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GreatSchools Rating

Boswell High School

Public | 9-12 | 1741 students

 
 

Last modified
Community Rating

4 stars

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

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18 reviews of this school


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Posted June 24, 2014

My daughter transferred to Boswell with 6 months left in High School to graduate, but everyone made her feel welcome and were willing to take the extra time to help when she needed it. The faculty really care about their students and would recommend this high school to any parent.
—Submitted by a parent


Posted May 1, 2013

EXCELLENT school in an excellent district! We are a military family and our daughter attended Boswell for her Senior year (2012), which we were very pleased with. The instructors/counseling department are excellent and did everything in their power to make her feel welcome, supported and ensured that she had all of the necessary AP coursework to keep her superior academic record. She was also welcomed with open arms to the school/soccer team by both students and coaches who ultimately provided her with excellent recommendations. The counseling department assisted her with all of the necessary paperwork, testing, etc. related to college applications. Moving around so frequently can take a toll on a student s academic and athletic record, however, Boswell s recognition of her talents and unwavering support was a blessing and I would highly recommend this school. It was one of the best years she had and she is now a student at UC Berkeley.
—Submitted by a parent


Posted June 16, 2011

Great school in a wonderful district that provides quailty education and teachers that truely care for their students success!
—Submitted by a parent


Posted July 13, 2010

My child has been in the EMS-ISD his entire student career. His has received a good education and has had the opportunity to participate in several extra carricular activities such as football and golf without sacrificing education. He has scored well in all ares of the TAKS assesment and was commended this past year in three subject areas.


Posted June 25, 2010

I attended Boswell and the school had alot of good programs to keep students involved.


Posted June 24, 2010

My three children went to Boswell and they all suffered from having gone there. The Office staff act like children and are very incompetent. The school can not keep up with their students and I never felt like they gave enough attention to my children s needs before their own Football team. My daughter went there and we finally had to pull her out of the school and move due to the violence and the death threats from other girls in her class. I would not recommend this school for anyone. If you want your child to get a real good education, check out all the other schools in the area and then decide.
—Submitted by a parent


Posted May 26, 2010

Speaking as a mixed AP and reg-ed student who finishing up he r Sophmore year, I find Boswell a great school to go to. Not every single teacher is amazing, admittedly, but we don't live in a perfect world. However most of my teachers have been excellent and very willing to help me so long as I asked them for help and bothered to show up for tutorials or put in some effort. As for allegations that the teachers are 'lying to students by never showing them their grades' all but two of my teachers (who are both AP or Pre-AP) show us grade reports frequently and the district offers a means to check grades online. Administration has recently tightened up with our new principle. Never needed any help from counceling, so I'm afraid I have no wisdom there.
—Submitted by a student


Posted September 16, 2009

Boswell is a very good school. And I graduated from there in 1989 and now my kids are going there.
—Submitted by a parent


Posted February 11, 2009

Boswell has a great learning environment and teachers. The teachers are really dedicated to student success.
—Submitted by a student


Posted August 27, 2008

All I can really say is Boswell is amazing.Love the teachers,love the atmosphere and love how it's a wide spread campus. I take the negative comments with a grain of salt,you can't only blame the teachers when we don't even know how their children act towards said teachers.They have a new principle,VPs,teachers and a Superintendent and the Bos way of life is improving drastically.Boswell is too hard to not like :D
—Submitted by a student


Posted April 25, 2008

Boswell High School is one of te best schools there an be i went form a C student to an A student and one B all of my teachers are nice they always support me and try to find different ways to help me get a better grade they are always willing to help no matter what the teachers use their lifetime to help help the students that are actually willing to do and work to get the better grade if your child did not do good then its because they werent willing to work if there is someone to blame then its the parents because they cant expect the teachers or the staff to let them know what their child does and does not do it's the parents responsibility to know that so dont blame the school if you dont like it then why were you still there?
—Submitted by a student


Posted March 27, 2008

This school needs improvement on thier teachers and their tatics they need better or more people to do one job. What they need is a easier system to run this school properly. They slack off alot of things for their personal references. When it comes to school staff they come to work because they want to and if you don't like a job get a better one cause students will run over them. Teachers don't have to be here but if your here be nice because i'm pretty sure thats why you come here if not get another job because we sure don't want you. Needs better grading system. It needs to notify them when the reports are sent out. If the system does notify them then yours teachers are lying to students and thats not a very smart idea especially if it could cost them thier job!!
—Submitted by a student


Posted June 18, 2007

The other reviews were wrong. Teachers here are very supportive. It's time that parents and students take more responsibility. You cannot expect a teacher to do it all. Parents must continue the education at home. I have two sons who graduated from Boswell High School. They both received scholarships and have done well.
—Submitted by a parent


Posted May 29, 2007

My daughter is suppose to graduate in June of 2007. I am extremely unhappy with Boswell H.S. They did not help her do her best. The teachers are to busy to work with the students....only the chair person in the math department really took time to work with my daughter. I moved to a different school district so my son which is just starting H.S. can have a good education. I would not recommend my worst enemy to Boswell. It was a horrible and stressful experience.
—Submitted by a parent


Posted July 2, 2006

My daughter graduated in 2005. I am not happy w/our experience with Boswell. Poor leadership from teachers. If your student is not self-motivated they will not get the help here. Teachers do not contact parents even when parents request help/contact. I felt like I was in a battle with the teachers the entire fours years. The only way to get results are if you contact the district office.
—Submitted by a parent


Posted January 12, 2006

What a difference! The policies at Boswell for student leader elections are finally getting revised so that students must meet certain guidelines to hold a leadership position! Competitive college scholarships are at stake! Track records count! Choices count! Goal-minded students rejoice! Clean-up has been slow coming, but parents, let's unite and hold fast! Change is possible when right is right!
—Submitted by a parent


Posted June 25, 2005

The school year of 2004-2005 was my sons first year. He entered as a Junior as was treated very nicely by all the educators as well as by most of the students attending Boswell H.S. I was very impressed by the degree of education provided by the school and the 'home town' appeal was very much a relief from the previous school my son was attending. It is good to see that Boswell is setting a very good example for other schools to follow. Keep up the good work everyone.
—Submitted by a parent


Posted April 6, 2005

I do not have a positive rating for the school. I feel that unless you are a straight 'A' student you are not given the necessary attention. I had a child who had some issues and neither he or us were ever contacted by a counselor or any others asking if there were any problems. Any initiating was done by us ALONE. On 1 received email from a teacher, we were told'he was sleeping so he was not distrubing the class, so I did not wake him'.In the end, my student was absent for a period of 11-12 weeks and no one from the school ever contacted us to see if there were any problems. He has since withdrawn. He is our oldest child so we depended on the school for guidance, as was when we were in school. That was our mistake and unfortunately our child suffered for it.
—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.

650 students were tested at this school in 2011.

2011

 
 
91%

2010

 
 
96%
Math

The state average for Math was 70% in 2011.

638 students were tested at this school in 2011.

2011

 
 
69%

2010

 
 
72%
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 91% in 2011.

548 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
94%
Math

The state average for Math was 74% in 2011.

533 students were tested at this school in 2011.

2011

 
 
74%

2010

 
 
80%
Science

The state average for Science was 76% in 2011.

533 students were tested at this school in 2011.

2011

 
 
78%

2010

 
 
83%
Social Studies

The state average for Social Studies was 93% in 2011.

533 students were tested at this school in 2011.

2011

 
 
93%

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 95% in 2013.

503 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
95%

2011

 
 
97%

2010

 
 
99%
Math

The state average for Math was 89% in 2013.

513 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
95%

2011

 
 
94%

2010

 
 
94%
Science

The state average for Science was 95% in 2013.

507 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
97%

2011

 
 
95%

2010

 
 
95%
Social Studies

The state average for Social Studies was 98% in 2013.

512 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
99%

2011

 
 
99%

2010

 
 
100%
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 Students97%
Female99%
Male95%
Black or African American95%
Asian95%
Hispanic96%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged95%
Special education81%
Limited English proficient (LEP)n/a

Math

All Students91%
Female93%
Male89%
Black or African American83%
Asian95%
Hispanic88%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged85%
Special education63%
Limited English proficient (LEP)n/a

Science

All Students97%
Female98%
Male96%
Black or African American95%
Asian100%
Hispanic96%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged94%
Special education73%
Limited English proficient (LEP)n/a

Social Studies

All Students99%
Female99%
Male99%
Black or African American98%
Asian100%
Hispanic99%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged99%
Special education96%
Limited English proficient (LEP)n/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

  • In 2010-2011, this school was rated "Academically Acceptable".
  • In 2009-2010, this school was rated "Recognized".
  • In 2008-2009, this school was rated "Academically Acceptable".

About the tests


Texas uses Accountability Ratings to indicate the overall performance of each school and district. The ratings are based on TAKS test results, dropout rates for grades 7 and 8 and school completion rates for grades 9 through 12. Schools and districts rated under standard accountability procedures are designated as Exemplary, Recognized, Academically Acceptable or Academically Unacceptable. Schools and districts rated under alternative education accountability (AEA) procedures are designated as either AEA: Academically Acceptable or AEA: Academically Unacceptable.

Source: Texas Education Agency

Algebra I

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

292 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
71%
Algebra II

The state average for Algebra II was 97% in 2013.

111 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
n/a
Biology I

The state average for Biology I was 85% in 2013.

396 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
91%
Chemistry

The state average for Chemistry was 84% in 2013.

359 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
n/a
English I Reading

The state average for English I Reading was 65% in 2013.

408 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
78%
English I Writing

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

433 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
65%
English II Reading

The state average for English II Reading was 78% in 2013.

367 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
57%
English II Writing

The state average for English II Writing was 52% in 2013.

369 students were tested at this school in 2013.

2013

 
 
59%

2012

 
 
37%
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.

368 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
100%
Physics

The state average for Physics was 81% in 2013.

2013

 
 
n/a

2012

 
 
57%
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.

406 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
86%
World History

The state average for World History was 70% in 2013.

375 students were tested at this school in 2013.

2013

 
 
73%

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

Algebra I

All Students77%
Female79%
Male75%
Black or African American74%
Asian50%
Hispanic75%
Multiracial86%
American Indian or Alaska Native67%
Native Hawaiian/Pacific Islandern/a
White79%
Economically disadvantaged73%
Not economically disadvantaged79%
Special education64%
Not special education77%
Limited English proficient (LEP)60%
Proficient in English77%
Migrantn/a
Not migrant77%
Gifted/talented100%
Not Gifted76%
Bilingualn/a

Algebra II

All Students98%
Female100%
Male96%
Black or African American100%
Asian100%
Hispanic100%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White97%
Economically disadvantaged100%
Not economically disadvantaged98%
Special educationn/a
Not special education98%
Limited English proficient (LEP)n/a
Proficient in English98%
Migrantn/a
Not migrant98%
Gifted/talented100%
Not Gifted98%
Bilingualn/a

Biology I

All Students89%
Female89%
Male89%
Black or African American76%
Asian94%
Hispanic85%
Multiracial89%
American Indian or Alaska Native86%
Native Hawaiian/Pacific Islandern/a
White92%
Economically disadvantaged89%
Not economically disadvantaged89%
Special education37%
Not special education92%
Limited English proficient (LEP)n/a
Proficient in English89%
Migrantn/a
Not migrant89%
Gifted/talented100%
Not Gifted88%
Bilingualn/a

Chemistry

All Students85%
Female84%
Male86%
Black or African American65%
Asian90%
Hispanic76%
Multiracial85%
American Indian or Alaska Native86%
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged69%
Not economically disadvantaged91%
Special education50%
Not special education87%
Limited English proficient (LEP)n/a
Proficient in English86%
Migrantn/a
Not migrant85%
Gifted/talented97%
Not Gifted84%
Bilingualn/a

English I Reading

All Students78%
Female85%
Male73%
Black or African American56%
Asian78%
Hispanic68%
Multiracial89%
American Indian or Alaska Native71%
Native Hawaiian/Pacific Islandern/a
White84%
Economically disadvantaged67%
Not economically disadvantaged84%
Special education42%
Not special education80%
Limited English proficient (LEP)n/a
Proficient in English79%
Migrantn/a
Not migrant78%
Gifted/talented100%
Not Gifted76%
Bilingualn/a

English I Writing

All Students57%
Female65%
Male51%
Black or African American54%
Asian58%
Hispanic42%
Multiracial44%
American Indian or Alaska Native43%
Native Hawaiian/Pacific Islandern/a
White65%
Economically disadvantaged41%
Not economically disadvantaged65%
Special education21%
Not special education58%
Limited English proficient (LEP)20%
Proficient in English58%
Migrantn/a
Not migrant57%
Gifted/talented100%
Not Gifted53%
Bilingualn/a

English II Reading

All Students86%
Female88%
Male83%
Black or African American79%
Asian75%
Hispanic80%
Multiracial100%
American Indian or Alaska Native86%
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged73%
Not economically disadvantaged91%
Special education54%
Not special education87%
Limited English proficient (LEP)n/a
Proficient in English87%
Migrantn/a
Not migrant86%
Gifted/talented100%
Not Gifted84%
Bilingualn/a

English II Writing

All Students59%
Female63%
Male56%
Black or African American54%
Asian50%
Hispanic48%
Multiracial83%
American Indian or Alaska Native43%
Native Hawaiian/Pacific Islandern/a
White66%
Economically disadvantaged41%
Not economically disadvantaged67%
Special education31%
Not special education60%
Limited English proficient (LEP)n/a
Proficient in English60%
Migrantn/a
Not migrant59%
Gifted/talented86%
Not Gifted57%
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 Students90%
Female88%
Male91%
Black or African American79%
Asian96%
Hispanic83%
Multiracial100%
American Indian or Alaska Native100%
Native Hawaiian/Pacific Islandern/a
White92%
Economically disadvantaged78%
Not economically disadvantaged94%
Special education82%
Not special education90%
Limited English proficient (LEP)n/a
Proficient in English90%
Migrantn/a
Not migrant90%
Gifted/talented100%
Not Gifted89%
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 Students83%
Female82%
Male85%
Black or African American65%
Asian94%
Hispanic78%
Multiracial78%
American Indian or Alaska Native100%
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged76%
Not economically disadvantaged87%
Special education37%
Not special education86%
Limited English proficient (LEP)17%
Proficient in English84%
Migrantn/a
Not migrant83%
Gifted/talented100%
Not Gifted82%
Bilingualn/a

World History

All Students73%
Female68%
Male80%
Black or African American62%
Asian65%
Hispanic58%
Multiracial92%
American Indian or Alaska Native43%
Native Hawaiian/Pacific Islandern/a
White83%
Economically disadvantaged49%
Not economically disadvantaged83%
Special education33%
Not special education76%
Limited English proficient (LEP)20%
Proficient in English74%
Migrantn/a
Not migrant73%
Gifted/talented97%
Not Gifted71%
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

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 56% 29%
Hispanic 27% 52%
Black 8% 13%
Asian or Pacific Islander 5% 4%
Two or more races 3% 2%
American Indian/Alaska Native 1% 0%
Hawaiian Native/Pacific Islander N/A 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 1%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 1%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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5805 West Bailey Boswell Road
Fort Worth, TX 76179
Website: Click here
Phone: (817) 237-3314

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