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GreatSchools Rating

South Hills Elementary School

Public | PK-5 | 845 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 1 rating
2012:
Based on 1 rating
2011:
Based on 3 ratings

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Parent involvement

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13 reviews of this school


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Posted January 28, 2013

I know of 2 different instances where boys touched girls and it was ignored. One boy was excused for doing this because his parents were not supportive. The other boy was not punished because he was "special".


Posted June 12, 2012

South Hills Elementary has consistently received Recognized status from the state of Texas. The current principal is a great leader who deals fairly with students, teachers and staff. Despite being a very large urban school, parents and students have great affinity for South Hills Elementary. Two years ago, when the school district intended to redraw attendance boundaries, there was a great outcry from students/parents who were being transferred elsewhere. They protested and, thankfully, were allowed to stay in the South Hills Elementary community. I think this speaks highly for the overall atmosphere of the school.
—Submitted by a parent


Posted June 1, 2011

I started attending South Hills Elementary as a third grader the year it opened. I have fond memories, and not so fond memories of the school then.


Posted May 2, 2011

I am so glad that my son is out of this school....even after the change to Miss Dilley, things did not improve...my son was bullyed every day. with the school being so largely hispanic they bend over backwards for them and the non spanish speaking kids and parents are left in the cold...if i had the money i would have filed a discrimantion law suit...english sould be the language all the time...and spanish should be taught to all kids...the mexican kids would just talk spanish when they did not want my son to know what they were saying...and I am sorry I did not get a 2nd job and put him in to private school...when went to this school 50% of the kids out side in portabales buildings...it sucked...even with the consturuction they are not adding enough class rooms...
—Submitted by a parent


Posted April 30, 2011

I went here from 3rd-5th grade. I had a blast. When I arrived I was just the nerdy white kid but it ended up being the best few years of my life. The school's teachers all speak English and Spanish. They did some benchmarks there but it wasn't the main thing. And as for "Dumbing down the curriculum" that is not a problem. I now go to HSA and am in high school and I've never had any problem with keeping up. In fact I take some classes higher up than my classmates.


Posted April 13, 2010

I agree with the previous entry. School year started witha new teacher for my child & a month later my child has been moved to another class. His entire class moved & that teacher is another grade now. My children do not come home with homeowrk, the answer is always the same ' we had TAKS testing ' or 'we have benchmark today'. I feel the curriculum is not challenging to the students and I feel it's being 'dumbed' down for students who have English as a second language. I feel for these students- they are still being taught in Spanish and when they get to HS it's not going be the same. They are going to have to learn in English- which they do not comprehend as well as their native tongue. These are smart students & it's unfair to them to hold them back educationally.
—Submitted by a parent


Posted March 17, 2010

Under the direction of new leadership the teacher turn over continues, especially in the upper grades. The teacher have always been wonderful, kind, and effective with all of my children through the years. Apparently the new leadership is not providing needed support to keep the outstanding teachers at South Hills there to teach our children.
—Submitted by a parent


Posted September 16, 2009

My grandkids love South Hills!


Posted February 28, 2008

My child has been in the school five years. The principal started at this school five years ago. There is NO administrative discipline at this school. The teachers can't teach because the administration doesn t support them with any discipline. The teachers can t give consequences without getting in trouble in front of students. The teachers are outstanding! My child was blessed to have Karen Reese and Veronica Anderson. They are very knowledgeable good teachers that care about a life of success for the student. The principal must be removed immediately so that the teachers can teach. When she leaves so will undeserved promotion to the next grade and the bad kids parents will not run the school. Several students are bad all the time but don t have the same consequences as others because their parents get in the administration s face. Bad behavior makes more bad behavior. The FWISD must remove the principal immediately if they care about the children.
—Submitted by a parent


Posted January 3, 2008

My son was in this school for 2 years and It was not a good experiance. I do not recommend this school to anyone.
—Submitted by a parent


Posted November 1, 2007

I really enjoy the school. My son has attended for past 3 years. Ms.Pittman is a wonderful teacher, and has brought my son where he is today. I feel the PTA could be more organized. I volunteered for the Fall Festival last year and it was a mess. I think more parents should get more involved, and feel they would be if the activities were more organized. It would be nice if teachers were able to communicate via email, as that might make communication easier. A lot of us parents work full time, but could help the teaches out with home activites. Communication between parents & teachers is a must.
—Submitted by a parent


Posted August 22, 2007

The principal leadership is ok. I feel that they need some add'l training in their role and on their responsibilites to the students. The teacher quality I feel is great. My children have only attended this school and all the teachers have been so nice and very supported. My old son is a special ed student and all his teachers from prek to 5th were exceptional, especially Susan Moore. I think more parents would be involved if the extracurricular activities were more organized. We must keep in mind that this is a middle class neighborhood and a majority of both parents have to work, which makes it hard for them to participate.
—Submitted by a parent


Posted May 28, 2005

I have transferred my children out of this school. This school has poor leadership and if your not careful , your child will get left behind. I tried to serve on the PTA and the PTA is so unorganised and the money in the budget does not go where promised. The children are disresptful, and there is no parent involvement. I feel for the teachers at this school! This school has goood teacher's. The teachers are treated unfair. If your child is not GT, you might as well forget about your child learning anything. I have witnessed at least 14 family's in two years, that have left, because of the principle. Beware of South Hills Elem.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.
English Language Arts

The state average for English Language Arts was 89% in 2011.

73 students were tested at this school in 2011.

2011

 
 
85%

2010

 
 
84%
Math

The state average for Math was 87% in 2011.

144 students were tested at this school in 2011.

2011

 
 
85%

2010

 
 
82%
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.

141 students were tested at this school in 2011.

2011

 
 
75%

2010

 
 
74%
Math

The state average for Math was 88% in 2011.

140 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
84%
Writing

The state average for Writing was 90% in 2011.

139 students were tested at this school in 2011.

2011

 
 
80%

2010

 
 
79%
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.

143 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
86%
Math

The state average for Math was 81% in 2011.

143 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
93%
Science

The state average for Science was 87% in 2011.

142 students were tested at this school in 2011.

2011

 
 
84%

2010

 
 
80%
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 Students85%
Female86%
Male84%
Black or African American83%
Asiann/a
Hispanic85%
American Indian or Alaska Nativen/a
White83%
Economically disadvantaged81%
Not economically disadvantaged100%
Special education86%
Not special education85%
Limited English proficient (LEP)87%
Proficient in English84%
Migrantn/a
Not migrant85%
Gifted/talentedn/a

Math

All Students85%
Female85%
Male86%
Black or African American83%
Asiann/a
Hispanic86%
American Indian or Alaska Nativen/a
White83%
Economically disadvantaged83%
Not economically disadvantaged100%
Special education88%
Not special education85%
Limited English proficient (LEP)88%
Proficient in English80%
Migrantn/a
Not migrant85%
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 Students75%
Female78%
Male74%
Black or African Americann/a
Asiann/a
Hispanic75%
American Indian or Alaska Nativen/a
White83%
Economically disadvantaged76%
Not economically disadvantaged71%
Special education88%
Not special education74%
Limited English proficient (LEP)71%
Proficient in English79%
Migrantn/a
Not migrant75%
Gifted/talentedn/a

Math

All Students90%
Female87%
Male93%
Black or African Americann/a
Asiann/a
Hispanic89%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged89%
Not economically disadvantaged95%
Special education100%
Not special education89%
Limited English proficient (LEP)91%
Proficient in English87%
Migrantn/a
Not migrant90%
Gifted/talentedn/a

Writing

All Students80%
Female87%
Male73%
Black or African Americann/a
Asiann/a
Hispanic78%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged80%
Not economically disadvantaged81%
Special education75%
Not special education80%
Limited English proficient (LEP)75%
Proficient in English85%
Migrantn/a
Not migrant80%
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 Students90%
Female89%
Male91%
Black or African Americann/a
Asiann/a
Hispanic90%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged88%
Not economically disadvantaged100%
Special education83%
Not special education91%
Limited English proficient (LEP)86%
Proficient in English89%
Migrantn/a
Not migrant90%
Gifted/talented100%

Math

All Students89%
Female90%
Male88%
Black or African Americann/a
Asiann/a
Hispanic89%
American Indian or Alaska Nativen/a
White92%
Economically disadvantaged88%
Not economically disadvantaged95%
Special education83%
Not special education89%
Limited English proficient (LEP)78%
Proficient in English87%
Migrantn/a
Not migrant89%
Gifted/talented100%

Science

All Students84%
Female79%
Male88%
Black or African Americann/a
Asiann/a
Hispanic84%
American Indian or Alaska Nativen/a
White83%
Economically disadvantaged82%
Not economically disadvantaged91%
Special education83%
Not special education84%
Limited English proficient (LEP)72%
Proficient in English84%
Migrantn/a
Not migrant84%
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.

57 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
69%
Math

The state average for Math was 69% in 2013.

121 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
72%
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.

56 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
62%
Math

The state average for Math was 68% in 2013.

122 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
84%
Writing

The state average for Writing was 71% in 2013.

57 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
63%
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.

80 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
67%
Math

The state average for Math was 75% in 2013.

140 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
77%
Science

The state average for Science was 73% in 2013.

144 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
60%
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%
Female77%
Male59%
Black or African American40%
Asiann/a
Hispanic65%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged70%
Not economically disadvantaged64%
Special educationn/a
Not special education67%
Limited English proficient (LEP)20%
Proficient in English70%
Migrantn/a
Not migrant68%
Gifted/talentedn/a
Not Gifted68%
Bilingualn/a

Math

All Students58%
Female52%
Male62%
Black or African American33%
Asiann/a
Hispanic57%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged57%
Not economically disadvantaged62%
Special educationn/a
Not special education58%
Limited English proficient (LEP)54%
Proficient in English58%
Migrantn/a
Not migrant58%
Gifted/talentedn/a
Not Gifted58%
Bilingual53%
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 Students75%
Female82%
Male68%
Black or African American83%
Asiann/a
Hispanic73%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White83%
Economically disadvantaged72%
Not economically disadvantaged100%
Special educationn/a
Not special education79%
Limited English proficient (LEP)33%
Proficient in English79%
Migrantn/a
Not migrant75%
Gifted/talentedn/a
Not Gifted75%
Bilingualn/a

Math

All Students80%
Female84%
Male78%
Black or African American83%
Asiann/a
Hispanic81%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White67%
Economically disadvantaged80%
Not economically disadvantaged83%
Special education0%
Not special education84%
Limited English proficient (LEP)80%
Proficient in English82%
Migrantn/a
Not migrant80%
Gifted/talented100%
Not Gifted79%
Bilingual85%

Writing

All Students61%
Female75%
Male48%
Black or African American50%
Asiann/a
Hispanic60%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White83%
Economically disadvantaged57%
Not economically disadvantaged100%
Special educationn/a
Not special education66%
Limited English proficient (LEP)30%
Proficient in English67%
Migrantn/a
Not migrant61%
Gifted/talentedn/a
Not Gifted61%
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 Students58%
Female72%
Male45%
Black or African American50%
Asiann/a
Hispanic55%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White73%
Economically disadvantaged55%
Not economically disadvantaged71%
Special education11%
Not special education63%
Limited English proficient (LEP)33%
Proficient in English58%
Migrantn/a
Not migrant58%
Gifted/talentedn/a
Not Gifted55%
Bilingualn/a

Math

All Students69%
Female75%
Male65%
Black or African American60%
Asiann/a
Hispanic71%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White55%
Economically disadvantaged69%
Not economically disadvantaged72%
Special education0%
Not special education74%
Limited English proficient (LEP)73%
Proficient in English70%
Migrantn/a
Not migrant69%
Gifted/talented100%
Not Gifted68%
Bilingual79%

Science

All Students62%
Female59%
Male64%
Black or African American80%
Asiann/a
Hispanic60%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White75%
Economically disadvantaged60%
Not economically disadvantaged72%
Special education50%
Not special education63%
Limited English proficient (LEP)58%
Proficient in English62%
Migrantn/a
Not migrant62%
Gifted/talented100%
Not Gifted60%
Bilingual61%
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 92% 52%
White 5% 29%
Black 3% 13%
American Indian/Alaska Native N/A 0%
Asian or Pacific Islander N/A 4%
Hawaiian Native/Pacific Islander N/A 0%
Two or more races N/A 2%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 61%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 Art teacher(s)
Read more about programs at this school
Source: Provided by a school official.

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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
  • Art teacher(s)
Visual arts
  • Drawing / sketching

Language learning

Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
School leaders can update this information here.

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School basics

Before school or after school care / program onsite
  • After school
School Leader's name
  • PRISCILA DILLEY
Fax number
  • (817) 814-5850

Programs

Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
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
  • Art teacher(s)
Extra learning resources offered
  • Counseling
  • Title I Schoolwide program (SWP)
Transportation options
  • Buses/vans for students only
School leaders can update this information here.

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3009 Bilglade Road
Fort Worth, TX 76133
Website: Click here
Phone: (817) 814-5800

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