Junior High School

Public | 7-9 | 958 students

 
 

Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 1 rating
2012:
No new ratings
2011:
Based on 4 ratings

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12 reviews of this school


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Posted September 21, 2013

Central is an awesome school!! I'm a sevy there and most people are really nice to me. The teachers are great too! They're all unique and very helpful. There are a lot of clubs and programs including choir, athletics, band, science club, art club and many more. I love being a student at central, it has a lot of opportunities for every student!! GO SPARTANS!!


Posted December 31, 2011

Im in 7th grade and so far I hate this school. There are way too many dicipline issues, and the teachers dont even bother to fix them. The staff care little about what you or your kid needs. It's basically just a paycheck to them. Academics is good, athletics is so-so, and their band isn't what they act like it is. I'm working on a transfer to Bedford Junior High right now. By far the worst thing about this school is they way kids act about your race. Everyone bullies you about your race. My best advice to you is DONT GO TO CJH!!!!!!!!!!!!!!!!


Posted May 11, 2011

Most of the teachers are fairly decent teachers, and the school does offer some great programs, like Pre IB and Chinese. But the administration and guidance are very, very rigid and unwilling to work with parents to resolve issues. For high school planning you get 25 minutes with the counselor at a time chosen by them - does not matter if you can make it or not - and you cannot ask questions. High school planning is pretty important but is just a process for the counselors. And if you have a problem - too bad, the Administration does not care.
—Submitted by a parent


Posted March 1, 2011

Most of the teachers at this school are very good teachers. However the office staff is horrible. Everyone from the principle to the attendance clerk are bullies. They do not treat the students or the parents with any kind of respect. I have sent 3 kids to this school and I have hated every year of it. Anytime one of my children have had a problem, I have been treated as though they do not care. I hate this school and if I did not HAVE to send my child there I wouldn't.
—Submitted by a parent


Posted January 8, 2011

This school has made great strides to reaching children's full potential and strengthening core knowledge for children's future high school and college careers. However, the current pricipal of this school is absolutely inadequate and appauling in the face of concerned parents and staff. He has a pre-biased opinion over students and especially his staff, as well as he is very quick to voice this opinion in an unprofessional manor. This school has too much potential to continue being led by such an inadequate leader.
—Submitted by a parent


Posted December 20, 2009

Very poor academics, poor athletics program. Poor leadership. Not a good school if your child is strong in academics. Very rigid with A LOT of discipline problems.
—Submitted by a parent


Posted October 18, 2009

Central Junior High is a wonderful place for learning. I am starting my year here as a 7th grader and so far, the teachers and staff are so helpful and the academics are great. The chinese and hindi programs add a very nice touch, letting us learn different cultures and languages. The band and choir programs are known throughout the state and the athletics department is set on their goals of gettibg kids healthy. This school is one that I completely trust and is an excellent choice for any future 7th graders.
—Submitted by a student


Posted July 10, 2009

I really like this school My son first started last year as an eighth-grader and he has made friends very quickly. The academics are great, offering pre-AP and pre-IB classes. My son participates in both athletics and orchestra and has been able to maintain his academic excellence as well. Excellent communication from teachers, friendly and helpful staff, and great diversity. I can say that this school in particular and HEB ISD in general is an excellent choice for anyone looking to balance academics, fine arts, and athletics. Go Spartans!!
—Submitted by a parent


Posted February 25, 2009

I attended this school in the early 90's and my oldest daughter just started there this year. This school has a long tradition of success in academics, athletics, and fine arts. The Central Athletic Program is legendary, the Choir is known statewide, the orchestra is great and is in the process of being filled with lots of suzuki strings students (violin, viola, cello) which should allow them to stand out. These kids are amazing. Playing Bach in 5th grade? Exciting stuff. I look forward to my daughters years at central, and her 2 younger sisters. It's a great school, in a great district, in a city that was named one of the best in the country to raise your kids. Euless, Tx. Thanks Central, Harwood, and Euless Trinity High School for being such an important part of Euless getting that recognition.
—Submitted by a parent


Posted January 14, 2008

i think this is the best school in the world i didnt relize ho wmuch i was offered at this school untill i moved and now go to a small town school. i love this school with all my heart. Alexis Nicole Thompson im not a principal i am a student
—Submitted by a student


Posted April 10, 2005

I think that the majority of the teachers here are excellent, caring & interested in the children. I find however that the school administration is more concerned with it's control over the students than the individual student themselves.
—Submitted by a parent


Posted May 21, 2003

Great band program. The teacher is 'all about the band' and really not interested in anything else from parents or students. Gymnastics program is a waste of money.....and the fees/uniform policies were forgotton about for those who joined later in the year. The core knoweledge aspect is well worth attending CJH.


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.

289 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
91%
Math

The state average for Math was 81% in 2011.

292 students were tested at this school in 2011.

2011

 
 
91%

2010

 
 
87%
Writing

The state average for Writing was 94% in 2011.

285 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
96%
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.

289 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
98%
Math

The state average for Math was 73% in 2011.

286 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
95%
Science

The state average for Science was 79% in 2011.

283 students were tested at this school in 2011.

2011

 
 
88%

2010

 
 
86%
Social Studies

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

283 students were tested at this school in 2011.

2011

 
 
98%

2010

 
 
98%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

299 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
98%
Math

The state average for Math was 70% in 2011.

294 students were tested at this school in 2011.

2011

 
 
83%

2010

 
 
86%
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 Students90%
Female95%
Male84%
Black or African American90%
Asian97%
Hispanic84%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged86%
Not economically disadvantaged95%
Special education71%
Not special education90%
Limited English proficient (LEP)70%
Proficient in English90%
Migrantn/a
Non-migrant90%
Gifted/talented100%

Math

All Students91%
Female93%
Male89%
Black or African American82%
Asian97%
Hispanic89%
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged87%
Not economically disadvantaged97%
Special education78%
Not special education91%
Limited English proficient (LEP)70%
Proficient in English91%
Migrantn/a
Non-migrant91%
Gifted/talented100%

Writing

All Students97%
Female100%
Male94%
Black or African American97%
Asian97%
Hispanic99%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged96%
Not economically disadvantaged99%
Special education75%
Not special education98%
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

All Students95%
Female97%
Male93%
Black or African American96%
Asian100%
Hispanic90%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged92%
Not economically disadvantaged99%
Special education75%
Not special education96%
Limited English proficient (LEP)56%
Proficient in English97%
Migrantn/a
Non-migrant95%
Gifted/talented100%

Math

All Students95%
Female97%
Male93%
Black or African American96%
Asian100%
Hispanic93%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged92%
Not economically disadvantaged98%
Special education69%
Not special education96%
Limited English proficient (LEP)78%
Proficient in English95%
Migrantn/a
Non-migrant95%
Gifted/talented100%

Science

All Students88%
Female87%
Male90%
Black or African American86%
Asian90%
Hispanic81%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged82%
Not economically disadvantaged94%
Special education79%
Not special education88%
Limited English proficient (LEP)67%
Proficient in English89%
Migrantn/a
Non-migrant88%
Gifted/talented100%

Social Studies

All Students98%
Female99%
Male98%
Black or African American98%
Asian100%
Hispanic96%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged96%
Not economically disadvantaged100%
Special education100%
Not special education98%
Limited English proficient (LEP)75%
Proficient in English99%
Migrantn/a
Non-migrant98%
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 Students96%
Female97%
Male96%
Black or African American98%
Asian100%
Hispanic94%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged95%
Not economically disadvantaged98%
Special education73%
Not special education97%
Limited English proficient (LEP)80%
Proficient in English97%
Migrantn/a
Non-migrant96%
Gifted/talented100%

Math

All Students83%
Female78%
Male88%
Black or African American84%
Asian97%
Hispanic76%
American Indian or Alaska Nativen/a
White83%
Economically disadvantaged77%
Not economically disadvantaged89%
Special education29%
Not special education84%
Limited English proficient (LEP)60%
Proficient in English84%
Migrantn/a
Non-migrant83%
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.

327 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
83%
Math

The state average for Math was 71% in 2013.

317 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
86%
Writing

The state average for Writing was 70% in 2013.

326 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
76%
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.

297 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
89%
Math

The state average for Math was 77% in 2013.

198 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
84%
Science

The state average for Science was 75% in 2013.

271 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
83%
Social Studies

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

288 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
78%
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.

283 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
93%
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.

303 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
92%
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.

299 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
75%
English I Writing

The state average for English I Writing was 48% in 2013.

298 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
61%
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.

84 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%
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.

287 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
91%
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 Students86%
Female91%
Male82%
Black or African American76%
Asian100%
Hispanic86%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander83%
White88%
Economically disadvantaged82%
Not economically disadvantaged92%
Special education56%
Not special education87%
Limited English proficient (LEP)44%
Proficient in English89%
Migrantn/a
Non-migrant87%
Gifted/talented100%
Non-Gifted84%
Bilingualn/a

Math

All Students84%
Female84%
Male83%
Black or African American71%
Asian96%
Hispanic83%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander67%
White88%
Economically disadvantaged79%
Not economically disadvantaged91%
Special education100%
Not special education83%
Limited English proficient (LEP)62%
Proficient in English85%
Migrantn/a
Non-migrant84%
Gifted/talented100%
Non-Gifted81%
Bilingualn/a

Writing

All Students79%
Female84%
Male74%
Black or African American70%
Asian100%
Hispanic76%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander83%
White80%
Economically disadvantaged75%
Not economically disadvantaged84%
Special education38%
Not special education80%
Limited English proficient (LEP)36%
Proficient in English82%
Migrantn/a
Non-migrant79%
Gifted/talented100%
Non-Gifted76%
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 Students90%
Female92%
Male88%
Black or African American84%
Asian80%
Hispanic93%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander67%
White92%
Economically disadvantaged87%
Not economically disadvantaged93%
Special education64%
Not special education91%
Limited English proficient (LEP)50%
Proficient in English92%
Migrantn/a
Non-migrant90%
Gifted/talented100%
Non-Gifted89%
Bilingualn/a

Math

All Students88%
Female88%
Male89%
Black or African American84%
Asian100%
Hispanic90%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander80%
White89%
Economically disadvantaged88%
Not economically disadvantaged90%
Special education88%
Not special education88%
Limited English proficient (LEP)93%
Proficient in English88%
Migrantn/a
Non-migrant88%
Gifted/talentedn/a
Non-Gifted88%
Bilingualn/a

Science

All Students78%
Female71%
Male84%
Black or African American64%
Asian70%
Hispanic81%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander83%
White84%
Economically disadvantaged73%
Not economically disadvantaged85%
Special education70%
Not special education78%
Limited English proficient (LEP)71%
Proficient in English78%
Migrantn/a
Non-migrant78%
Gifted/talented100%
Non-Gifted76%
Bilingualn/a

Social Studies

All Students66%
Female62%
Male71%
Black or African American62%
Asian69%
Hispanic61%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander67%
White72%
Economically disadvantaged59%
Not economically disadvantaged75%
Special education40%
Not special education67%
Limited English proficient (LEP)36%
Proficient in English67%
Migrantn/a
Non-migrant66%
Gifted/talented100%
Non-Gifted62%
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 Students93%
Female93%
Male93%
Black or African American88%
Asian100%
Hispanic96%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged92%
Not economically disadvantaged94%
Special education75%
Not special education93%
Limited English proficient (LEP)75%
Proficient in English94%
Migrantn/a
Non-migrant93%
Gifted/talented100%
Non-Gifted92%
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 Students95%
Female96%
Male95%
Black or African American94%
Asian100%
Hispanic93%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White96%
Economically disadvantaged93%
Not economically disadvantaged98%
Special education89%
Not special education96%
Limited English proficient (LEP)69%
Proficient in English96%
Migrantn/a
Non-migrant95%
Gifted/talented100%
Non-Gifted95%
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 Students82%
Female89%
Male75%
Black or African American70%
Asian93%
Hispanic82%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged77%
Not economically disadvantaged88%
Special education20%
Not special education84%
Limited English proficient (LEP)28%
Proficient in English85%
Migrantn/a
Non-migrant82%
Gifted/talented100%
Non-Gifted80%
Bilingualn/a

English I Writing

All Students61%
Female73%
Male50%
Black or African American48%
Asian80%
Hispanic60%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White64%
Economically disadvantaged53%
Not economically disadvantaged71%
Special education10%
Not special education63%
Limited English proficient (LEP)17%
Proficient in English63%
Migrantn/a
Non-migrant61%
Gifted/talented97%
Non-Gifted57%
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 Students100%
Female100%
Male100%
Black or African American100%
Asian100%
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged100%
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant100%
Gifted/talented100%
Non-Gifted100%
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 Students93%
Female94%
Male92%
Black or African American89%
Asian97%
Hispanic94%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged91%
Not economically disadvantaged95%
Special education78%
Not special education93%
Limited English proficient (LEP)69%
Proficient in English93%
Migrantn/a
Non-migrant93%
Gifted/talented100%
Non-Gifted92%
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 "Exemplary".
  • 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
White 41% 31%
Hispanic 28% 50%
Black 21% 13%
Asian 9% 3%
American Indian/Alaska Native 1% 0%
Hawaiian Native/Pacific Islander 1% 0%
Two or more races 0% 2%
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 »

This school has not yet provided program information.


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3191 W Pipeline Rd
Euless, TX 76040
Phone: (817) 354-3350

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