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GreatSchools Rating

Naaman Forest High School

Public | 9-12 | 2194 students

 

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Living in Garland

Situated in an urban neighborhood. The median home value is $108,400. The average monthly rent for a 2 bedroom apartment is $1,090.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 3 ratings
2012:
Based on 2 ratings
2011:
Based on 3 ratings

Teacher quality

Principal leadership

Parent involvement

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37 reviews of this school


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Posted Friday, August 29, 2014

This school is okay but the main problem I have with them is the counselors. They messed up my schedule; I took Geometry last year and this year I was supposed to take Algebra II. Well they gave me Algebra 1 and listed me as a 9th grader (note I didnt fail any classes last year) and I was one of the first people to fill out a schedule change form and while the other students waited from atleast 10 minutes to 2 days they're made me wait 1 week so far and I go to the counseler's office everyday and the lady in front is not letting me put a foot in counselour's office but most students literally walk in and ignore the lady and go straight to the counselour's office. I really don't understand what's taking them so long they have like 5-6 counselers who each are in charge of a porportion of the students by their last name (A-G,H-U etc.) It shouldn't take her that long. Hopefully they'll see this review because I'm a week behind Alg. 2 and forced to be in a class I took two years ago.I never been to a school so lasy. I had a problem with the counselers last year because they took so long to change my schedule to basketball which required me to miss 2 games because I didnt know any plays.


Posted November 5, 2013

Large school with diverse curriculum. Easy to get lost in the large class sizes, but driven students will thrive here. Only one bad experience with an instructor during my tenure, and I do believe this issue was resolved. Graduated from this school and went on to obtain Bachelor's and Master's in Engineering.
—Submitted by a student


Posted August 12, 2013

The school's education is great. The teachers really do care about the students and their performance. Although there tends to be fights, the students there are good. you just have to know who to hang around. I moved to Naaman from lake centennial, because i felt like the teachers only favored certain students, and didn't care about much except for Taks. I don't regret my decision at all; Naaman and its staff are wonderful.
—Submitted by a student


Posted January 24, 2013

The teacher's are pretty great, but the student population of this school has gone downhill. There are fights literally every single day, and despite the efforts of many of the staff, it is only getting worse. There are no true punishments for these kids who fight. They get 3 days suspension and then come right back, no ticket or otherwise. There are also too many kids in each classroom, 35 kids crammed into a class with 28 seats and 7 are squashed on the floor with notebooks in their laps. The counselors apparently don't care where the students end up. The school is very over-populated. There aren't even enough seats in the lunch room for every kid to sit.


Posted September 11, 2012

This school is and always will be better than north garland. They have voc prep and they teach how'd to get a job and be successful in life. Teachers are nice and it was awesome.
—Submitted by a student


Posted May 31, 2012

The best school! I been there and the teachers are great! Better than north garland
—Submitted by a student


Posted December 23, 2011

Look, this is a fantastic school. Hands down. If you're willing to put yourself out there and meet people and try new things you will be greatly rewarded. I graduated in 09 and I can honestly say it was one of my fondest times I had growing up, even compared to that big university down in Austin. I honestly don't understand the criticism from people on this site. High school isn't about memorizing the Pythagorean theorem or getting the highest mark on your English exam, in fact it's about growing up and the experiences you make with your friends and the environment. I feel like Naaman provides excellent tools for all this. It has a diverse student population that is reflected in the activities offered to its students whether it be sports or clubs. What I also loved about the school is that it taught me how to grow a backbone and look out for myself, an essential for surviving college. That's the problem with so many parents nowadays. Too many are demanding that the school provide the goods and services to their children (i.e. coddle them to death). Instead it should be the responsibility of the student to go out and find what they want.
—Submitted by a student


Posted June 14, 2011

I graduated from Naaman Forest back in 2004 and I will say it was the most enjoyable 4 years of school in my life besides college of course. The teachers here really care about the students and same with the administration staff. Joe Skinner was one of my favorite teachers back in the day but he has since retired. Dr. Gerald Hudson was an assistant principal at the time and was one of my greatest supporters while at Naaman. I also played baseball and the athletic community is outstanding. It was like my home away from home.


Posted June 14, 2011

I graduated from Naaman Forest back in 2004 and I will say it was the most enjoyable 4 years of school in my life besides college of course. The teachers here really care about the students and same with the administration staff. Joe Skinner was one of my favorite teachers back in the day but he has since retired. Dr. Gerald Hudson was an assistant principal at the time and was one of my greatest supporters while at Naaman. I also played baseball and the athletic community is outstanding. It was like my home away from home.


Posted June 30, 2010

The faculty does not have a concern regarding the kids education. They don't put forth the effort to disciple those that need it. The students and faculty have the "Its whatever" mentality.
—Submitted by a parent


Posted June 30, 2010

Great teachers and staff, they really prepared their students for success in college and for entering the workforce.


Posted June 30, 2010

Great academics programs, such as AP classes which help prepare students for college courses. Great speach and debate, theatre and journalism program.


Posted May 5, 2010

I believe Naaman was great in the past, but lax discipline for the faculty and students have really hurt most people. Teachers can't enforce rules, so students tend not to care nor listen. Teachers get frustrated, give up, and not really teach. Principles aren't checking lesson plans and the cycle goes on and on. The worst are the counselors. I've talked to them on several issues about my child's schedule. Albeit I have a dark complexion, racial profiling is frequent here every time I visit. In one instance, I was taken back when one blatantly asked my daughter if she had 'tattled'. Only when I spoke 'perfect' English did their eyes bulge and go towards the floor. Perhaps if they took action and stopped acting like the children they're suppose to turn into adults, then these kids would grow up and show more respect and make something out of their lives.
—Submitted by a parent


Posted April 28, 2010

Offered good AP courses. Prepared me well for work at the collegiate level. Earned BS in Engineering and MS Engineering after work at NFHS.
—Submitted by a student


Posted February 6, 2010

im a freshman here, naaman is okay. the teachers are pretty nice,and they have an awesome sports program. but in certain classes theres always the kids who act up and the teachers tell them to shut up the whole time and you end up learning nothing. my parents are begging me to go go bishop lynch but i cant because well....naaman is awesome!
—Submitted by a student


Posted September 16, 2009

The school has an excellent Principal with good staff.
—Submitted by a parent


Posted June 25, 2009

I am a sophomore this year and my year at naaman has been good.Naaman is a great school. Kids here though dont pay attention in class and teachers dont do anything much about it, then they cant teach beause they are telling the students to be quiet. The teachers ask for the students phone and the student refuses and sometimes the teacher just says ok put it up after like the 3rd time. The teachers are good but there is a lack of discipline in this school and i really dont like the naaman time thing i think its really dumb. But overall its a great school
—Submitted by a student


Posted April 26, 2009

As a parent of a sophomore, I have been very pleased overall with the quality of his education at Naaman Forest. There are a lot of activities and areas in which students can become involved. The teachers have been very communicative and respond to parent e-mails in a timely manner. There is not a huge violence problem, although I do hear about the occasional fight in the hallway. Classroom size is approximately 30 to 1 (average) and most of the teachers make themselves available for tutorials before and after school. The counselors take an interest in the kids and help them choose the appropriate academic courses. Principal Baker takes an interest in school groups and activities, and it is not uncommon to see him at nighttime functions. NFHS reminds me a lot of my high school, which is why I chose it for my child.
—Submitted by a parent


Posted February 6, 2009

Okay, so I'm a junior here and would like to give inputs about this school. First off, it's okay when i started my freshmen year and then it got to the part where i really hate this school system. I mean i don't understand how they plan the system, but it's kind of astonishing. Teachers were okay. I had some great teachers that really motivates me and some that don't encourage others. It's surprising how everyone at this school are somewhat not prepare for the real world. That's the whole purpose of it: to get an education and face the real world. It's just that simple. But i find that teachers don't encourage them. In addition, the people there were really unfriendly and not that discipline. All i want to say is I regret going to this school and should have went to a better school.
—Submitted by a student


Posted January 12, 2009

my child attended north mesquite high and he was transferred to naaman...first i want to say that i hate this garland choice of school thing because my elementary kids couldn't go to the school that their 'zoned' for..but i guess everything has its pros and cons...anyway i was very excited at first to know that my son was going to naaman and thinking it would be a better school but little did i know it was worse...the kids there lack discipline...when i was there i saw numerous kids with their pants sagging and the adults were just talking to them and said nothing to them...at n mesquite, they were very strict about it and seemed to have a little more discipline than here. my son was correcting his teachers so that tells you about the teaching here..big mistake here..
—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.

563 students were tested at this school in 2011.

2011

 
 
87%

2010

 
 
92%
Math

The state average for Math was 70% in 2011.

556 students were tested at this school in 2011.

2011

 
 
65%

2010

 
 
71%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 91% in 2011.

588 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
91%
Math

The state average for Math was 74% in 2011.

584 students were tested at this school in 2011.

2011

 
 
72%

2010

 
 
76%
Science

The state average for Science was 76% in 2011.

583 students were tested at this school in 2011.

2011

 
 
74%

2010

 
 
72%
Social Studies

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

585 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
95%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 95% in 2013.

487 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
93%

2011

 
 
95%

2010

 
 
95%
Math

The state average for Math was 89% in 2013.

488 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
91%

2011

 
 
92%

2010

 
 
91%
Science

The state average for Science was 95% in 2013.

489 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
94%

2011

 
 
94%

2010

 
 
92%
Social Studies

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

486 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
98%

2011

 
 
99%

2010

 
 
99%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

All Students95%
Female97%
Male93%
Black or African American93%
Asian93%
Hispanic95%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged93%
Special education72%
Limited English proficient (LEP)n/a

Math

All Students84%
Female89%
Male80%
Black or African American75%
Asian88%
Hispanic81%
American Indian or Alaska Nativen/a
White90%
Economically disadvantaged85%
Special education30%
Limited English proficient (LEP)n/a

Science

All Students92%
Female96%
Male89%
Black or African American89%
Asian93%
Hispanic89%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged90%
Special education38%
Limited English proficient (LEP)n/a

Social Studies

All Students97%
Female98%
Male96%
Black or African American96%
Asian97%
Hispanic96%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged97%
Special education69%
Limited English proficient (LEP)n/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

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

About the tests


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

Source: Texas Education Agency

Algebra I

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

472 students were tested at this school in 2013.

2013

 
 
60%

2012

 
 
65%
Algebra II

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

177 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
n/a
Biology I

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

640 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
89%
Chemistry

The state average for Chemistry was 84% in 2013.

562 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
n/a
English I Reading

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

690 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
67%
English I Writing

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

720 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
56%
English II Reading

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

571 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
n/a
English II Writing

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

575 students were tested at this school in 2013.

2013

 
 
44%

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.

217 students were tested at this school in 2013.

2013

 
 
13%

2012

 
 
n/a
Geometry

The state average for Geometry was 86% in 2013.

571 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
99%
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.

641 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
88%
World History

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

564 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
n/a
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

Algebra I

All Students60%
Female64%
Male58%
Black or African American47%
Asian74%
Hispanic60%
Multiracial75%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White72%
Economically disadvantaged58%
Not economically disadvantaged65%
Special education32%
Not special education63%
Limited English proficient (LEP)18%
Proficient in English61%
Migrantn/a
Non-migrant60%
Gifted/talentedn/a
Non-Gifted60%
Bilingualn/a

Algebra II

All Students97%
Female97%
Male96%
Black or African American100%
Asian100%
Hispanic89%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged96%
Not economically disadvantaged97%
Special educationn/a
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English97%
Migrantn/a
Non-migrant97%
Gifted/talented100%
Non-Gifted96%
Bilingualn/a

Biology I

All Students85%
Female85%
Male86%
Black or African American79%
Asian91%
Hispanic81%
Multiracial93%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged81%
Not economically disadvantaged91%
Special education61%
Not special education86%
Limited English proficient (LEP)47%
Proficient in English86%
Migrantn/a
Non-migrant85%
Gifted/talented100%
Non-Gifted85%
Bilingualn/a

Chemistry

All Students79%
Female80%
Male79%
Black or African American69%
Asian92%
Hispanic72%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged74%
Not economically disadvantaged85%
Special education30%
Not special education82%
Limited English proficient (LEP)67%
Proficient in English79%
Migrantn/a
Non-migrant79%
Gifted/talented100%
Non-Gifted78%
Bilingualn/a

English I Reading

All Students61%
Female67%
Male54%
Black or African American43%
Asian78%
Hispanic57%
Multiracial80%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White71%
Economically disadvantaged54%
Not economically disadvantaged71%
Special education23%
Not special education63%
Limited English proficient (LEP)19%
Proficient in English62%
Migrantn/a
Non-migrant61%
Gifted/talented93%
Non-Gifted60%
Bilingualn/a

English I Writing

All Students40%
Female44%
Male37%
Black or African American24%
Asian63%
Hispanic33%
Multiracial44%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White55%
Economically disadvantaged32%
Not economically disadvantaged52%
Special education2%
Not special education43%
Limited English proficient (LEP)17%
Proficient in English41%
Migrantn/a
Non-migrant40%
Gifted/talented80%
Non-Gifted39%
Bilingualn/a

English II Reading

All Students78%
Female80%
Male75%
Black or African American67%
Asian88%
Hispanic68%
Multiracial83%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged72%
Not economically disadvantaged84%
Special education26%
Not special education80%
Limited English proficient (LEP)42%
Proficient in English79%
Migrantn/a
Non-migrant78%
Gifted/talented100%
Non-Gifted77%
Bilingualn/a

English II Writing

All Students44%
Female50%
Male37%
Black or African American28%
Asian49%
Hispanic34%
Multiracial50%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White61%
Economically disadvantaged35%
Not economically disadvantaged54%
Special education4%
Not special education46%
Limited English proficient (LEP)8%
Proficient in English45%
Migrantn/a
Non-migrant44%
Gifted/talented95%
Non-Gifted42%
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 Students13%
Female16%
Male10%
Black or African American2%
Asian9%
Hispanic9%
Multiracial0%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White30%
Economically disadvantaged10%
Not economically disadvantaged15%
Special education0%
Not special education14%
Limited English proficient (LEP)n/a
Proficient in English13%
Migrantn/a
Non-migrant13%
Gifted/talented17%
Non-Gifted13%

Geometry

All Students80%
Female81%
Male79%
Black or African American69%
Asian85%
Hispanic77%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged74%
Not economically disadvantaged86%
Special education48%
Not special education81%
Limited English proficient (LEP)65%
Proficient in English80%
Migrantn/a
Non-migrant80%
Gifted/talented100%
Non-Gifted79%
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 Students80%
Female79%
Male81%
Black or African American65%
Asian87%
Hispanic79%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged74%
Not economically disadvantaged89%
Special education39%
Not special education83%
Limited English proficient (LEP)28%
Proficient in English82%
Migrantn/a
Non-migrant80%
Gifted/talented100%
Non-Gifted80%
Bilingualn/a

World History

All Students74%
Female70%
Male77%
Black or African American58%
Asian82%
Hispanic68%
Multiracial83%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged68%
Not economically disadvantaged80%
Special education46%
Not special education75%
Limited English proficient (LEP)53%
Proficient in English74%
Migrantn/a
Non-migrant74%
Gifted/talented95%
Non-Gifted73%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

Breaking down the GreatSchools Rating

GreatSchools Ratings for this school are based on 2012-2013 test results. Use the breakdown ratings below to compare types of students at this school. Learn more »


Student ethnicity

Ethnicity This school State average
Hispanic 35% 52%
White 27% 29%
Black 19% 13%
Asian or Pacific Islander 15% 4%
Two or more races 2% 2%
American Indian/Alaska Native 0% 0%
Hawaiian Native/Pacific Islander 0% 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 5%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 2%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

Teacher resources

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

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Arts & music

Music
  • Band
  • Choir / Chorus
Performing and written arts
  • Dance
  • Drama

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

School Leader's name
  • ERIKA CRUMP
Fax number
  • (972) 675-3100

Resources

Staff resources available to students
  • School social worker/counselors(s)
Extra learning resources offered
  • 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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and more! Get started »

Sports

Boys sports
  • Basketball
  • Cross country
  • Football
  • Golf
  • Soccer
  • Tennis
Girls sports
  • Basketball
  • Cross country
  • Golf
  • Soccer
  • Softball
  • Tennis
  • Volleyball

Arts & music

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

Upcoming Events

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4843 Naaman Forest Boulevard
Garland, TX 75040
Website: Click here
Phone: (972) 675-3091

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