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Teacher quality
Principal leadership
Parent involvement
Excellent teachers? I'd say hit-and-miss. There are some teachers who don't care, some teachers who care too much, some who teach well, and some who don't. The fact is, the school is very large. 3000+ students, although there is a freshmen center planned. Overall, it has decent teachers, because it would be impossible to guarantee they were all outstanding. From what I can tell, the principals and vice principals vary in degrees of strictness and discipline, but we need all of them for all that they do. But there are most certainly challenging academic programs. The AP classes require self-study rather than a teacher regurgitating information to be memorized, and I would say that on average, students in Pre-AP or AP classes have better chances at getting a challenging and rewarding education than students who take regular classes, and teachers who more likely don't care as much. Overall, the school is pretty good, and has pretty decent testing scores so far. I'll grant that it has problems that are pretty much unavoidable in any public school, but those are inevitable. The facility is nice, and most of the students are nice too. I'd recommend this school as above average.
—Submitted by a student
The councelors are non-responsive. So much so that my chld lost a college scholarship to the first college choice. Next are the drugs. Anytime you have a school with affluent families, you have drugs and this place is no different. Unless you count the schools stance of brushing the problem under the rug because it's to big for them to handle. The teachers are ok, but they are going in the direction of letting the computer modules teach your kids and not all children learn in that manner.
—Submitted by a parent
MY best advice....to any parent thinking of sending your child to MHS ****don't do it ***** I can not post what I really think of this school because they wouldn't post it. There are MAJOR problems. Protect your children. There are too many students who's parents just throw money at them and don't care what they are doing.
—Submitted by a parent
After moving from another district, I was pleasantly surprised by the huge step up in quality of instruction and environment at Marcus. My child has blossomed past all expectations here, and we have definitely found a home in Flower Mound.
—Submitted by a parent
Excellent school with hard working , caring teachers. my son requires a lot of extra support, and is not always on the same page with those working with and for him yet they never give up trying different ways of helping. We have bought land outside of this school district but wouldn't consider moving till my son has graduated.
—Submitted by a parent
This is a fabulous school. The standards are set very high, and the students work hard to meet the expectations. My son is on Band and Drumline. Both programs are a credit to the quality of the music education at this school. He has opportunities to excel in his AP classes, and his counselour is very supportive. Last year seniors at this school received something like 4 million dollars worth of scholarships, and that is a testament not only to the efforts of the students and teachers, but to how hard these counselours' work on these kids behalf. I have found other homes in Flower Mound I would like to purchase, but if they take my children away from Marcus High School I will not buy them. I know other families besides mine who moved into this area just for Marcus High School; that has to tell you something.
—Submitted by a parent
Nurturing, friendly environment. Excellent teacher - student - parent communication. Large selection of electives. AP, special ed, music and theatre, sports, it has it all.
—Submitted by a parent
As a Hurricane Rita victim, I find that this school was very helpful in dealing with change. The counselors and the teachers of this school has helped my daughter to give her some help in her academics as well as an opportunity to what she wants to do with her life. But it's not just that. Most, If not all, High Schools in general always have the common problems,ie crime, drugs. I find this school has no tolerance for them and the Principals and the Assistants there has a very strong handle on this and makes me feel as well as my daughter safe to attend.
—Submitted by V. Smith, a parent
I am a recent graduate if this MHS and, because I am short on time, I will keep my review short and sweet. Marcus High School is an amazing school with amazing teachers, administrators, classes and students and is centered in an amazing neighborhood.
—Submitted by Blake Powell, a former student
Fantastic faculty, many good athletic and academic programs. Fantastic school.
—Submitted by a former student
My son will be a junior at MHS next year. He started here as a freshman after attending a small private school in Europe for jr.high. I was worried about the adjustment and quality of education, but Marcus has been a very positive experience for my son. Although large, the school offers many opportunities and there is a place for everyone. Band, journalism, theatre, among others, are outstanding. The 'accelerated block' system leaves something to be desired as it creates a hectic pace and potential for year-long gaps between traditionally sequential courses such as certain maths and sciences. Some classes, such as music theory, never seem to 'make' although the problem is apparently money for teachers, not student interest. Our counsellor has been excellent and helpful with planning my son's curriculum, working out occasional minor problems, etc. Teacher quality varies, with some truly exceptional.
—Submitted by a parent
It is a wonderful school, I am glad that my child goes there.
—Submitted by a parent
Several thousand students. Band is fabulous, drum line always winning nationally, plus science/robotics team, community service options encouraged, art and language are also very good.
—Submitted by a parent
This is my third year as a Marcus parent. I have found the teachers to be very approachable and supportive of the students. The counselors have also been very helpful. My son requires some support to be successfull, and he has done very well here. I would highly recommend this school to anyone looking for a helpful and supportive academic environment for their child.
—Submitted by a parent
I have been involved in several of the surrounding school districts, and have worked closely with the sister high school in Flower Mound. I have found the staff at Marcus to be more available and open to parents and their concerns. There are support groups in place for students and mentors. The principal at Marcus is a person of high integrity and truly seems to put the students first. I would not consider placing my children at any other public school in the area.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The state average for Math was 70% in 2011.
789 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 89% in 2011.
780 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for English Language Arts was 91% in 2011.
791 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Math was 74% in 2011.
782 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 76% in 2011.
778 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Social Studies was 93% in 2011.
765 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for English Language Arts was 95% in 2011.
752 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Math was 90% in 2011.
755 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 91% in 2011.
758 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Social Studies was 99% in 2011.
754 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
| All Students | 92% |
| Female | 92% |
| Male | 91% |
| Black or African American | 88% |
| Asian | 95% |
| Hispanic | 83% |
| American Indian or Alaska Native | n/a |
| White | 93% |
| Economically disadvantaged | 76% |
| Not economically disadvantaged | 93% |
| Special education | 69% |
| Not special education | 93% |
| Limited English proficient (LEP) | 57% |
| Proficient in English | 92% |
| Migrant | n/a |
| Non-migrant | 92% |
| Gifted/talented | 100% |
| All Students | 98% |
| Female | 99% |
| Male | 98% |
| Black or African American | 94% |
| Asian | 98% |
| Hispanic | 97% |
| American Indian or Alaska Native | n/a |
| White | 98% |
| Economically disadvantaged | 89% |
| Not economically disadvantaged | 99% |
| Special education | 88% |
| Not special education | 99% |
| Limited English proficient (LEP) | 91% |
| Proficient in English | 98% |
| Migrant | n/a |
| Non-migrant | 98% |
| Gifted/talented | 100% |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.
Source: Texas Education Agency
| All Students | 97% |
| Female | 100% |
| Male | 95% |
| Black or African American | 89% |
| Asian | 96% |
| Hispanic | 97% |
| American Indian or Alaska Native | n/a |
| White | 98% |
| Economically disadvantaged | 97% |
| Not economically disadvantaged | 97% |
| Special education | 79% |
| Not special education | 99% |
| Limited English proficient (LEP) | 100% |
| Proficient in English | 97% |
| Migrant | n/a |
| Non-migrant | 97% |
| Gifted/talented | 100% |
| All Students | 93% |
| Female | 93% |
| Male | 93% |
| Black or African American | 80% |
| Asian | 100% |
| Hispanic | 83% |
| American Indian or Alaska Native | n/a |
| White | 95% |
| Economically disadvantaged | 82% |
| Not economically disadvantaged | 94% |
| Special education | 64% |
| Not special education | 95% |
| Limited English proficient (LEP) | 100% |
| Proficient in English | 93% |
| Migrant | n/a |
| Non-migrant | 93% |
| Gifted/talented | 100% |
| All Students | 94% |
| Female | 94% |
| Male | 94% |
| Black or African American | 88% |
| Asian | 96% |
| Hispanic | 89% |
| American Indian or Alaska Native | n/a |
| White | 95% |
| Economically disadvantaged | 91% |
| Not economically disadvantaged | 94% |
| Special education | 66% |
| Not special education | 96% |
| Limited English proficient (LEP) | 67% |
| Proficient in English | 94% |
| Migrant | n/a |
| Non-migrant | 94% |
| Gifted/talented | 100% |
| All Students | 99% |
| Female | 99% |
| Male | 98% |
| Black or African American | 92% |
| Asian | 100% |
| Hispanic | 100% |
| American Indian or Alaska Native | n/a |
| White | 99% |
| Economically disadvantaged | 97% |
| Not economically disadvantaged | 99% |
| Special education | 89% |
| Not special education | 100% |
| Limited English proficient (LEP) | 100% |
| Proficient in English | 99% |
| Migrant | n/a |
| Non-migrant | 99% |
| Gifted/talented | 100% |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.
Source: Texas Education Agency
| All Students | 99% |
| Female | 100% |
| Male | 98% |
| Black or African American | 100% |
| Asian | 100% |
| Hispanic | 98% |
| American Indian or Alaska Native | n/a |
| White | 99% |
| Economically disadvantaged | 100% |
| Not economically disadvantaged | 99% |
| Special education | 86% |
| Not special education | 100% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 99% |
| Migrant | n/a |
| Non-migrant | 99% |
| Gifted/talented | 99% |
| All Students | 98% |
| Female | 99% |
| Male | 98% |
| Black or African American | 100% |
| Asian | 100% |
| Hispanic | 92% |
| American Indian or Alaska Native | n/a |
| White | 99% |
| Economically disadvantaged | 96% |
| Not economically disadvantaged | 98% |
| Special education | 88% |
| Not special education | 99% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 99% |
| Migrant | n/a |
| Non-migrant | 98% |
| Gifted/talented | 100% |
| All Students | 98% |
| Female | 99% |
| Male | 98% |
| Black or African American | 97% |
| Asian | 100% |
| Hispanic | 94% |
| American Indian or Alaska Native | n/a |
| White | 99% |
| Economically disadvantaged | 96% |
| Not economically disadvantaged | 98% |
| Special education | 87% |
| Not special education | 99% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 99% |
| Migrant | n/a |
| Non-migrant | 98% |
| Gifted/talented | 100% |
| All Students | 100% |
| Female | 100% |
| Male | 99% |
| Black or African American | 100% |
| Asian | 100% |
| Hispanic | 100% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 100% |
| Not economically disadvantaged | 100% |
| Special education | 96% |
| Not special education | 100% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 100% |
| Migrant | n/a |
| Non-migrant | 100% |
| Gifted/talented | 100% |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.
Source: Texas Education Agency
Texas uses Accountability Ratings to indicate the overall performance of each school and district. The ratings are based on TAKS test results, dropout rates for grades 7 and 8 and school completion rates for grades 9 through 12. Schools and districts rated under standard accountability procedures are designated as Exemplary, Recognized, Academically Acceptable or Academically Unacceptable. Schools and districts rated under alternative education accountability (AEA) procedures are designated as either AEA: Academically Acceptable or AEA: Academically Unacceptable.
Source: Texas Education Agency
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Hispanic
White
All students
Economically disadvantaged
Not economically disadvantaged
Special education
Not special education
English language learners
Proficient in English
Non-migrant
Gifted/talented
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 85% | 34% | ||
| Hispanic | 8% | 48% | ||
| Asian/Pacific Islander | 4% | 4% | ||
| Black | 4% | 14% | ||
| American Indian/Alaska Native | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Special education | 9% | N/A | 10% |
| Gifted/talented students | 16% | N/A | 8% |
| Limited English proficient (LEP) | 1% | N/A | 17% |
| Economically disadvantaged | 3% | N/A | 55% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 16 | N/A | 15 |
| This school | District average | State average | |
|---|---|---|---|
| Beginning teachers | 3% | N/A | 8% |
| 1 to 5 years | 26% | N/A | 30% |
| 6 to 10 years | 20% | N/A | 20% |
| 11 to 20 years | 34% | N/A | 23% |
| 21 or more years | 17% | N/A | 19% |
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5707 Morriss Rd
Flower Mound,
TX 75028
Phone: (469) 713-5196
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