Advertisement
Advertisement

GreatSchools Rating

South Euless Elementary School

Public | PK-6 | 758 students

 

Be sure to visit

Take along one of
our checklists:

 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 9 ratings
2012:
Based on 4 ratings
2011:
Based on 3 ratings

Teacher quality

Principal leadership

Parent involvement

Rate this school

Click on stars to rate
Please select a star rating for this school.
    Helpful reviews answer questions:
  • What do you think others should know?
  • What do you like?
  • How could your school improve?
    Review Guidelines
    GreatSchools won’t post reviews that contain:
  • Inappropriate language
  • Allegations of criminal conduct
  • Names of students, teachers or staff
1200 characters remaining
Please read and accept our Terms of Use to join GreatSchools.
Please indicate your relationship to the school.
Registration is required to post your anonymous review
We will not display your name, photo or email address with your review.
OR
Your email address will never be published or shared.
Indicates a required field

42 reviews of this school


Sort by:
Show reviews by:
Posted May 4, 2010

I love the school and staff my child gets A's on her report card it has to do alot with the school.
—Submitted by a parent


Posted April 12, 2010

The teachers and staff are absolutely wonderful! They are very helpful and concerned about each child as an individual. I am grateful that my daughter is a part of a school with such caring teachers towards their students.
—Submitted by a parent


Posted April 12, 2010

My children are learning and having fun at the same time. The teachers are teaching life skills, which is making learning meaningful.
—Submitted by a parent


Posted January 16, 2009

I love this school .The principle,the teachers and the cafetria ladies are all excellent and I appreciate what their doing for our kids.The thing that I don't understand is why the two front ladies are so rude with parents.They are supposedto be the front cover of the school.They have no manners especially the one with black hair .We are not begging them ,we are just asking them in a nice way to do their job.Is it that hard to speak with a parent in a nice smiley face for two minutes.They are really a bad impression of the school.
—Submitted by a parent


Posted December 8, 2008

I have been very lucky to have had some wonderful teachers who have gone above and beyond to help with identifying my son's ADD/Dyslexia problems. Mrs.Edmonds, Karim, Black, Cranford and Moore all get an A++!! They sincerely do care about my son and our educational frustrations. Both my son and I are very familiar with most teachers @ SEE....they do work as a team and are all willing to help in any way possible. (P.S. The office staff could use some classes in customer service...they do not give a good impression on what the school really is all about at all! -- I love the SEE teachers and staff!)
—Submitted by a parent


Posted October 9, 2008

I love the school but the two women at the front desk are so rude. I went to get my child from school for an appt and was told that I had to go find which class my child was in for Fine Arts. They couldn't even call three classes to see if my child was in there! They need to have training in manners!
—Submitted by a parent


Posted August 9, 2008

I think the principal could be more accesible. My son studied first grade last year, but not too much homework. At last, the substitute teacher, Miss Buffy, doing excellent. Please be more nice at the front desk, the secretary is so rude some time.
—Submitted by a parent


Posted August 7, 2008

The current principle has taken away some of the 'fun' activities such as the annual talent show, etc. The previous principle seemed to be more visual and excited about the school, the teachers, and the kids. The teachers are great for the majority with several in different grades that are phenomenal.
—Submitted by a parent


Posted January 18, 2008

I have kids in this school, the teachers work hard and doing them best to improve the education. The staff are great. The school is great , but i hope the parents get more nice treat[ment] by the front desk personnel.
—Submitted by a parent


Posted July 10, 2007

This is not a bad chool. At the same time it is not an extreamly good one too. I would say it is an average + (B+) school. I like the fact that they give lot of importance to student discipline. Most of the teachers can be rated from good to very good. Major problem I see with this school is that it many classes lacks practicals learning. I believe most of the education is confined to books. I don't current Principal is not bad. Actually I like to rate her abilities 4/5. I noticed she got rid of some staff who are not even meeting expectations.
—Submitted by a parent


Posted May 29, 2007

I have 2 children that attend this school. Princinpal lacks leaderships skills in many areas. A few really outstanding teachers. Horrible play yard.
—Submitted by a parent


Posted May 26, 2007

Parent involvement very small, but seems to have some great very involved parents. There are many good teachers at this school and only a handful of exceptional teachers. The teachers seem to have their hands tied because the principal has them teaching out of TAKS preparation books only for over 3/4 of the school year. She seems to be more concerned with the TAKS scores and how the district officers view her. Unfortunately, our children are the ones that suffer at this school. If your child must attend this school, be vigilant.
—Submitted by a parent


Posted May 16, 2007

I have three boys going to South Euless and we transferred from DISD two years ago. At first, I was not sure how the curriculum was going to challenge my boys, they came from a blue ribbon school with a 18:1 ratio, but after seeing how the teachers interact with them everything seems to be going well. The student/teacher ratio is comfortable where they don't get lost in the class or overlooked. All of the teachers are approachable and extremely helpful. Anyone looking to transfer or choosing to start your children at South Euless will be making a positive decision.
—Submitted by a parent


Posted February 8, 2007

My 3rd child started SEE this year . They have been wonderful of keeping us abreast of the issues that concern us most . Teachers like Hamam, Brown, Krackenberger, Etheridge etc and the school nurse have all been really lovely and the academic schedule and coverage is exemplary.
—Submitted by a parent


Posted September 22, 2006

I think the school can be better in choice of teachers for 1 st grade . im not happy with my sons teacher in all ways, I think there should be more homework and other school work.2 I think when things are going on the school that all parents know what going on . please make it better for the school and the kids.
—Submitted by a parent


Posted June 12, 2006

not keen on teacher supervision in class and onplay yard.
—Submitted by a parent


Posted May 21, 2006

Acadamically, school need to do more to push itself to examplary level like they said it's one of their goals.
—Submitted by an administrator


Posted December 4, 2005

We were really satisfied with the school's leadership from K-5. The principal retired and the new principal seems to be still feeling everything out. This is our son's last year at the school and overall we are happy with his elementary years.
—Submitted by a parent


Posted August 12, 2005

High level of academic challenge.
—Submitted by a teacher


Posted April 11, 2005

They appear to monitor the kids well as far as academic ability and to ensure they are challenged appropriately. The teachers are very friendly and informative and show that they love their profession. The school is clean and well kept. I attended the first grade play they had and was quite impressed!
—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.

103 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
93%
Math

The state average for Math was 87% in 2011.

103 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
93%
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.

87 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
95%
Math

The state average for Math was 88% in 2011.

86 students were tested at this school in 2011.

2011

 
 
98%

2010

 
 
97%
Writing

The state average for Writing was 90% in 2011.

84 students were tested at this school in 2011.

2011

 
 
95%

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 82% in 2011.

94 students were tested at this school in 2011.

2011

 
 
100%

2010

 
 
99%
Math

The state average for Math was 81% in 2011.

93 students were tested at this school in 2011.

2011

 
 
100%

2010

 
 
96%
Science

The state average for Science was 87% in 2011.

95 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 84% in 2011.

82 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
97%
Math

The state average for Math was 83% in 2011.

82 students were tested at this school in 2011.

2011

 
 
95%

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

All Students95%
Female96%
Male94%
Black or African American96%
Asian100%
Hispanic97%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged94%
Not economically disadvantaged97%
Special education100%
Not special education95%
Limited English proficient (LEP)n/a
Proficient in English95%
Migrantn/a
Not migrant95%
Gifted/talentedn/a

Math

All Students95%
Female96%
Male94%
Black or African American91%
Asian100%
Hispanic100%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged94%
Not economically disadvantaged97%
Special educationn/a
Not special education95%
Limited English proficient (LEP)n/a
Proficient in English95%
Migrantn/a
Not migrant95%
Gifted/talentedn/a
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%
Female95%
Male98%
Black or African American94%
Asian100%
Hispanic94%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged94%
Not economically disadvantaged100%
Special educationn/a
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English96%
Migrantn/a
Not migrant97%
Gifted/talented100%

Math

All Students98%
Female100%
Male95%
Black or African American94%
Asian100%
Hispanic100%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged96%
Not economically disadvantaged100%
Special educationn/a
Not special education98%
Limited English proficient (LEP)n/a
Proficient in English97%
Migrantn/a
Not migrant98%
Gifted/talented100%

Writing

All Students95%
Female95%
Male95%
Black or African American100%
Asian92%
Hispanic94%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged94%
Not economically disadvantaged97%
Special educationn/a
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English95%
Migrantn/a
Not migrant95%
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 Students100%
Female100%
Male100%
Black or African American100%
Asian100%
Hispanic100%
American Indian or Alaska Nativen/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%

Math

All Students100%
Female100%
Male100%
Black or African American100%
Asian100%
Hispanic100%
American Indian or Alaska Nativen/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%

Science

All Students99%
Female98%
Male100%
Black or African American94%
Asian100%
Hispanic100%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged98%
Not economically disadvantaged100%
Special educationn/a
Not special education99%
Limited English proficient (LEP)n/a
Proficient in English99%
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 Students95%
Female95%
Male95%
Black or African American94%
Asian100%
Hispanic95%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged92%
Not economically disadvantaged100%
Special educationn/a
Not special education95%
Limited English proficient (LEP)n/a
Proficient in English96%
Migrantn/a
Not migrant95%
Gifted/talented100%

Math

All Students95%
Female95%
Male95%
Black or African American94%
Asian100%
Hispanic95%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged94%
Not economically disadvantaged97%
Special educationn/a
Not special education95%
Limited English proficient (LEP)n/a
Proficient in English95%
Migrantn/a
Not migrant95%
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.

92 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
96%
Math

The state average for Math was 69% in 2013.

89 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
87%
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.

87 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
85%
Math

The state average for Math was 68% in 2013.

86 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
84%
Writing

The state average for Writing was 71% in 2013.

87 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
83%
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.

101 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
85%
Math

The state average for Math was 75% in 2013.

100 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
98%
Science

The state average for Science was 73% in 2013.

99 students were tested at this school in 2013.

2013

 
 
87%

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.

99 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
92%
Math

The state average for Math was 74% in 2013.

93 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
95%
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 Students89%
Female93%
Male87%
Black or African American82%
Asian83%
Hispanic96%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White92%
Economically disadvantaged85%
Not economically disadvantaged95%
Special educationn/a
Not special education89%
Limited English proficient (LEP)57%
Proficient in English92%
Migrantn/a
Not migrant89%
Gifted/talented100%
Not Gifted88%
Bilingualn/a

Math

All Students84%
Female80%
Male88%
Black or African American70%
Asian82%
Hispanic88%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White96%
Economically disadvantaged79%
Not economically disadvantaged92%
Special educationn/a
Not special education85%
Limited English proficient (LEP)n/a
Proficient in English86%
Migrantn/a
Not migrant84%
Gifted/talented100%
Not 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

English Language Arts

All Students84%
Female82%
Male86%
Black or African American81%
Asian71%
Hispanic86%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged79%
Not economically disadvantaged91%
Special educationn/a
Not special education84%
Limited English proficient (LEP)n/a
Proficient in English85%
Migrantn/a
Not migrant84%
Gifted/talented100%
Not Gifted82%
Bilingualn/a

Math

All Students85%
Female84%
Male86%
Black or African American75%
Asian93%
Hispanic76%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged84%
Not economically disadvantaged86%
Special educationn/a
Not special education85%
Limited English proficient (LEP)n/a
Proficient in English86%
Migrantn/a
Not migrant85%
Gifted/talented100%
Not Gifted83%
Bilingualn/a

Writing

All Students77%
Female75%
Male79%
Black or African American81%
Asian71%
Hispanic73%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White76%
Economically disadvantaged71%
Not economically disadvantaged86%
Special educationn/a
Not special education76%
Limited English proficient (LEP)n/a
Proficient in English78%
Migrantn/a
Not migrant77%
Gifted/talented100%
Not Gifted74%
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 Students85%
Female90%
Male80%
Black or African American83%
Asian89%
Hispanic86%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged83%
Not economically disadvantaged89%
Special educationn/a
Not special education86%
Limited English proficient (LEP)43%
Proficient in English88%
Migrantn/a
Not migrant85%
Gifted/talented100%
Not Gifted84%
Bilingualn/a

Math

All Students89%
Female92%
Male86%
Black or African American89%
Asian100%
Hispanic93%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged91%
Not economically disadvantaged86%
Special educationn/a
Not special education89%
Limited English proficient (LEP)86%
Proficient in English89%
Migrantn/a
Not migrant89%
Gifted/talented100%
Not Gifted88%
Bilingualn/a

Science

All Students87%
Female84%
Male90%
Black or African American77%
Asian100%
Hispanic86%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged86%
Not economically disadvantaged89%
Special educationn/a
Not special education88%
Limited English proficient (LEP)60%
Proficient in English88%
Migrantn/a
Not migrant87%
Gifted/talentedn/a
Not Gifted86%
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 Students89%
Female89%
Male88%
Black or African American80%
Asian93%
Hispanic78%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White97%
Economically disadvantaged87%
Not economically disadvantaged92%
Special educationn/a
Not special education88%
Limited English proficient (LEP)13%
Proficient in English95%
Migrantn/a
Not migrant89%
Gifted/talented100%
Not Gifted87%
Bilingualn/a

Math

All Students84%
Female85%
Male83%
Black or African American89%
Asian93%
Hispanic64%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged82%
Not economically disadvantaged86%
Special educationn/a
Not special education85%
Limited English proficient (LEP)n/a
Proficient in English87%
Migrantn/a
Not migrant84%
Gifted/talented100%
Not Gifted81%
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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
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 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

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 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

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

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 29% 29%
Black 26% 13%
Hispanic 26% 52%
Asian or Pacific Islander 11% 4%
Hawaiian Native/Pacific Islander 6% 0%
Two or more races 2% 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) 14%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 2%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

School basics

School Leader's name
  • RANDY BELCHER
Fax number
  • (817) 354-3523

Resources

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

Upcoming Events

No upcoming events found for this school
Searching for school events...
Date
Title
  • {{date}}
    {{title}}
Export calendar
Outlook.com
Microsoft Outlook
iCal Format
Google Calendar
Print Calendar
Uploading, please wait...
POWERED BY
Tandem

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!

605 South Main Street
Euless, TX 76040
Phone: (817) 354-3521

ADVERTISEMENT
ADVERTISEMENT

Compare this school
to nearby schools

Compare schools »

Compare

Add this school to compare

Nearby schools







ADVERTISEMENT
ADVERTISEMENT