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GreatSchools Rating

Godley High School

Public | 9-12 | 488 students

We are best known for outstanding student body.

 

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Last modified
Community Rating

3 stars

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

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17 reviews of this school


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Posted October 9, 2011

I'm a student here at Godley High and I'm in the Godley Wildcat Marching and Symphonic Bands. We have 132 kids(equivalent to 1/3 of the student body) in the band. We just made a 1, 1, 2+ at the Teague Marching Invitational(overall 1). We have great teachers and us students are willing to learn!! We average about 15-20 kids per class(that's small)!!
—Submitted by a student


Posted May 16, 2011

I like the school and the after school programs set up for the kids. My grandaughter has joined the FLCA? program and I believe she will benifit from these activities. She did will an award the first year that she was in the program during a compitition. I don't hear too much of issues of the school.
—Submitted by a parent


Posted October 19, 2009

THe school isnt that bad. Too much of their money is spent on the athletics when the ag shop is not the best. I think the school is corrupt and needs to have board done away with and vote new more caring people in.
—Submitted by a student


Posted October 30, 2008

I think godly rox i luv this school and i actually is kinda hard but i think they are giving us the right kind of respect steven g
—Submitted by a student


Posted June 10, 2008

Godley High School is a terrific school. For a small school it has some very good teachers. It is the only school that I know of that has a student committee that gives input to the principal about school issues. Two years ago this student committee acutally gave a presentaion to the school board telling them that the students wanted more technology. Now every GHS classroom has more technology and the students are engaged. Thank you for listening to the students.


Posted October 16, 2007

Im a student at Godley High school and it is great! The teachers and principles are the best I have ever had they take care of the students and take care of trouble makers. Yes we do have to tuck our shirts in (for guys)and girls do have to wear long enough shorts and shirts. We also are big on sports but the coaches dont have favorites! Parents are involved very much and the availability of music,art,and sports are very easy to get into.
—Submitted by a student


Posted November 14, 2006

Godley High School is a very productive school. everyone in the community comes together as one because of sports, but what small town doesn't. people cannot honestly say that if there town did good in a sport they wouldn't be excited! come on now... most of the kids in this school even if they don't play sports are involved in some way... most students attend every game. many other school complain that the school work is not hard enough and that the students are not being prepared for college but this is a lie all of my children have attend Godley High School and have gone on to do bigger and better things.
—Submitted by a parent


Posted September 22, 2006

I can honestly tell you that this school does not put enough emphasis on education. It really is All about sports. You are no-one in this school if you aren't on the varsity basketball team. They are so worried about holes in jeans that they can't see that students all over are being constantly picked on. These things have to stop, or our children need to be out of this school.
—Submitted by a parent


Posted July 24, 2006

This school is what you call over strict!! They treat 'students' like their in 'prison'. For examples: boys have to tuck in their shirts!, girls cannot have their cartlidge pierced or earring shown in that spot!, girls must have their skirts or shorts '3in' above the knee!. (it should be at least finger length) you can get a write up just by asking the teacher simple questions, such as what their religion is and if they have any kids!, not to mention that school's lunch cost! Just a reminder this is a public school!
—Submitted by a student


Posted March 8, 2006

I am a teacher at the high school level. I believe that Godley needs to have more emphasis on education and less on sports -- almost 50% of our entire HS staff is made up of coaches, which causes difficulties with scheduling and availability of classes. We currently have one period of band, 6 periods of art, one period of dance, and one period of theater arts for our fine arts credits. I would like to see more fine arts added -- possibly even a UIL period where students who are interested in academic UIL can practice without jeopardizing their sports or other after-school practices. I have personally seen very few parents involved at the HS level. We have a sports booster club, but no other booster clubs that I know of, and in four years I have never seen a parent volunteer anything during school hours. Our school spirit is up, however!
—Submitted by a teacher


Posted August 28, 2005

Needs more emphasis on education and much less on sports
—Submitted by a parent


Posted August 20, 2005

Godley I.S>D. schools are great from Elementary to Highschool where I have children in every school. The principals, and teachers have been just helpfull, understanding, and kind. Sorry that the others have not had good luck, but I am very Thankfull. I was a mother moving here 5 yrs ago with 4 children alone from way up North, Not wealthy at all and knowing nobody, and the school helped my children greatly in reading and with speech. I Say Godley is a great place to live and most deffinantly praise the teachers and principals for there hard efforts. I say raise your kids with good morals and values, keep in contact with your teacher in your childs education,and be consistant. Its a small community with a big heart. Hail Hail to Godley I.S.D. Amy D.
—Submitted by a parent


Posted July 13, 2005

I think Godley high schoool seems to be more interested in the students' appearences rather than their education. I think there's a good level of parental involvement but the music and art availability could improve and advance.
—Submitted by a parent


Posted April 29, 2005

The high school seems to be more concerned with the boys dress code and let the girls dress code completely slide as long as you have the right last name or participate in the correct sport and good luck finding out what they are. I believe there are alot of predjuices and corruption within the high school. Many unqualified teachers and a strong inability to handle learning disabled children. IE: a child with ADHD I was told their disability was not a factor it was their inablity to pay attention and stay on track? the definition of ADHD? If your child is interested in sports well the founding families have filled those positions.
—Submitted by a parent


Posted September 6, 2004

Overall Godley has been good for my children. I would like to say that the high school needs better leadership from the principal. The athletic department needs to let up a little and let all students participate. Not just the coaches favorite. I have a daughter who went out for a sport and the coach told her she would not play no matter what she did. This is not right and needs to change. I know that favoritism is a major player in high school sports, but come on let all students have an opportunity.
—Submitted by a parent


Posted July 26, 2004

Godley isd needs to put more emphessis on the special education depertment. The students are commonly neglected and not taken seriously. Students are not learning as much as they should to be college bound. I highly reccomend that the special education at Godley ISD be reviewed.
—Submitted by a former student


Posted September 9, 2003

is it right for a school to ban some religions (satanism,wiccan) but allow christianity? i just feel that they should either ban none of the religions or ban them all. i am a christian woman but this to me is extremely offensive that some of our children are not allowed to wear a harmless pentacle to school but the christians can wear huge cross medalions. they say they ban the 'alternative' religions because it offends students but do they ever stop and think about the minority? they are just as offended by the cross as christians are about their pentacles and banning their freedom to wear religious necklaces from school only offends the minority religions even more. there are no hindus, buddhists, muslims or other religions such as that in our school but sometimes i wonder if there were i wonder if they would force the girls to unveal themselves or get rid of their veals and reveal their faces in public which goes against their religion or something like that. yes religions offend other religions it is an unevitable fact. this case is just like two children are fighting and only one child gets punished because they arent as popular as the other one. so is it right to punish minority religions? what moral lesson are they teaching us? to hate people with other religions? well this is to me seems like a bad message to send to the children.


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.

116 students were tested at this school in 2011.

2011

 
 
85%

2010

 
 
94%
Math

The state average for Math was 70% in 2011.

112 students were tested at this school in 2011.

2011

 
 
80%

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 91% in 2011.

100 students were tested at this school in 2011.

2011

 
 
84%

2010

 
 
92%
Math

The state average for Math was 74% in 2011.

97 students were tested at this school in 2011.

2011

 
 
81%

2010

 
 
77%
Science

The state average for Science was 76% in 2011.

96 students were tested at this school in 2011.

2011

 
 
80%

2010

 
 
81%
Social Studies

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

98 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
97%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

99 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
95%

2011

 
 
94%

2010

 
 
91%
Math

The state average for Math was 89% in 2013.

99 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
96%

2011

 
 
95%

2010

 
 
92%
Science

The state average for Science was 95% in 2013.

99 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
96%

2011

 
 
95%

2010

 
 
96%
Social Studies

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

99 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
97%

2011

 
 
100%

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 Students96%
Female94%
Male98%
Black or African Americann/a
Asiann/a
Hispanic94%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged90%
Special educationn/a
Limited English proficient (LEP)n/a

Math

All Students96%
Female96%
Male96%
Black or African Americann/a
Asiann/a
Hispanic94%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged93%
Special educationn/a
Limited English proficient (LEP)n/a

Science

All Students98%
Female96%
Male100%
Black or African Americann/a
Asiann/a
Hispanic94%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged98%
Special educationn/a
Limited English proficient (LEP)n/a

Social Studies

All Students100%
Female100%
Male100%
Black or African Americann/a
Asiann/a
Hispanic100%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged100%
Special educationn/a
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 "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

Algebra I

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

124 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
78%
Algebra II

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

15 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
n/a
Biology I

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

117 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
95%
Chemistry

The state average for Chemistry was 84% in 2013.

114 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
65%
English I Reading

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

125 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
81%
English I Writing

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

131 students were tested at this school in 2013.

2013

 
 
49%

2012

 
 
55%
English II Reading

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

115 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
n/a
English II Writing

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

115 students were tested at this school in 2013.

2013

 
 
58%

2012

 
 
n/a
English III Reading

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

103 students were tested at this school in 2013.

2013

 
 
74%

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.

115 students were tested at this school in 2013.

2013

 
 
96%

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

 
 
90%
World Geography

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

122 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
85%
World History

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

117 students were tested at this school in 2013.

2013

 
 
79%

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

Algebra I

All Students85%
Female85%
Male85%
Black or African Americann/a
Asiann/a
Hispanic85%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged86%
Not economically disadvantaged85%
Special education40%
Not special education87%
Limited English proficient (LEP)n/a
Proficient in English85%
Migrantn/a
Non-migrant85%
Gifted/talentedn/a
Non-Gifted85%
Bilingualn/a

Algebra II

All Students100%
Female100%
Male100%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantagedn/a
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant100%
Gifted/talentedn/a
Non-Gifted100%
Bilingualn/a

Biology I

All Students92%
Female89%
Male96%
Black or African Americann/a
Asiann/a
Hispanic100%
Multiracial83%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged94%
Not economically disadvantaged91%
Special educationn/a
Not special education93%
Limited English proficient (LEP)n/a
Proficient in English92%
Migrantn/a
Non-migrant92%
Gifted/talentedn/a
Non-Gifted92%
Bilingualn/a

Chemistry

All Students81%
Female88%
Male76%
Black or African Americann/a
Asiann/a
Hispanic72%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White81%
Economically disadvantaged73%
Not economically disadvantaged87%
Special education20%
Not special education83%
Limited English proficient (LEP)n/a
Proficient in English81%
Migrantn/a
Non-migrant81%
Gifted/talentedn/a
Non-Gifted81%
Bilingualn/a

English I Reading

All Students65%
Female65%
Male65%
Black or African Americann/a
Asiann/a
Hispanic50%
Multiracial50%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White69%
Economically disadvantaged60%
Not economically disadvantaged68%
Special educationn/a
Not special education67%
Limited English proficient (LEP)n/a
Proficient in English66%
Migrantn/a
Non-migrant65%
Gifted/talentedn/a
Non-Gifted64%
Bilingualn/a

English I Writing

All Students49%
Female52%
Male46%
Black or African Americann/a
Asiann/a
Hispanic41%
Multiracial50%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White50%
Economically disadvantaged46%
Not economically disadvantaged51%
Special education0%
Not special education51%
Limited English proficient (LEP)n/a
Proficient in English49%
Migrantn/a
Non-migrant49%
Gifted/talentedn/a
Non-Gifted47%
Bilingualn/a

English II Reading

All Students87%
Female96%
Male80%
Black or African Americann/a
Asiann/a
Hispanic89%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged80%
Not economically disadvantaged92%
Special educationn/a
Not special education89%
Limited English proficient (LEP)n/a
Proficient in English88%
Migrantn/a
Non-migrant87%
Gifted/talentedn/a
Non-Gifted87%
Bilingualn/a

English II Writing

All Students58%
Female71%
Male48%
Black or African Americann/a
Asiann/a
Hispanic58%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White58%
Economically disadvantaged46%
Not economically disadvantaged68%
Special educationn/a
Not special education60%
Limited English proficient (LEP)n/a
Proficient in English59%
Migrantn/a
Non-migrant58%
Gifted/talentedn/a
Non-Gifted59%
Bilingualn/a

English III Reading

All Students74%
Female88%
Male60%
Black or African Americann/a
Asiann/a
Hispanic82%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White71%
Economically disadvantaged76%
Not economically disadvantaged73%
Special education60%
Not special education74%
Limited English proficient (LEP)n/a
Proficient in English74%
Migrantn/a
Non-migrant74%
Gifted/talented100%
Non-Gifted72%

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 Students96%
Female96%
Male96%
Black or African Americann/a
Asiann/a
Hispanic95%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White96%
Economically disadvantaged94%
Not economically disadvantaged97%
Special education67%
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English96%
Migrantn/a
Non-migrant96%
Gifted/talentedn/a
Non-Gifted96%
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%
Female78%
Male81%
Black or African Americann/a
Asiann/a
Hispanic79%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White79%
Economically disadvantaged75%
Not economically disadvantaged83%
Special education20%
Not special education82%
Limited English proficient (LEP)n/a
Proficient in English80%
Migrantn/a
Non-migrant80%
Gifted/talentedn/a
Non-Gifted79%
Bilingualn/a

World History

All Students79%
Female80%
Male78%
Black or African Americann/a
Asiann/a
Hispanic84%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White78%
Economically disadvantaged74%
Not economically disadvantaged83%
Special education50%
Not special education80%
Limited English proficient (LEP)n/a
Proficient in English79%
Migrantn/a
Non-migrant79%
Gifted/talentedn/a
Non-Gifted79%
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
White 75% 29%
Hispanic 21% 52%
Two or more races 2% 2%
American Indian/Alaska Native N/A 0%
Asian or Pacific Islander N/A 4%
Black N/A 13%
Hawaiian Native/Pacific Islander N/A 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 2%N/A17%
Source: TX Education Agency, 2013-2014

College readiness and student pathways

Students typically attend these schools prior to attending this school Godley Middle School
Read more about resources at this school
Source: Manually entered by a school official.

Teacher experience

  This school District averageState average
Beginning teachers 6%N/AN/A
Source: CRDC, 2011-2012

Teacher resources

Foreign languages spoken by school staff Spanish
Read more about programs at this school
Source: Provided by a school official.

Let your school shine!

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Special education / special needs

Specialized programs for specific types of special education students
  • Autism
  • Emotional behavioral disabilities
  • Significant developmental delay
  • Speech and language impairments
  • Visual impairments

Arts & music

Visual arts
  • Ceramics
  • Painting
  • Photography
Music
  • Band
  • Choir / Chorus
Performing and written arts
  • Dance
  • Drama

Language learning

Foreign languages spoken by staff
  • Spanish
School leaders can update this information here.

Let your school shine!

School leaders: Help your school shine on GreatSchools
by verifying community responses, adding program highlights
and more! Get started »

School basics

School start time
  • 8:00am
School end time
  • 3:45pm
School Leader's name
  • LEIGH BROWN
Fax number
  • (817) 389-4455

Programs

Specialized programs for specific types of special education students
  • Autism
  • Emotional behavioral disabilities
  • Significant developmental delay
  • Speech and language impairments
  • Visual impairments

Resources

Foreign languages spoken by staff
  • Spanish
Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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Sports

Boys sports
  • Baseball
  • Basketball
  • Cheerleading
  • Cross country
  • Football
  • Golf
  • Tennis
  • Track
Girls sports
  • Basketball
  • Cheerleading
  • Cross country
  • Golf
  • Softball
  • Tennis
  • Track
  • Volleyball

Arts & music

Visual arts
  • Ceramics
  • Painting
  • Photography
Music
  • Band
  • Choir / Chorus
Performing arts
  • Dance
  • Drama
School leaders can update this information here.

Upcoming Events

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School culture

Dress Code
  • Dress code
School leaders can update this information here.

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What are your chances?

Students typically come from these schools
Godley Middle School
Notice an inaccuracy? Let us know!

9401 Highway 171
Godley, TX 76044
Website: Click here
Phone: (817) 389-2265

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