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GreatSchools Rating

Chisholm Trail Intermediate School

Public | 5-6 | 933 students

 
 

Last modified
Community Rating

4 stars

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

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12 reviews of this school


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Posted March 6, 2011

Love it at CTI.....things are better than they were last year. Thank you to the teachers and administration that are working to make a difference.
—Submitted by a parent


Posted December 31, 2009

I love my school it is fun and we learn a lot my teachers are cool and it easy to learn stuff because they explain and make it easier to understand!!!!!!!
—Submitted by a student


Posted March 30, 2009

My oldest daughter currently attends Chisolm trail as does my niece. My oldest son attended last year. My thoughts are that this schol does have some excellent teachers. The principle just retired last year and I have not had the experience of working closely with the new one but I think it is hit or miss here. Mr. Killday has been awesome to all of our children, understanding and helpful. He shares real world experiences and attributes it to the mathmatical problems at hand. The band has been great for my daughter and niece as well.
—Submitted by a parent


Posted January 14, 2009

My son currently goes to Chisholm Trail. They have some great teachers and programs for the students. Most all of them will communicate very well with us parents.However I do feel that something should be done for the students if any teacher has to take off work for extended periods of time. I know my son looses interest with substitute teachers. This has also affected his grades.Although I feel for any person that has to go through bad times in life we can't let this affect the lives of so many students.
—Submitted by a parent


Posted October 15, 2008

I've had a great experience with Chisholm. The switching classes was tough along with the responsibility factor of keeping up with different classwork & assignments was difficult for my Dyslexic 5th grader last year. The teachers were very caring & easy to partner with. They were willing to try anything to help my son actually learn. Their support systems for kids that need either tutoring or help in prep for TAKS worked wonderfully. Big school, but found everyone cared about my son not just his test scores.
—Submitted by a parent


Posted February 8, 2008

I cannot say enough good things about Chisholm. My daughter loves her teachers and enjoys choir. Her teachers are dedicated and hold the children accountable for their behavior and performance. They focus on responsibility which is fantastic. The only complaint is there is not enough homework, but I have always had that complaint.
—Submitted by a parent


Posted October 24, 2007

This is the worst school ever!!! Can't say much about the teachers either. My son has always been a straight A student and is even in the gifted and talented program. He is now making B's and a couple of A's. He says they are not helpful to him at all and he doesn't feel he can approach them with ?'s. They have to many kids in that school and they only spend 2 years there. The teachers take no personal interest in the kids. To top it off the principle doesn ot listen to the parents and only defends her teachers.
—Submitted by a parent


Posted August 25, 2006

CTI has provided a great education for my child. I am pleased with all the teacher/staff at CTI The parent/child Attitude can affect his/her education. The child must come prepared to learn. The teacher is a tool but it is the child who must want to learn. CTI teachers and staff have provided numerous opportunities to help my child with each problem. I am proud to have my child attend CTI!
—Submitted by a parent


Posted June 2, 2004

I have experienced the best support you could imagine from the teachers and principals at Chisolm Trail. My son has been difficult this year, but his teachers, Ms. Gurney, Mrs. Riggs and Mrs. Drake were there for me and my husband every step of the way. They kept us informed with anything that happened with my child and was supported by the principal, Mrs. Travis. Mrs. Travis worked hard with us to assist us in determining what was best for our child. I am ever so greatful for their not letting my child 'fall through the cracks'.
—Submitted by a parent


Posted April 15, 2004

My son currently goes to Chisholm Trail and it has honestly been a great experience for him. This is the first time that he and I both like the school and the teachers. Hats off to Browder, Thayer, and Kopacki.
—Submitted by a parent


Posted February 25, 2004

My child goes to Chisholm Trail and I as a parent am very concerned with the teaching ability the teachers have. Children are drilled on passing the tacts test instead of getting down to the basics of reading writting and arithmatic. These children can not even read at the grade level that they are in. When the children do not understand something, the so called teachers tell these poor kids, 'go out in the hall and sit and think about it'. What kind of teaching is that. Parents, when your child comes home telling you about what a teacher has said or done, please believe them, because it is happening. And if a parent goes into a class room to see what is going on, the teachers will conduct themselfs totally different. I am a firm believer that all class rooms need to have camaras in them to monitor not only the chidrens behavior, but also the teachers. The school system has a no tolerance policy, therefore I believe parents should have a no tolerance policy with the teachers that are suppose to be teaching our children. If you have a child that is struggling in a class, I have found that the teachers will tutor them for the tacts test but nothing else. What are our tax dollars being spent for? I want my child to be taught the same as a teacher would exspect their child to be taught, and do not expect any thing less. I am a concerned parent that is totally fed up with the Keller school district. If there are any other concerned parents out there please respond.
—Submitted by a parent


Posted June 17, 2003

My son was in the 6th grade at Chisolm. He has had his best year ever and I owe it all to his team of teachers...Schartzbach, Pope and Martinez!


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 82% in 2011.

406 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
94%
Math

The state average for Math was 81% in 2011.

404 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
95%
Science

The state average for Science was 87% in 2011.

402 students were tested at this school in 2011.

2011

 
 
92%

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

The state average for English Language Arts was 84% in 2011.

431 students were tested at this school in 2011.

2011

 
 
86%

2010

 
 
92%
Math

The state average for Math was 83% in 2011.

432 students were tested at this school in 2011.

2011

 
 
83%

2010

 
 
88%
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 Students96%
Female98%
Male94%
Black or African American90%
Asian98%
Hispanic93%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged91%
Not economically disadvantaged99%
Special education89%
Not special education96%
Limited English proficient (LEP)80%
Proficient in English96%
Migrantn/a
Non-migrant96%
Gifted/talented100%

Math

All Students93%
Female93%
Male93%
Black or African American85%
Asian98%
Hispanic92%
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged90%
Not economically disadvantaged95%
Special education81%
Not special education94%
Limited English proficient (LEP)82%
Proficient in English93%
Migrantn/a
Non-migrant93%
Gifted/talented100%

Science

All Students92%
Female87%
Male95%
Black or African American80%
Asian98%
Hispanic89%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged85%
Not economically disadvantaged96%
Special education67%
Not special education93%
Limited English proficient (LEP)71%
Proficient in English92%
Migrantn/a
Non-migrant92%
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 Students86%
Female90%
Male83%
Black or African American76%
Asian81%
Hispanic89%
American Indian or Alaska Native67%
White89%
Economically disadvantaged82%
Not economically disadvantaged89%
Special education48%
Not special education89%
Limited English proficient (LEP)81%
Proficient in English86%
Migrantn/a
Non-migrant86%
Gifted/talented99%

Math

All Students83%
Female86%
Male81%
Black or African American63%
Asian94%
Hispanic84%
American Indian or Alaska Native78%
White86%
Economically disadvantaged78%
Not economically disadvantaged87%
Special education53%
Not special education86%
Limited English proficient (LEP)75%
Proficient in English84%
Migrantn/a
Non-migrant83%
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 77% in 2013.

368 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
79%
Math

The state average for Math was 75% in 2013.

392 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
71%
Science

The state average for Science was 73% in 2013.

377 students were tested at this school in 2013.

2013

 
 
70%

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 71% in 2013.

509 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
85%
Math

The state average for Math was 74% in 2013.

487 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
87%
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.

2013

 
 
n/a

2012

 
 
n/a
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

 
 
n/a
English I Writing

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

2013

 
 
n/a

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 Students77%
Female81%
Male73%
Black or African American74%
Asian77%
Hispanic65%
Multiracial85%
American Indian or Alaska Native60%
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged72%
Not economically disadvantaged81%
Special education41%
Not special education80%
Limited English proficient (LEP)56%
Proficient in English79%
Migrantn/a
Non-migrant77%
Gifted/talented96%
Non-Gifted74%
Bilingualn/a

Math

All Students73%
Female73%
Male74%
Black or African American61%
Asian92%
Hispanic64%
Multiracial100%
American Indian or Alaska Native67%
Native Hawaiian/Pacific Islandern/a
White78%
Economically disadvantaged68%
Not economically disadvantaged79%
Special education46%
Not special education75%
Limited English proficient (LEP)60%
Proficient in English75%
Migrantn/a
Non-migrant73%
Gifted/talented100%
Non-Gifted69%
Bilingual61%

Science

All Students70%
Female74%
Male66%
Black or African American61%
Asian76%
Hispanic55%
Multiracial79%
American Indian or Alaska Native60%
Native Hawaiian/Pacific Islandern/a
White81%
Economically disadvantaged59%
Not economically disadvantaged79%
Special education36%
Not special education74%
Limited English proficient (LEP)46%
Proficient in English72%
Migrantn/a
Non-migrant70%
Gifted/talented98%
Non-Gifted66%
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 Students79%
Female80%
Male78%
Black or African American63%
Asian86%
Hispanic74%
Multiracial86%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged74%
Not economically disadvantaged84%
Special education29%
Not special education83%
Limited English proficient (LEP)67%
Proficient in English81%
Migrantn/a
Non-migrant79%
Gifted/talented100%
Non-Gifted76%
Bilingual75%

Math

All Students79%
Female80%
Male79%
Black or African American59%
Asian90%
Hispanic75%
Multiracial85%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged72%
Not economically disadvantaged86%
Special education50%
Not special education80%
Limited English proficient (LEP)69%
Proficient in English80%
Migrantn/a
Non-migrant79%
Gifted/talented99%
Non-Gifted76%
Bilingual74%
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 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

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
White 47% 31%
Hispanic 27% 50%
Black 12% 13%
Asian 10% 3%
Two or more races 2% 2%
American Indian/Alaska Native 1% 0%
Hawaiian Native/Pacific Islander 0% 0%
Source: NCES, 2010-2011

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

This school has not yet provided program information.


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3901 Summerfields Blvd
Fort Worth, TX 76137
Website: Click here
Phone: (817) 744-3800

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