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GreatSchools Rating

Midway Park Elementary School

Public | PK-6 | 747 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 3 ratings
2013:
Based on 1 rating
2012:
Based on 1 rating
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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14 reviews of this school


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Posted June 20, 2014

My son was miserable at Midway Park. I visited at lunch one day and very small children were required to sit in silence for half their lunch. Teacher's don't want the students to talk in class but when they should be visiting they are silent. It broke my heart to see my son so miserable at school. He cried every day. I finally moved him to a private school and he thrived and the tears stopped and the learning began!
—Submitted by a parent


Posted May 10, 2014

Parents beware!! They have the school on complete lockdown, you can't even get into the office! You cannot walk your child to class. You have to drop him off at the front of the school and just hope they get to class safely. If they did go missing you wouldn't even know for at least half an hour. there is absolutely no teacher parent communication what so ever. There is no PTA. My husband and I signed up and had to pay $12 to be part of the PTA and they didn't call us one time the whole year. There are very few activities to meet other families.the teacher that we had for first grade was so awful she made our child cry every single school day. our child is not very sensitive normally but the teacher was yelling at him daily and broke him to tears. Our child loved school last year in California. We had so many issues here, I pulled him out for homeschool in the beginning of January because of the abuse and neglect of the teacher and staff. The woman in the main office always gave us a hard time when our child was out sick and the nurse was mean as well. Our son has asthma so he misses more days than most children and it felt like they were trying to punish us because of it.
—Submitted by a parent


Posted February 20, 2014

a lot of bullying at this school and teachers and principals turn their heads except for favorites. New to area and talked to several families and got the same response. Teachers throwing papers at students because they did no understand how she meant to do the work.
—Submitted by a parent


Posted July 22, 2013

The teachers at Midway Park have been outstanding for my kids, Ms. Sinha in particular. Unfortunately, the leadership in the school (principal, etc.) has been less than stellar. Add to that the fact that one of my kids spent ALL seven years in the school dealing with head lice, and I am glad we are moving so my younger daughter will have a better experience. She has dealt with psychological bullying since the third grade and has had her situation pretty much dismissed by teachers and principals. Some of the parents are HORRIBLE, too. Their kids are direct reflections of them, and it is not good.
—Submitted by a parent


Posted February 7, 2012

This school has unfortunately suffered a recent decline in quality of teachers and principal staff. There is very poor communication between teachers and parents. My son's teacher is very inattentive and borderline neglectful. He is a straight A student and comes home everyday frustrated because of poor teacher involvement in studies. If you like to take a proactive approach in your child's learning experience, stay away from this school.
—Submitted by a parent


Posted October 13, 2011

I just. Would like to say that Mrs. Tucker is a great Kindergarden teacher! She is very patient with her class & pays close attention to them daily & she makes frequent calls/emails to parents concerning their kids. Sincerely, Mrs. Walker
—Submitted by a parent


Posted February 1, 2010

This school has always shown interest in giving my child the best education
—Submitted by a parent


Posted September 8, 2009

Midway park is a good school. Some of the teachers are great. My kids loved everything about this school . But it is sad they we will be moving to a new school.
—Submitted by a parent


Posted June 3, 2009

My son has ADHD and a learning disability-two strikes against him...he has been going to this school since Kind and is now going into the 7th grade...this school really took care of his educational needs and he has now against all the odds and all of the teachers he has had over the years made the A & B honor roll!!! This school really wants the kids to succeed! Thank you so much all the staff at Midway!
—Submitted by a parent


Posted June 18, 2008

My daughters have been going to Midway for the past two years and I noticed from day one that the faculty made a point to make sure that they knew their students. The staff that my children interact w/ made an effort to get to know them on a personal level and not just another student to get a score. They made sure that they understood their learning needs and stuck w/ them so they could over come those obstacles. This is a great school!
—Submitted by a parent


Posted May 28, 2008

We have had 2 children at Midway Park and have alway's had wonderful experiences with their teachers and the front office staff. We love the diversity at the school. All of our concerns and questions have alway's been addressed quickly. Both of our children were very happy there.
—Submitted by a parent


Posted April 5, 2008

My son has ADHD and this school does so much to help him succeed. His teacher is awesome and always answers our questions any time. This school really cares.
—Submitted by a parent


Posted June 24, 2004

My children have had wonderful teachers at Midway Park! The teachers and administration have always been very helpful about any concerns that I've had as a parent.
—Submitted by a parent


Posted January 7, 2004

This School have vrey low envolment from parents, teachers, and faculty. No one wants to spend time or money with these children. No one wants to put them first.
—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 89% in 2011.

93 students were tested at this school in 2011.

2011

 
 
91%

2010

 
 
92%
Math

The state average for Math was 87% in 2011.

93 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
78%
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.

92 students were tested at this school in 2011.

2011

 
 
88%

2010

 
 
85%
Math

The state average for Math was 88% in 2011.

89 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
97%
Writing

The state average for Writing was 90% in 2011.

89 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
94%
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 82% in 2011.

92 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
96%
Math

The state average for Math was 81% in 2011.

93 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
97%
Science

The state average for Science was 87% in 2011.

95 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
95%
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.

74 students were tested at this school in 2011.

2011

 
 
91%

2010

 
 
97%
Math

The state average for Math was 83% in 2011.

73 students were tested at this school in 2011.

2011

 
 
93%

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

All Students91%
Female97%
Male87%
Black or African American95%
Asian100%
Hispanic83%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged88%
Not economically disadvantaged100%
Special educationn/a
Not special education92%
Limited English proficient (LEP)87%
Proficient in English94%
Migrantn/a
Non-migrant91%
Gifted/talented100%

Math

All Students89%
Female92%
Male87%
Black or African American80%
Asian100%
Hispanic87%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged88%
Not economically disadvantaged93%
Special educationn/a
Not special education90%
Limited English proficient (LEP)90%
Proficient in English89%
Migrantn/a
Non-migrant89%
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 Students88%
Female92%
Male85%
Black or African American74%
Asian100%
Hispanic80%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged87%
Not economically disadvantaged90%
Special education33%
Not special education92%
Limited English proficient (LEP)91%
Proficient in English87%
Migrantn/a
Non-migrant88%
Gifted/talented100%

Math

All Students94%
Female92%
Male96%
Black or African American89%
Asian100%
Hispanic87%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged93%
Not economically disadvantaged96%
Special educationn/a
Not special education95%
Limited English proficient (LEP)95%
Proficient in English94%
Migrantn/a
Non-migrant94%
Gifted/talented100%

Writing

All Students93%
Female95%
Male92%
Black or African American89%
Asian100%
Hispanic95%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged95%
Not economically disadvantaged89%
Special educationn/a
Not special education94%
Limited English proficient (LEP)95%
Proficient in English93%
Migrantn/a
Non-migrant93%
Gifted/talented90%
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%
Female94%
Male100%
Black or African American100%
Asian100%
Hispanic88%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged95%
Not economically disadvantaged100%
Special educationn/a
Not special education97%
Limited English proficient (LEP)82%
Proficient in English98%
Migrantn/a
Non-migrant97%
Gifted/talented100%

Math

All Students96%
Female94%
Male98%
Black or African American100%
Asian93%
Hispanic96%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged94%
Not economically disadvantaged100%
Special education80%
Not special education97%
Limited English proficient (LEP)92%
Proficient in English95%
Migrantn/a
Non-migrant96%
Gifted/talented100%

Science

All Students89%
Female88%
Male91%
Black or African American88%
Asian93%
Hispanic85%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged84%
Not economically disadvantaged100%
Special education67%
Not special education91%
Limited English proficient (LEP)67%
Proficient in English90%
Migrantn/a
Non-migrant89%
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 Students91%
Female93%
Male88%
Black or African American83%
Asian100%
Hispanic93%
American Indian or Alaska Nativen/a
White85%
Economically disadvantaged90%
Not economically disadvantaged91%
Special educationn/a
Not special education93%
Limited English proficient (LEP)60%
Proficient in English91%
Migrantn/a
Non-migrant91%
Gifted/talented100%

Math

All Students93%
Female98%
Male88%
Black or African American75%
Asian100%
Hispanic100%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged94%
Not economically disadvantaged91%
Special educationn/a
Not special education93%
Limited English proficient (LEP)n/a
Proficient in English93%
Migrantn/a
Non-migrant93%
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 79% in 2013.

109 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
75%
Math

The state average for Math was 69% in 2013.

108 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
64%
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 72% in 2013.

110 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
75%
Math

The state average for Math was 68% in 2013.

109 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
65%
Writing

The state average for Writing was 71% in 2013.

107 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
71%
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 77% in 2013.

91 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
80%
Math

The state average for Math was 75% in 2013.

90 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
87%
Science

The state average for Science was 73% in 2013.

92 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
90%
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.

102 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
82%
Math

The state average for Math was 74% in 2013.

100 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
82%
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 Students79%
Female73%
Male84%
Black or African American81%
Asian100%
Hispanic69%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander62%
White87%
Economically disadvantaged77%
Not economically disadvantaged84%
Special education50%
Not special education81%
Limited English proficient (LEP)68%
Proficient in English82%
Migrantn/a
Non-migrant79%
Gifted/talented100%
Non-Gifted78%
Bilingualn/a

Math

All Students56%
Female48%
Male62%
Black or African American44%
Asian75%
Hispanic53%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander46%
White59%
Economically disadvantaged51%
Not economically disadvantaged66%
Special education33%
Not special education57%
Limited English proficient (LEP)54%
Proficient in English56%
Migrantn/a
Non-migrant56%
Gifted/talented100%
Non-Gifted53%
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 Students59%
Female52%
Male67%
Black or African American56%
Asian67%
Hispanic50%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander29%
White79%
Economically disadvantaged49%
Not economically disadvantaged87%
Special education17%
Not special education62%
Limited English proficient (LEP)32%
Proficient in English68%
Migrantn/a
Non-migrant59%
Gifted/talented100%
Non-Gifted55%
Bilingualn/a

Math

All Students63%
Female53%
Male75%
Black or African American47%
Asian83%
Hispanic53%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander71%
White78%
Economically disadvantaged55%
Not economically disadvantaged84%
Special education50%
Not special education64%
Limited English proficient (LEP)52%
Proficient in English67%
Migrantn/a
Non-migrant63%
Gifted/talented100%
Non-Gifted60%
Bilingualn/a

Writing

All Students70%
Female68%
Male72%
Black or African American67%
Asian89%
Hispanic55%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander71%
White83%
Economically disadvantaged65%
Not economically disadvantaged83%
Special educationn/a
Not special education72%
Limited English proficient (LEP)44%
Proficient in English78%
Migrantn/a
Non-migrant70%
Gifted/talented100%
Non-Gifted67%
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 Students81%
Female88%
Male76%
Black or African American78%
Asian90%
Hispanic76%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander43%
White96%
Economically disadvantaged74%
Not economically disadvantaged97%
Special educationn/a
Not special education83%
Limited English proficient (LEP)45%
Proficient in English86%
Migrantn/a
Non-migrant81%
Gifted/talented100%
Non-Gifted80%
Bilingualn/a

Math

All Students81%
Female80%
Male82%
Black or African American61%
Asian90%
Hispanic82%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander71%
White92%
Economically disadvantaged82%
Not economically disadvantaged80%
Special educationn/a
Not special education82%
Limited English proficient (LEP)70%
Proficient in English83%
Migrantn/a
Non-migrant81%
Gifted/talented100%
Non-Gifted79%
Bilingualn/a

Science

All Students79%
Female80%
Male79%
Black or African American61%
Asian82%
Hispanic83%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander43%
White96%
Economically disadvantaged73%
Not economically disadvantaged93%
Special educationn/a
Not special education81%
Limited English proficient (LEP)64%
Proficient in English80%
Migrantn/a
Non-migrant79%
Gifted/talented100%
Non-Gifted78%
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 Students80%
Female80%
Male81%
Black or African American74%
Asian88%
Hispanic80%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander86%
White91%
Economically disadvantaged75%
Not economically disadvantaged93%
Special education33%
Not special education83%
Limited English proficient (LEP)60%
Proficient in English83%
Migrantn/a
Non-migrant80%
Gifted/talented100%
Non-Gifted79%
Bilingualn/a

Math

All Students84%
Female83%
Male85%
Black or African American83%
Asian88%
Hispanic84%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islander77%
White91%
Economically disadvantaged80%
Not economically disadvantaged93%
Special education0%
Not special education89%
Limited English proficient (LEP)88%
Proficient in English84%
Migrantn/a
Non-migrant84%
Gifted/talented100%
Non-Gifted83%
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 "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
Hispanic 31% 52%
Black 24% 13%
White 24% 29%
Asian or Pacific Islander 8% 4%
Hawaiian Native/Pacific Islander 7% 0%
Two or more races 5% 2%
American Indian/Alaska Native N/A 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 19%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 0%N/AN/A
Source: CRDC, 2011-2012

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School basics

School Leader's name
  • SARAH WILLIAMS
Fax number
  • (817) 354-3332

Resources

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

Apply

To learn more about enrolling, please call the school.
 

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

 
Notice an inaccuracy? Let us know!

409 North Ector Drive
Euless, TX 76039
Phone: (817) 354-3380

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