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GreatSchools Rating

Euless J High School

Public | 7-9 | 993 students

 
 

Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 2 ratings
2012:
Based on 2 ratings
2011:
Based on 6 ratings

Teacher quality

Principal leadership

Parent involvement

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32 reviews of this school


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Posted November 11, 2008

This school is awesomee! Send your kids here for good education!!
—Submitted by a student


Posted October 18, 2007

I have a child that currently goes to EJH, this is her second year attending and I have to say that she is enjoying her junior high years and she is also loving the chior program keep it up EJH!!! Go Stallions
—Submitted by a parent


Posted October 7, 2007

I totally agree w/the parent that made the comment about detention and treating the kids like detainees. Taking the joy out of the students will not help their education or self esteem. Very sad that administration (principal & vice principal) won't return e-mails or listen to parents concerns. That is not open mindness. I must say their music, art and other programs are very good. Wish I could say the samae about all the faculty.
—Submitted by a parent


Posted September 27, 2007

I have had one child go thru EJH and two are there now. I applaud the teachers and administration for all the hard work they do to make sure these kids are successful. Mrs. Bryant and Mrs. Cho are awesome teachers (all three had/have Mrs. Bryant). They are extremely dedicated to what they do and I appreciate everything they do. I do agree with the other parent about detention but hope this year will be a little different with Mrs. Wiles.
—Submitted by a parent


Posted April 26, 2007

Continues to be an excellent school, even though there was a change-over in administration. Keep up the good work!
—Submitted by a parent


Posted February 8, 2007

I have been horribly dissapointed (with the vice principal and the detention policy as well as the thefts ) and amazingly impressed ( with the foreign language program and Mrs Webster ) with EJH . The quality of teaching ranges from inadequate to superior . The counselors are exceptional . I realise my review yo yos from the awful and unacceptable to the laudable and impressive- but so does EJH!
—Submitted by a parent


Posted November 14, 2005

This school is very concerned wit hthe TAKS tests and not really concerned with the parents feelings, or the students overall learning.
—Submitted by a former student


Posted September 10, 2005

Detention at Euless Junior High almost seems like an extracurricular activity/homework period as opposed to a behavioral modification tool!
—Submitted by a parent


Posted July 25, 2005

I am a teacher at EJH and I must refute the comments of the parent who would paint a picture that depicts lack of care. The quality of teaching is what drew me out of an early retirement and teacher burnout. While many schools choose to ignore disciplinary problems, EJH understands the importance of good classroom environment for it is essential to learning, and we have the achievement test scores to back it up. Consistency in academics and discipline is proof of leadership under our Prindipal, David Robbins, whose guidance has allowed me and my coworkers to focus on what we do best: TEACH. Beverly Webster, EJH Teacher of the Year 2004-2005.
—Submitted by a teacher


Posted April 20, 2005

quality of academics is good but the faculty and administration seem more intent on taks testing than on teaching. students are treated more like detainees than students. parents have to call teachers 3 to 5 days in a row to recieve a call back from the teacher and they are not very willing to work with the parents or the students.
—Submitted by a parent


Posted August 22, 2003

I was a student that went there 4 years ago this school was extremely easy I have no clue what the person is talking about tought school thats a laugh.
—Submitted by a former student


Posted May 6, 2003

Very tough school that focuses alot on academics,but could work a little more on extracurricular activities


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.

280 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
91%
Math

The state average for Math was 81% in 2011.

278 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
90%
Writing

The state average for Writing was 94% in 2011.

277 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
99%
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.

273 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
98%
Math

The state average for Math was 73% in 2011.

264 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
96%
Science

The state average for Science was 79% in 2011.

263 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
92%
Social Studies

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

267 students were tested at this school in 2011.

2011

 
 
99%

2010

 
 
99%
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.

295 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
98%
Math

The state average for Math was 70% in 2011.

288 students were tested at this school in 2011.

2011

 
 
85%

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

All Students90%
Female93%
Male89%
Black or African American89%
Asian88%
Hispanic91%
American Indian or Alaska Nativen/a
White91%
Economically disadvantaged87%
Not economically disadvantaged98%
Special education93%
Not special education90%
Limited English proficient (LEP)54%
Proficient in English92%
Migrantn/a
Not migrant90%
Gifted/talented100%

Math

All Students90%
Female91%
Male89%
Black or African American81%
Asian88%
Hispanic90%
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged87%
Not economically disadvantaged96%
Special education77%
Not special education90%
Limited English proficient (LEP)62%
Proficient in English91%
Migrantn/a
Not migrant90%
Gifted/talented100%

Writing

All Students94%
Female97%
Male92%
Black or African American92%
Asian100%
Hispanic97%
American Indian or Alaska Nativen/a
White91%
Economically disadvantaged93%
Not economically disadvantaged98%
Special education92%
Not special education94%
Limited English proficient (LEP)77%
Proficient in English95%
Migrantn/a
Not migrant94%
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 Students97%
Female98%
Male95%
Black or African American96%
Asian97%
Hispanic97%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged96%
Not economically disadvantaged98%
Special education100%
Not special education96%
Limited English proficient (LEP)71%
Proficient in English97%
Migrantn/a
Not migrant97%
Gifted/talented100%

Math

All Students97%
Female97%
Male97%
Black or African American93%
Asian100%
Hispanic97%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged95%
Not economically disadvantaged100%
Special education100%
Not special education97%
Limited English proficient (LEP)71%
Proficient in English98%
Migrantn/a
Not migrant97%
Gifted/talented100%

Science

All Students95%
Female94%
Male95%
Black or African American87%
Asian100%
Hispanic97%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged93%
Not economically disadvantaged98%
Special education100%
Not special education94%
Limited English proficient (LEP)50%
Proficient in English96%
Migrantn/a
Not migrant95%
Gifted/talented100%

Social Studies

All Students99%
Female99%
Male99%
Black or African American98%
Asian100%
Hispanic99%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged98%
Not economically disadvantaged100%
Special education100%
Not special education99%
Limited English proficient (LEP)83%
Proficient in English100%
Migrantn/a
Not migrant99%
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%
Female98%
Male95%
Black or African American95%
Asian97%
Hispanic96%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged96%
Not economically disadvantaged97%
Special education93%
Not special education96%
Limited English proficient (LEP)88%
Proficient in English97%
Migrantn/a
Not migrant96%
Gifted/talented100%

Math

All Students85%
Female85%
Male85%
Black or African American76%
Asian97%
Hispanic79%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged84%
Not economically disadvantaged87%
Special education83%
Not special education85%
Limited English proficient (LEP)75%
Proficient in English85%
Migrantn/a
Not migrant85%
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.

337 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
81%
Math

The state average for Math was 71% in 2013.

333 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
83%
Writing

The state average for Writing was 70% in 2013.

339 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
77%
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.

304 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
91%
Math

The state average for Math was 77% in 2013.

251 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
94%
Science

The state average for Science was 75% in 2013.

292 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
91%
Social Studies

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

294 students were tested at this school in 2013.

2013

 
 
72%

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

Algebra I

The state average for Algebra I was 78% in 2013.

272 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
97%
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.

286 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
99%
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.

296 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
83%
English I Writing

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

295 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
65%
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.

56 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.

291 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
95%
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 Students84%
Female88%
Male81%
Black or African American84%
Asian94%
Hispanic80%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander85%
White85%
Economically disadvantaged82%
Not economically disadvantaged89%
Special education50%
Not special education85%
Limited English proficient (LEP)54%
Proficient in English86%
Migrantn/a
Not migrant84%
Gifted/talented100%
Not Gifted83%
Bilingualn/a

Math

All Students84%
Female82%
Male86%
Black or African American83%
Asian94%
Hispanic81%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander77%
White86%
Economically disadvantaged83%
Not economically disadvantaged87%
Special education75%
Not special education85%
Limited English proficient (LEP)76%
Proficient in English85%
Migrantn/a
Not migrant84%
Gifted/talented94%
Not Gifted84%
Bilingualn/a

Writing

All Students73%
Female82%
Male65%
Black or African American72%
Asian83%
Hispanic66%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander92%
White75%
Economically disadvantaged66%
Not economically disadvantaged84%
Special education29%
Not special education73%
Limited English proficient (LEP)38%
Proficient in English75%
Migrantn/a
Not migrant73%
Gifted/talented94%
Not Gifted72%
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 Students88%
Female91%
Male86%
Black or African American93%
Asian83%
Hispanic84%
Multiracial90%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander82%
White93%
Economically disadvantaged87%
Not economically disadvantaged92%
Special education69%
Not special education89%
Limited English proficient (LEP)52%
Proficient in English91%
Migrantn/a
Not migrant89%
Gifted/talented100%
Not Gifted88%
Bilingualn/a

Math

All Students93%
Female94%
Male92%
Black or African American91%
Asian100%
Hispanic96%
Multiracial89%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander86%
White93%
Economically disadvantaged93%
Not economically disadvantaged93%
Special education90%
Not special education93%
Limited English proficient (LEP)92%
Proficient in English93%
Migrantn/a
Not migrant93%
Gifted/talented100%
Not Gifted93%
Bilingualn/a

Science

All Students97%
Female97%
Male96%
Black or African American95%
Asian100%
Hispanic97%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander91%
White98%
Economically disadvantaged96%
Not economically disadvantaged97%
Special education100%
Not special education96%
Limited English proficient (LEP)85%
Proficient in English97%
Migrantn/a
Not migrant97%
Gifted/talented100%
Not Gifted96%
Bilingualn/a

Social Studies

All Students72%
Female69%
Male75%
Black or African American73%
Asian80%
Hispanic69%
Multiracial73%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander45%
White78%
Economically disadvantaged68%
Not economically disadvantaged80%
Special education62%
Not special education73%
Limited English proficient (LEP)43%
Proficient in English73%
Migrantn/a
Not migrant72%
Gifted/talented100%
Not Gifted70%
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 Students96%
Female97%
Male95%
Black or African American93%
Asian100%
Hispanic95%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander100%
White96%
Economically disadvantaged96%
Not economically disadvantaged95%
Special education83%
Not special education96%
Limited English proficient (LEP)92%
Proficient in English96%
Migrantn/a
Not migrant96%
Gifted/talented100%
Not Gifted95%
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
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a
Bilingualn/a

Biology I

All Students99%
Female98%
Male99%
Black or African American100%
Asian100%
Hispanic96%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander100%
White100%
Economically disadvantaged98%
Not economically disadvantaged100%
Special education92%
Not special education99%
Limited English proficient (LEP)83%
Proficient in English99%
Migrantn/a
Not migrant99%
Gifted/talented100%
Not Gifted99%
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
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a
Bilingualn/a

English I Reading

All Students84%
Female87%
Male81%
Black or African American79%
Asian95%
Hispanic82%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander76%
White92%
Economically disadvantaged82%
Not economically disadvantaged86%
Special education70%
Not special education84%
Limited English proficient (LEP)47%
Proficient in English85%
Migrantn/a
Not migrant84%
Gifted/talented100%
Not Gifted83%
Bilingualn/a

English I Writing

All Students66%
Female75%
Male59%
Black or African American60%
Asian79%
Hispanic66%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander52%
White75%
Economically disadvantaged63%
Not economically disadvantaged71%
Special education40%
Not special education67%
Limited English proficient (LEP)32%
Proficient in English68%
Migrantn/a
Not migrant66%
Gifted/talented100%
Not Gifted64%
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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrant100%
Gifted/talented100%
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a

World Geography

All Students93%
Female90%
Male95%
Black or African American94%
Asian100%
Hispanic89%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander86%
White96%
Economically disadvantaged91%
Not economically disadvantaged96%
Special education71%
Not special education94%
Limited English proficient (LEP)75%
Proficient in English93%
Migrantn/a
Not migrant93%
Gifted/talented100%
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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 "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
Hispanic 33% 52%
White 27% 29%
Black 24% 13%
Asian or Pacific Islander 9% 4%
Hawaiian Native/Pacific Islander 5% 0%
Two or more races 2% 2%
American Indian/Alaska Native 1% 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 9%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 9%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

This school has not yet provided program information.


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306 West Airport Freeway
Euless, TX 76039
Phone: (817) 354-3340

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