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GreatSchools Rating

Leonard Middle School

Public | 6-8 | 750 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 3 ratings
2012:
No new ratings
2011:
No new ratings

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25 reviews of this school


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Posted November 19, 2013

The school is not perfect but what school is? Some of the school employees tend to be a bit arrogant. However my daughter really enjoys attending school here. She has wonderful grades and she is in 2 advanced classes. I am pleased with her curriculum at Leonard. She is thriving well The Principal; seems to be very involved with the students
—Submitted by a parent


Posted September 25, 2013

Years ago I attended this school. I'm a parent now and I would never let my child attend this God awful school. As I was reading the other reviews I can see not much has changed since 1996, what a shame! Parents if you can help it, please do not send your child to this school!!!!!!!!!
—Submitted by a parent


Posted June 25, 2013

Leonard isn't as bad as you hear . Don't listen to what you hear until YOU as a STUDENT have lived it . I lived it this year . I loved all my friends & some teachers . I have been on the A-B honor roll all year . The environment does not effect your education as long as you set your mind to succeeding . I know some guys who cameleer a few years ago , now attend western hills high and have amazing grades & athletic . Competed in state champs & have won . What depends is how focused you are in succeeding . Yes there are "gangs" not as bad as it might seem because they really aren't about that life as they claim . I DID Have Teachers who worked their hearts out & one whom just handed out packets . This is at every school , normal . Leonard is definitely not the best looking , the only prince opal that cared left after this year . So students are now stuck with two that show no care . I will use this strong word "hate" , I hate the counselors & them two . They are rude & some staff members show no interest & catch attitudes or think they're too good . Overall average school.


Posted February 11, 2010

Disappointed and discouraged that my child attends this campus. It all starts with the leadership and it trickles down to the teachers and staff. I'm so glad that this is the last year my child will attend this school. Parents you need to be 100% involved and know what is going on at this school.
—Submitted by a parent


Posted January 1, 2010

ide give it a 3 teachers could be better,and principal responce to problems related to teens could be better.Sometimes they act like they care.And sometimes they do not.
—Submitted by a parent


Posted December 31, 2009

This is honestly an average school. Before lms I went to a charter school were everyone is expected to go above and beyond, and I was doing 7-8 grade math when I was only in 6th. Even though I only attended lms for 5 months, and later exchanged schools to get a better eduacation; thier academics arent the best and niether is the staff, but you cant always blame it on them. Some parents just dont care about thier childs preformence in school. Not everyone is apart of 'gangs', and believe or not thier are good kids at this school. I was an all honors students making all 95s and above, so thier was communication between myself and the teachers. Overall this isnt the greatest school for everybody, it just depends on who your child hangs out with, and if they really want to learn. thany-you for reading this comment.
—Submitted by a student


Posted October 14, 2009

Im an 8th grader at leonard and i think the school is okay. It has a lot of honors classes but the teachers dont seem to care. The office is even worse because they never pay attention. The other activities are good amd there arent a lot of clicks in this school anymore. I wouldnt reccomend this school for your first choice.
—Submitted by a student


Posted August 28, 2009

Amazing teachers!! The staff is on top of the students and take the time to meet with you.
—Submitted by a parent


Posted October 30, 2008

I really don't like Leonard. I don' thin we get the right education we need.
—Submitted by a student


Posted May 24, 2008

This school is not very good. Me, being alummini of Westpark Elementry School thought this place was going to be decent in comparison to my previous school, well, it wasn't. Tensions are high, especialy racial, and the teachers just don't really care. I, myself try to keep out of trouble, but still, when it surrounds you, it's kinda hard. Word of advice, be in the right place and the right time, or else you're gonna pay.
—Submitted by a student


Posted April 10, 2008

After moving to this district I was disapointed when within 3 weeks of school starting my son had been attacked on the school grounds by 4 other students hitting him over the head with lunch boxes. The students said it was 'NEWBIE grilling'- the administration said ' we have had problems before school last year we will look in to it'. Since we were new and couldn't give names of the offending students there was no disciplinary action. It wasn't until my son came home bleeding that the administration actually called a child into the office and then they said ' it is a first offense so we will let him know if this continues he will have a citation'. As a result we are moving since my child cannot go to school without fear!
—Submitted by a parent


Posted April 10, 2008

Just toured the school as a prospective student in the Deaf Ed program for my child. Seems to be okay, for the Deaf. We experienced a warm welcome but I couldn't get over the fact that several boy students in the 'strict' Junior Cadet program (JROTC) had their pants sagging so low that they performed poorly when marching and were scolded for improper steps. And that's supposed to be a disciplinary/military type elective....hmmm. Not quite convinced to send my son there...guess I'll keep lying about our address to attend a great school elsewhere...shhh!
—Submitted by a parent


Posted November 11, 2007

Just had two days worth of fights. Very poor communication with the teaching/office staff. Two 'good' schools with the rest being very bad schools feed into LMS, so there are some rough kids there. Locks from lockers getting stolen as well as school supplies, football equipment and anything else that isn't bolted down. Looks to be plenty of extra curricular activities and the parent involvement is pretty good for the most part. Personally, I would love to remove my child from this school, but unfortunately that isn't an option right now.
—Submitted by a parent


Posted October 23, 2007

I am a proud parent of a child who attends Leonard Middle School. My son is in the 7th grade. I just left a team meeting with every single one of his teachers and they have a fabulous, on task staff. I am very greatful for thier level of concern and awareness of middle school students in this day and age. Parents, work with the staff, they are happy and excited to work with you to attain success for your child.
—Submitted by a parent


Posted August 21, 2007

I have 3 kids, 2 of which have attended Leonard. One is at Western Hills now and my daughter is an eighth grader at LMS. I agree that this school is very clickish, however most schools are to a certain degree. I feel that the biggest problem at Leonard is the attitude of the office personal and administrative faculty. My experience is that they have no initiative to go the extra mile and act as though we as parents should just accept whatever we can get out of them. The overall theme at LMS seems to be very negative. However, my kids have not had any major problems like some children and I believe that keeping your kids in sports, band, etc... is the key to avoiding some problems. Keep them busy.
—Submitted by a parent


Posted July 9, 2007

I will think long and hard before sending my youngest to this school because any child that has learning problems or tends to be more sensitive may be in real trouble at this campus.
—Submitted by a parent


Posted July 6, 2007

I am student who goes there. This is a very well,safe and kept up school. The teachers and principles ar wonderful!!and that is really hard to get a student to say!! All the extra toutoring they hav eit is wonder ful..they have lucnch and after and befprs school toutoring..i attend all of it...this school is marvelous!!!Oh..in my opinion the choir and music program is wonderful!!!
—Submitted by a student


Posted October 31, 2006

In regard to the September 2006 comment about school uniforms. There is no single act that will eradicate the gang problems in any school but I believe that moving to the school uniforms is a step in the right direction. I do agree however that this school has a lot of major problems and if the parents or guardians of the children become more involved with writing and expressing's there concerns to the FWISD president with a copy to the Leonard principle, then perhaps more will happen at a faster pace. Let's all take an active role towards improving this school.
—Submitted by a parent


Posted September 19, 2006

I am very disappointed with this school this year. My child is in the 8th grade. The communication is getting somewhat better for information pertaining to all students, but if your child is in certain clubs/sports, the communication is very poor. Every teacher my child had last year is gone this year. Why? Then a week after school begins certain parents receive a letter in the mail about the possibility of moving our children due to low performance of the school. Why not correct the problems at hand. My child is an honor student, but I wonder if the schooling was better, would she be challenged more? I am looking at private schooling as well. The issue with school uniforms being changed, this has not stopped the gang problem one bit. I am worried about my child and others!
—Submitted by a parent


Posted April 1, 2006

The school is a wide mix of people, both in ethnicity and socioeconomically. I am concerned when I visit the school because of the things that I hear in the hallways. I am looking for a private school for my children, because I am concerned about the safety and well being of my children and I am doubtful that Fort Worth ISD is doing all they can to protect my children. The 'no child left behind' philosophy certainly does not apply to children in this school system. Very disappointing.
—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 84% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 83% in 2011.

2011

 
 
n/a

2010

 
 
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.

Source: Texas Education Agency

English Language Arts

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

366 students were tested at this school in 2011.

2011

 
 
76%

2010

 
 
74%
Math

The state average for Math was 81% in 2011.

365 students were tested at this school in 2011.

2011

 
 
67%

2010

 
 
64%
Writing

The state average for Writing was 94% in 2011.

365 students were tested at this school in 2011.

2011

 
 
88%

2010

 
 
90%
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.

324 students were tested at this school in 2011.

2011

 
 
85%

2010

 
 
92%
Math

The state average for Math was 73% in 2011.

322 students were tested at this school in 2011.

2011

 
 
73%

2010

 
 
83%
Science

The state average for Science was 79% in 2011.

319 students were tested at this school in 2011.

2011

 
 
66%

2010

 
 
65%
Social Studies

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

314 students were tested at this school in 2011.

2011

 
 
87%

2010

 
 
92%
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 Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/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

Math

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/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
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 Students76%
Female80%
Male72%
Black or African American63%
Asiann/a
Hispanic70%
American Indian or Alaska Nativen/a
White89%
Economically disadvantaged69%
Not economically disadvantaged87%
Special education47%
Not special education77%
Limited English proficient (LEP)35%
Proficient in English78%
Migrantn/a
Not migrant76%
Gifted/talented97%

Math

All Students67%
Female69%
Male65%
Black or African American46%
Asiann/a
Hispanic62%
American Indian or Alaska Nativen/a
White81%
Economically disadvantaged62%
Not economically disadvantaged76%
Special education30%
Not special education69%
Limited English proficient (LEP)30%
Proficient in English69%
Migrantn/a
Not migrant67%
Gifted/talented94%

Writing

All Students88%
Female94%
Male83%
Black or African American82%
Asiann/a
Hispanic86%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged85%
Not economically disadvantaged94%
Special education56%
Not special education90%
Limited English proficient (LEP)52%
Proficient in English91%
Migrantn/a
Not migrant88%
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 Students85%
Female90%
Male80%
Black or African American82%
Asiann/a
Hispanic83%
American Indian or Alaska Nativen/a
White89%
Economically disadvantaged83%
Not economically disadvantaged90%
Special education42%
Not special education88%
Limited English proficient (LEP)39%
Proficient in English88%
Migrantn/a
Not migrant85%
Gifted/talented100%

Math

All Students73%
Female75%
Male72%
Black or African American61%
Asiann/a
Hispanic71%
American Indian or Alaska Nativen/a
White81%
Economically disadvantaged71%
Not economically disadvantaged77%
Special education23%
Not special education77%
Limited English proficient (LEP)22%
Proficient in English76%
Migrantn/a
Not migrant73%
Gifted/talented100%

Science

All Students66%
Female61%
Male70%
Black or African American58%
Asiann/a
Hispanic56%
American Indian or Alaska Nativen/a
White80%
Economically disadvantaged59%
Not economically disadvantaged78%
Special education14%
Not special education69%
Limited English proficient (LEP)12%
Proficient in English69%
Migrantn/a
Not migrant66%
Gifted/talented100%

Social Studies

All Students87%
Female87%
Male87%
Black or African American86%
Asiann/a
Hispanic83%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged86%
Not economically disadvantaged90%
Special education55%
Not special education89%
Limited English proficient (LEP)44%
Proficient in English89%
Migrantn/a
Not migrant87%
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 71% in 2013.

266 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
68%
Math

The state average for Math was 74% in 2013.

269 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
67%
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.

231 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
63%
Math

The state average for Math was 71% in 2013.

232 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
60%
Writing

The state average for Writing was 70% in 2013.

229 students were tested at this school in 2013.

2013

 
 
43%

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 84% in 2013.

183 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
74%
Math

The state average for Math was 77% in 2013.

180 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
62%
Science

The state average for Science was 75% in 2013.

216 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
55%
Social Studies

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

216 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
43%
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.

34 students were tested at this school in 2013.

2013

 
 
94%

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.

34 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
n/a
English I Writing

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

34 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
n/a
English II Reading

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

2013

 
 
n/a

2012

 
 
n/a
English II Writing

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

2013

 
 
n/a

2012

 
 
n/a
English III Reading

The state average for English III Reading was 63% in 2013.

2013

 
 
n/a

2012

 
 
n/a
English III Writing

The state average for English III Writing was 42% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Geometry

The state average for Geometry was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Physics

The state average for Physics was 81% in 2013.

2013

 
 
n/a

2012

 
 
n/a
U.S. History

The state average for U.S. History was 73% in 2013.

2013

 
 
n/a

2012

 
 
n/a
World Geography

The state average for World Geography was 75% in 2013.

2013

 
 
n/a

2012

 
 
n/a
World History

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

2013

 
 
n/a

2012

 
 
n/a
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

All Students65%
Female70%
Male61%
Black or African American64%
Asiann/a
Hispanic64%
Multiracial63%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White70%
Economically disadvantaged62%
Not economically disadvantaged81%
Special education17%
Not special education68%
Limited English proficient (LEP)10%
Proficient in English70%
Migrantn/a
Not migrant65%
Gifted/talented91%
Not Gifted63%
Bilingualn/a

Math

All Students60%
Female55%
Male64%
Black or African American50%
Asiann/a
Hispanic61%
Multiracial63%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White69%
Economically disadvantaged57%
Not economically disadvantaged76%
Special education19%
Not special education62%
Limited English proficient (LEP)10%
Proficient in English64%
Migrantn/a
Not migrant60%
Gifted/talented96%
Not Gifted57%
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 Students63%
Female64%
Male62%
Black or African American50%
Asiann/a
Hispanic62%
Multiracial80%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged61%
Not economically disadvantaged69%
Special education15%
Not special education66%
Limited English proficient (LEP)39%
Proficient in English65%
Migrantn/a
Not migrant63%
Gifted/talented89%
Not Gifted60%
Bilingualn/a

Math

All Students46%
Female50%
Male42%
Black or African American32%
Asiann/a
Hispanic49%
Multiracial83%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White59%
Economically disadvantaged44%
Not economically disadvantaged53%
Special education14%
Not special education48%
Limited English proficient (LEP)28%
Proficient in English48%
Migrantn/a
Not migrant46%
Gifted/talented79%
Not Gifted43%
Bilingualn/a

Writing

All Students43%
Female47%
Male38%
Black or African American25%
Asiann/a
Hispanic46%
Multiracial80%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White57%
Economically disadvantaged42%
Not economically disadvantaged47%
Special education8%
Not special education45%
Limited English proficient (LEP)11%
Proficient in English45%
Migrantn/a
Not migrant43%
Gifted/talented90%
Not Gifted38%
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 Students67%
Female73%
Male61%
Black or African American69%
Asiann/a
Hispanic64%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White70%
Economically disadvantaged66%
Not economically disadvantaged68%
Special education14%
Not special education69%
Limited English proficient (LEP)0%
Proficient in English73%
Migrantn/a
Not migrant66%
Gifted/talented83%
Not Gifted66%
Bilingualn/a

Math

All Students64%
Female66%
Male62%
Black or African American62%
Asiann/a
Hispanic66%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White59%
Economically disadvantaged62%
Not economically disadvantaged71%
Special education20%
Not special education65%
Limited English proficient (LEP)20%
Proficient in English68%
Migrantn/a
Not migrant64%
Gifted/talented100%
Not Gifted62%
Bilingualn/a

Science

All Students69%
Female71%
Male66%
Black or African American55%
Asiann/a
Hispanic73%
Multiracial80%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White74%
Economically disadvantaged66%
Not economically disadvantaged77%
Special education43%
Not special education69%
Limited English proficient (LEP)40%
Proficient in English71%
Migrantn/a
Not migrant69%
Gifted/talented96%
Not Gifted65%
Bilingualn/a

Social Studies

All Students46%
Female47%
Male45%
Black or African American38%
Asiann/a
Hispanic44%
Multiracial80%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White54%
Economically disadvantaged43%
Not economically disadvantaged55%
Special education0%
Not special education47%
Limited English proficient (LEP)7%
Proficient in English49%
Migrantn/a
Not migrant46%
Gifted/talented91%
Not Gifted40%
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 Students94%
Female100%
Male87%
Black or African Americann/a
Asiann/a
Hispanic94%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White92%
Economically disadvantaged91%
Not economically disadvantaged100%
Special educationn/a
Not special education94%
Limited English proficient (LEP)n/a
Proficient in English94%
Migrantn/a
Not migrant94%
Gifted/talented100%
Not Gifted89%
Bilingualn/a

Algebra II

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a
Bilingualn/a

Biology I

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a
Bilingualn/a

Chemistry

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a
Bilingualn/a

English I Reading

All Students91%
Female95%
Male85%
Black or African American100%
Asiann/a
Hispanic93%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged86%
Not economically disadvantaged100%
Special educationn/a
Not special education91%
Limited English proficient (LEP)n/a
Proficient in English91%
Migrantn/a
Not migrant91%
Gifted/talented94%
Not Gifted88%
Bilingualn/a

English I Writing

All Students76%
Female81%
Male69%
Black or African American50%
Asiann/a
Hispanic79%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged67%
Not economically disadvantaged92%
Special educationn/a
Not special education76%
Limited English proficient (LEP)n/a
Proficient in English76%
Migrantn/a
Not migrant76%
Gifted/talented82%
Not Gifted71%
Bilingualn/a

English II Reading

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a
Bilingualn/a

English II Writing

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a
Bilingualn/a

English III Reading

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a

English III Writing

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a

Geometry

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a
Bilingualn/a

Physics

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a

U.S. History

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a

World Geography

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a
Bilingualn/a

World History

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

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

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 48% 52%
Black 30% 13%
White 18% 29%
Two or more races 3% 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) 10%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

Teacher resources

Special staff resources available to students School social worker/counselors(s)
Music teacher(s)
Read more about programs at this school
Source: Provided by school officials and community members.

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Special education / special needs

Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students

Arts & music

Staff resources available to students
  • Music teacher(s)
Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing and written arts
  • Drama

Language learning

Foreign languages taught
  • French
  • German
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students

Health & athletics

School facilities
  • Access to sports fields
  • Gym
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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School basics

Before school or after school care / program onsite
  • After school
School Leader's name
  • QUANDA COLLINS
Fax number
  • (817) 815-6250

Programs

Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Foreign languages taught
  • French
  • German
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students

Resources

Staff resources available to students
  • Music teacher(s)
  • School social worker/counselors(s)
Extra learning resources offered
  • Counseling
  • Title I Schoolwide program (SWP)
Transportation options
  • Buses/vans for students only
School facilities
  • Access to sports fields
  • Gym
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Basketball
  • Cross country
  • Football
  • Soccer
Girls sports
  • Basketball
  • Cross country
  • Soccer
  • Volleyball

Arts & music

Music
  • Band
  • Choir / Chorus
  • Orchestra
Performing arts
  • Drama
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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8900 Chapin Road
Fort Worth, TX 76116
Website: Click here
Phone: (817) 815-6200

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