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GreatSchools Rating

Como Montessori

Public | K-8 | 340 students

 

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Community Rating

4 stars

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

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22 reviews of this school


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Posted May 8, 2014

This school is TERRIBLE. If you are not from this neighborhood, you are immediately made to feel like an outsider. The principal is rude. She may have every degree and certification she can get her hands on, but she lacks empathy and grace. The Kindergarten teacher LOST my child during the first fire drill of the year. Do not send your child here. Make another "Choice".
—Submitted by a parent


Posted March 31, 2013

This is a great school! The teachers work hard and the kids all seem happy!
—Submitted by a parent


Posted January 3, 2012

My son is in kindergarten and has had an absolutely wonderful experience. His teacher is aware of each child's strengths and improvement areas, and utilizes teaching methods that assist students as individuals, as well as a group. Communication with the staff and administration has been convenient and straight forward. The PTA is active and friendly, but not overwhelming. Community involvement is highly encouraged and my chance (random/unplanned) occasions of meeting staff outside of school have always been friendly and encouraging. The only area that is somewhat deficient is the after school program (and this is lacking only in comparison to the school day). While the after school staff knows and cares for each child, the attention to detail (such as CORRECTLY completing homework) is lacking. Overall I highly recommend this school and I look forward to many more years in this public Montessori.
—Submitted by a parent


Posted July 5, 2011

My son will be starting kindergarten in the fall. I have two cousins currently attending and one that graduated from Como Montessori. This is school focuses on how important college is. The kids leave Como Montessori excited and wanting to attend college. The environment is great and they have a lot of opportunities that regular publics don t have.
—Submitted by a parent


Posted July 10, 2009

My daughter goes to this school and she loves it I am very pleased with it
—Submitted by a parent


Posted March 23, 2009

We love Como Montessori! Great teachers, wonderful students, and a positive learning environment. We've been with CMS for two years now, and are looking forward to many more. Definitely one of the best schools in Fort Worth ISD. While the constraints of the public school system do restrain the full realization of a Montessori learning environment, the teachers are very creative at integrating the Montessori philosophy with the State requirements.
—Submitted by a parent


Posted January 13, 2009

My daughter is dyslexic, and has experienced a high level of success that wasn't possible at other Fort Worth ISD schools. Her older brother attends a F.W. ISD high school and is himself successful, but the teachers, staff, and atmosphere at Como are very conducive for the needs of students with special learning considerations. We love Como!
—Submitted by a parent


Posted February 26, 2008

teachers are enthusiastic for children. most of all my child looks to really love his teacher and school..
—Submitted by a parent


Posted September 25, 2007

Como Montessori was a great school prior to the current leadership. The turn over rate for teachers is very high with few teachers lasting more than two years. There are less than six teachers with more than five years of montessori exerience left at this school. Falling test scores are a sad fact.
—Submitted by a parent


Posted September 24, 2007

Como Montessori has always been a place where my children have been stretched beyond what they thought that they could do. Even now, when my younger son has struggled - one of his teachers from the previous year immediatley offered him assistance. Our teachers are what make the difference in our school! They care about each of the students. The PTA is very strong and supportive of the teachers and doing things to help the students have an even richer education.
—Submitted by a parent


Posted August 5, 2007

The School is going downhill. The teachers leave just about every year and the principal in my opinion is not quite as connected as she should be. my family has been going to that school since for 16 years. Until recently the atmosphere was very enthusiastic and the parents were involved. Unfortunatley the school hasn't gone back up to its 'great days', and all some of us can do is hope somewhere along the line leadership will step in and bring the school back up.
—Submitted by a student


Posted February 21, 2006

I worry about the dropping test scores and lack of active involvment of the PTA in what is actually happening in the classroom. I think several of the long term, true Montoessori teachers are doing a great job and if your child ends up in one of their classes it will be a great experience for everyone. While this may sound like a negative review there are many positives, including the art, PE and music programs.
—Submitted by a parent


Posted February 8, 2006

My children have been in Como Montessori School for 6 years. During this time I have watched the academic excellence rise to a level far above the National average. Our music, art, physical education programs and high test scores bring families from the entire Fort Worth area to this school, which is located in one of the most economically depressed neighborhoods in the city. The support of the community, Parent Teacher Association, and a faculty of deeply committed educators has led to the abundant success of this Montessori Program. Student Mentoring, team teaching, and group responsibility are a part of the daily life, as is Parent involvement on every level. It is quite common to see parents in each classroom everyday, supporting the teachers and students alike. Como Montessori School is a family. We know each other. We care about each other. We count on each other. From Kindergarten through 8th Grade.
—Submitted by a parent


Posted January 13, 2006

I think Como is a good school, but i think it could improve in several areas. i'm always amazed at how many kids get disqualified in the first round during the annual school spelling bee. i also see kids struggle when competing with other schools in Whiz Quiz; other schools seem to know much more about current events and general knowledge than Como kids.
—Submitted by a parent


Posted October 2, 2005

This school was one of the best that I ever attended. I was forced to schedule my own time in order to complete all of my tasks that were required. It gave me alot of the time management skills that i desperately needed as a young adult entering high school. The academic programs prepare you very well for the next level in education. I went straight from there to a private school. The school has a great focus on music and the arts. Choir, Strings, and visual arts are great assets to this school. The PTA was a great force in the school. It helped with every major aspect of th school. The parents used to even have special clubs like the '6th Grade Club' when the school had only k-6.
—Submitted by a former student


Posted June 5, 2005

this school is a great school when it comes to teaching all of the teachers i had held me in very good ways. when it comes to disipline, the disipline is good, but i have had a problem there alot of favortisim shown to some kids its just not the teachers but also the principal and some members of the PTA.
—Submitted by a student


Posted April 20, 2005

Como Montessori is a school where the teachers and administrative staff really care about each child's education. My kids have been there for a total of 8 years, and have progressed extremely well.
—Submitted by a parent


Posted September 22, 2004

I am a parent of 3 children who attended cms k thru 5th, further if they had offered team sports. Montessori may not be for every parent but it is definitely for every child! i have seen first hand how this method of teaching and this school can develop knowledgeable, respectful, and confident young men and women. This school gave my children a love for learning! principal's come and go, what truly matters is the teaching staff and their commitment to education and children...I have never seen anything like it...Only at cms!!!! a tremendous school!
—Submitted by a parent


Posted September 2, 2004

I attended Como Montessori from K-8th grade. I am now in college, and still think about all the wonderful times I had at Como. I would not be the same independent person I am today without Como in my past. I feel like I learned more from the years at Como Montessori than I have in my high school and even college years, it is just a different way of learning that I terribly miss.
—Submitted by a former student


Posted July 30, 2004

I'm entering my senior year of high school after attending Como Montessori from K-8. To be honest, I have to say that I recieved a much better education there than I have from my first three years in high school. If you have kids attending school in the FWISD, send them here, believe me it's the best thing you can do for them.
—Submitted by a former student


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.

40 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
74%
Math

The state average for Math was 87% in 2011.

40 students were tested at this school in 2011.

2011

 
 
78%

2010

 
 
60%
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.

42 students were tested at this school in 2011.

2011

 
 
69%

2010

 
 
90%
Math

The state average for Math was 88% in 2011.

42 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
88%
Writing

The state average for Writing was 90% in 2011.

42 students were tested at this school in 2011.

2011

 
 
86%

2010

 
 
83%
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.

40 students were tested at this school in 2011.

2011

 
 
98%

2010

 
 
95%
Math

The state average for Math was 81% in 2011.

40 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
92%
Science

The state average for Science was 87% in 2011.

40 students were tested at this school in 2011.

2011

 
 
98%

2010

 
 
86%
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.

42 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
98%
Math

The state average for Math was 83% in 2011.

42 students were tested at this school in 2011.

2011

 
 
90%

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

The state average for English Language Arts was 86% in 2011.

36 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
91%
Math

The state average for Math was 81% in 2011.

36 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
83%
Writing

The state average for Writing was 94% in 2011.

36 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
89%
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.

32 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
94%
Math

The state average for Math was 73% in 2011.

32 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
94%
Science

The state average for Science was 79% in 2011.

32 students were tested at this school in 2011.

2011

 
 
81%

2010

 
 
87%
Social Studies

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

32 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
97%
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%
Female100%
Male90%
Black or African American100%
Asiann/a
Hispanic83%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged91%
Not economically disadvantaged100%
Special educationn/a
Not special education95%
Limited English proficient (LEP)78%
Proficient in English100%
Migrantn/a
Non-migrant95%
Gifted/talented100%

Math

All Students78%
Female74%
Male81%
Black or African American88%
Asiann/a
Hispanic58%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged68%
Not economically disadvantaged89%
Special educationn/a
Not special education79%
Limited English proficient (LEP)67%
Proficient in English81%
Migrantn/a
Non-migrant78%
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 Students69%
Female65%
Male73%
Black or African American57%
Asiann/a
Hispanic60%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged62%
Not economically disadvantaged81%
Special education20%
Not special education76%
Limited English proficient (LEP)17%
Proficient in English74%
Migrantn/a
Non-migrant69%
Gifted/talented100%

Math

All Students93%
Female85%
Male100%
Black or African American86%
Asiann/a
Hispanic93%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged92%
Not economically disadvantaged94%
Special education60%
Not special education97%
Limited English proficient (LEP)100%
Proficient in English90%
Migrantn/a
Non-migrant93%
Gifted/talented100%

Writing

All Students86%
Female95%
Male77%
Black or African American93%
Asiann/a
Hispanic73%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged81%
Not economically disadvantaged94%
Special education60%
Not special education89%
Limited English proficient (LEP)67%
Proficient in English90%
Migrantn/a
Non-migrant86%
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 Students98%
Female100%
Male95%
Black or African American100%
Asiann/a
Hispanic93%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged95%
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English97%
Migrantn/a
Non-migrant98%
Gifted/talented100%

Math

All Students93%
Female95%
Male90%
Black or African American100%
Asiann/a
Hispanic86%
American Indian or Alaska Nativen/a
White86%
Economically disadvantaged89%
Not economically disadvantaged95%
Special educationn/a
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English91%
Migrantn/a
Non-migrant93%
Gifted/talented93%

Science

All Students98%
Female100%
Male95%
Black or African American100%
Asiann/a
Hispanic93%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged95%
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English97%
Migrantn/a
Non-migrant98%
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 Students90%
Female86%
Male100%
Black or African American82%
Asiann/a
Hispanic93%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged89%
Not economically disadvantaged93%
Special educationn/a
Not special education90%
Limited English proficient (LEP)n/a
Proficient in English88%
Migrantn/a
Non-migrant90%
Gifted/talented88%

Math

All Students90%
Female89%
Male93%
Black or African American88%
Asiann/a
Hispanic87%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged86%
Not economically disadvantaged100%
Special educationn/a
Not special education92%
Limited English proficient (LEP)n/a
Proficient in English91%
Migrantn/a
Non-migrant90%
Gifted/talented88%
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 Students94%
Female100%
Male90%
Black or African American93%
Asiann/a
Hispanic93%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged94%
Not economically disadvantaged94%
Special educationn/a
Not special education94%
Limited English proficient (LEP)n/a
Proficient in English94%
Migrantn/a
Non-migrant94%
Gifted/talented100%

Math

All Students94%
Female94%
Male95%
Black or African American93%
Asiann/a
Hispanic93%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged100%
Not economically disadvantaged89%
Special educationn/a
Not special education94%
Limited English proficient (LEP)n/a
Proficient in English94%
Migrantn/a
Non-migrant94%
Gifted/talented100%

Writing

All Students97%
Female100%
Male95%
Black or African American100%
Asiann/a
Hispanic93%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged94%
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant97%
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 Students94%
Female100%
Male87%
Black or African American100%
Asiann/a
Hispanic86%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged88%
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant94%
Gifted/talented100%

Math

All Students94%
Female94%
Male93%
Black or African American100%
Asiann/a
Hispanic93%
American Indian or Alaska Nativen/a
White88%
Economically disadvantaged94%
Not economically disadvantaged93%
Special educationn/a
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English96%
Migrantn/a
Non-migrant94%
Gifted/talented100%

Science

All Students81%
Female82%
Male80%
Black or African American80%
Asiann/a
Hispanic79%
American Indian or Alaska Nativen/a
White88%
Economically disadvantaged75%
Not economically disadvantaged88%
Special educationn/a
Not special education86%
Limited English proficient (LEP)n/a
Proficient in English89%
Migrantn/a
Non-migrant81%
Gifted/talented100%

Social Studies

All Students94%
Female94%
Male93%
Black or African American100%
Asiann/a
Hispanic86%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged88%
Not economically disadvantaged100%
Special educationn/a
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant94%
Gifted/talented100%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in English language arts and mathematics in grade 11. The grade 11 exit Level TAKS is a high school graduation requirement. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 79% in 2013.

38 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
70%
Math

The state average for Math was 69% in 2013.

30 students were tested at this school in 2013.

2013

 
 
47%

2012

 
 
53%
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.

33 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
83%
Math

The state average for Math was 68% in 2013.

33 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
87%
Writing

The state average for Writing was 71% in 2013.

33 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
75%
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.

40 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
70%
Math

The state average for Math was 75% in 2013.

40 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
100%
Science

The state average for Science was 73% in 2013.

40 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
73%
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.

43 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
97%
Math

The state average for Math was 74% in 2013.

42 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
92%
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.

33 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
81%
Math

The state average for Math was 71% in 2013.

27 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
80%
Writing

The state average for Writing was 70% in 2013.

33 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
78%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the State of Texas Assessments of Academic Readiness (STAAR) was used to test students in reading and math in grades 3 through 8; in writing in grades 4 and 7; in science in grades 5 and 8; in social studies in grade 8; and end-of-course assessments for English I, II, and II, Algebra I and II, biology and US History. STAAR is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The goal is for all students to score at or above the state standard.

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 84% in 2013.

27 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
100%
Math

The state average for Math was 77% in 2013.

27 students were tested at this school in 2013.

2013

 
 
93%

2012

 
 
76%
Science

The state average for Science was 75% in 2013.

31 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
89%
Social Studies

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

31 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
75%
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.

7 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%
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

 
 
100%
English I Writing

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

2013

 
 
n/a

2012

 
 
91%
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 Students68%
Female67%
Male71%
Black or African American80%
Asiann/a
Hispanic56%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged55%
Not economically disadvantaged88%
Special educationn/a
Not special education69%
Limited English proficient (LEP)40%
Proficient in English79%
Migrantn/a
Non-migrant68%
Gifted/talentedn/a
Non-Gifted66%
Bilingualn/a

Math

All Students47%
Female53%
Male40%
Black or African American40%
Asiann/a
Hispanic50%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White63%
Economically disadvantaged36%
Not economically disadvantaged56%
Special educationn/a
Not special education48%
Limited English proficient (LEP)n/a
Proficient in English43%
Migrantn/a
Non-migrant47%
Gifted/talentedn/a
Non-Gifted44%
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 Students82%
Female86%
Male79%
Black or African American80%
Asiann/a
Hispanic77%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged79%
Not economically disadvantaged86%
Special educationn/a
Not special education87%
Limited English proficient (LEP)n/a
Proficient in English90%
Migrantn/a
Non-migrant82%
Gifted/talentedn/a
Non-Gifted80%
Bilingualn/a

Math

All Students76%
Female79%
Male74%
Black or African American50%
Asiann/a
Hispanic85%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged63%
Not economically disadvantaged93%
Special educationn/a
Not special education80%
Limited English proficient (LEP)n/a
Proficient in English80%
Migrantn/a
Non-migrant76%
Gifted/talentedn/a
Non-Gifted73%
Bilingualn/a

Writing

All Students79%
Female79%
Male79%
Black or African American70%
Asiann/a
Hispanic77%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged68%
Not economically disadvantaged93%
Special educationn/a
Not special education87%
Limited English proficient (LEP)n/a
Proficient in English87%
Migrantn/a
Non-migrant79%
Gifted/talentedn/a
Non-Gifted77%
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 Students90%
Female90%
Male89%
Black or African American91%
Asiann/a
Hispanic79%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged86%
Not economically disadvantaged95%
Special educationn/a
Not special education90%
Limited English proficient (LEP)67%
Proficient in English97%
Migrantn/a
Non-migrant90%
Gifted/talented100%
Non-Gifted85%
Bilingualn/a

Math

All Students95%
Female90%
Male100%
Black or African American91%
Asiann/a
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged100%
Not economically disadvantaged89%
Special educationn/a
Not special education95%
Limited English proficient (LEP)100%
Proficient in English94%
Migrantn/a
Non-migrant95%
Gifted/talented100%
Non-Gifted93%
Bilingualn/a

Science

All Students83%
Female71%
Male95%
Black or African American82%
Asiann/a
Hispanic71%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged76%
Not economically disadvantaged89%
Special educationn/a
Not special education83%
Limited English proficient (LEP)56%
Proficient in English90%
Migrantn/a
Non-migrant83%
Gifted/talented100%
Non-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 Students70%
Female70%
Male70%
Black or African American64%
Asiann/a
Hispanic65%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged69%
Not economically disadvantaged75%
Special education33%
Not special education76%
Limited English proficient (LEP)25%
Proficient in English80%
Migrantn/a
Non-migrant70%
Gifted/talented100%
Non-Gifted66%
Bilingualn/a

Math

All Students74%
Female65%
Male82%
Black or African American71%
Asiann/a
Hispanic70%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged71%
Not economically disadvantaged86%
Special education60%
Not special education76%
Limited English proficient (LEP)63%
Proficient in English76%
Migrantn/a
Non-migrant74%
Gifted/talentedn/a
Non-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

English Language Arts

All Students88%
Female100%
Male73%
Black or African American100%
Asiann/a
Hispanic77%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White80%
Economically disadvantaged88%
Not economically disadvantaged88%
Special educationn/a
Not special education90%
Limited English proficient (LEP)n/a
Proficient in English88%
Migrantn/a
Non-migrant88%
Gifted/talented92%
Non-Gifted86%
Bilingualn/a

Math

All Students85%
Female80%
Male92%
Black or African American92%
Asiann/a
Hispanic82%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged80%
Not economically disadvantaged92%
Special educationn/a
Not special education88%
Limited English proficient (LEP)n/a
Proficient in English85%
Migrantn/a
Non-migrant85%
Gifted/talented100%
Non-Gifted81%
Bilingualn/a

Writing

All Students76%
Female89%
Male60%
Black or African American79%
Asiann/a
Hispanic77%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White60%
Economically disadvantaged76%
Not economically disadvantaged75%
Special educationn/a
Not special education81%
Limited English proficient (LEP)n/a
Proficient in English78%
Migrantn/a
Non-migrant76%
Gifted/talented92%
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%
Female78%
Male89%
Black or African American80%
Asiann/a
Hispanic70%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged81%
Not economically disadvantaged83%
Special educationn/a
Not special education84%
Limited English proficient (LEP)n/a
Proficient in English81%
Migrantn/a
Non-migrant81%
Gifted/talentedn/a
Non-Gifted78%
Bilingualn/a

Math

All Students93%
Female88%
Male100%
Black or African American90%
Asiann/a
Hispanic92%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged90%
Not economically disadvantaged100%
Special educationn/a
Not special education92%
Limited English proficient (LEP)n/a
Proficient in English92%
Migrantn/a
Non-migrant93%
Gifted/talented100%
Non-Gifted91%
Bilingualn/a

Science

All Students81%
Female82%
Male78%
Black or African American85%
Asiann/a
Hispanic60%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged78%
Not economically disadvantaged88%
Special educationn/a
Not special education83%
Limited English proficient (LEP)n/a
Proficient in English80%
Migrantn/a
Non-migrant81%
Gifted/talented100%
Non-Gifted77%
Bilingualn/a

Social Studies

All Students74%
Female73%
Male78%
Black or African American77%
Asiann/a
Hispanic50%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged70%
Not economically disadvantaged88%
Special educationn/a
Not special education79%
Limited English proficient (LEP)n/a
Proficient in English77%
Migrantn/a
Non-migrant74%
Gifted/talented100%
Non-Gifted69%
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 Students100%
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 disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant100%
Gifted/talented100%
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 "Recognized".
  • 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 41% 52%
Black 36% 13%
White 19% 29%
Two or more races 2% 2%
American Indian/Alaska Native N/A 0%
Asian or Pacific Islander N/A 4%
Hawaiian Native/Pacific Islander N/A 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 17%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • JANNA BENNETT
Fax number
  • (817) 377-7370

Resources

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

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4001 Littlepage Street
Fort Worth, TX 76107
Website: Click here
Phone: (817) 377-7370

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