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John Adams Middle School

Public | 6-8 | 623 students

 

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Living in Grand Prairie

Situated in a suburban neighborhood. The median home value is $95,500. The average monthly rent for a 2 bedroom apartment is $810.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 2 ratings
2013:
Based on 1 rating
2012:
No new ratings
2011:
Based on 1 rating

Teacher quality

Principal leadership

Parent involvement

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14 reviews of this school


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Posted February 20, 2014

When i took my son to be enrolled in 7th grade the mexican lady in the counselors office was yhe rudest person i have ever dealt with,she basically refused to help my son get enrolled.my son was out of school for over a month.This year my son has started acting up and their principal basicly is ready to kick him out of school. I was shocked when i had a conference with him. He is not a good principal at all. I expected more intetest in him trying to help my son. Guess not..
—Submitted by a parent


Posted January 17, 2014

This is the worst school my kids ever been to. I see why the school has rating at 4. The teachers put the kids out of class for no reason. I've had a principal lie to me in my face and i caught him right in the lie. So if the principal lies all the teachers lie. The really don't care about those kids, they are there just to get there checks. The school district is behind. So what that tell you. Adams Middle School in Grand Prairie is not a good school.
—Submitted by a parent


Posted February 22, 2013

Staff is rude (not all but the majority) and very unprofessional! After school, kids are hanging around the school, crusing loud and being very disrespectful! Noone is there to tell these kids to go home! they are just hanging out...well after 5:00 pm! There is a coach (I guess that's what you would call him) that curses out the kids and demeanors them.... I would LOVE for him to say these things that he says to the kids to me........I've complained to the Asst Prinicpal who has done absolutely nothing!!! He continues to curse the young men out and name call them... Names that are VERY VERY inappropriate... He is suppose to be a leader!!!!!!!!!!!!! I am taking this matter much higer since the Asst Principal thinks its not a serious matter. The cheerleaders don't cheer at games... the band doesn't play at games... there are no activities for the kids... the parents have no type of relationship w/the staff.... come on... it's about the kids!!!! Teaching is not a job... it's a way of love and life!!!!!!!!!
—Submitted by a parent


Posted March 9, 2011

My experience with Adams has been poor at best. My daughter has reported that students often fight and get shoved around the halls. She witnessed a friend getting punched in the face during an AP class, and other friends have been shoved against lockers. Quite frankly I am scared to drop her off some days. The administration lacks strong leadership and the princi"pal" is more interested in friending the children than in controlling the school. I can't wait to get my daughter out of this school.
—Submitted by a parent


Posted May 20, 2009

My son is finishing his 8th grade year at Adams. Mr. Harrison, the principal, was great but, as with so many great educators, he was promoted to administration. I don't believe that the children were challenged academically and the lack of homework has not prepared them for high school. I was told by an Adams teacher that they are instructed not to give the students homework, so all tests are reviewed in class and all assignments done during class time. Having come from a private school, Adams did not accept my son's outstanding grades and Stanford test scores as reason enough to put him in advanced courses until he had 'proven himself in the public school'. Consequently, the testing took months, the results meant nothing for this year, and he finishes unchallenged with a 96 GPA for the year.
—Submitted by a parent


Posted March 12, 2009

I have had 2 boys attend this school. They both have been involved in the pre AP programs and enjoyed their classes. The entire staff is friendly, welcoming and cares for each student as a individual. I can not say enough good things about Mr. Harrison as a Principal, HE IS AWSOME !! and the kids LOVE him. He is fare and rewards the good that is done, however he is also strict and runs a tight ship. Every school should have a Principal like him. If they did more good would come out of it.
—Submitted by a parent


Posted June 1, 2008

I have been a student at adams middle school for about to years.I have just left the school to go to the 9th grade but i don't even want to leave. Those two years have been some of my best school years ever.I love my principal my teachers and all my freinds and i will miss them all so much.
—Submitted by a student


Posted May 19, 2008

I'm a parent to child Desmond H. Mason - 8th grader. I would like for Principal Harrison and the entire teaching and coaching staff to know that they are great at what they do. My son transferred from Crockett Middle School in Irving, TX in which he had many challenges. Since he made the switch this year and last have been his best years in school. Principal Harrison is one of the best principals a parent could ever want. He really cares about his students. I love the teaching staff because they let our kids be kids. I hope Principal Harrison can read this to his staff. I really want them to know that you guys have meant alot to me. Desmond is so very happy with his school - Adams. I'm very proud of what the school stands for, which is higher learning
—Submitted by a parent


Posted November 14, 2007

Mr. Harrison is the principal and he runs a tight ship. He focuses on creating an environment where the teachers can teach and students can learn. Ms. Mersikosky runs the GT program there and encourages students to reach their full potential with constant reminders that they are laying the foundation for a successful educational career. The teachers love to teach and hold students accountable to reaching their potential - I love the ability to look at my kids grades online and email back and forth with all of the teachers. I highly recommend this school and its excellent faculty.
—Submitted by a parent


Posted May 4, 2007

Our daughter is finishing up 8th grade at Adams. She has had 3 good years here. I have watched Adams grow in Acedmics, Morale and Character. The principal was Administrator of the Year by the TCTA. This is his 2nd year at Adams and you couldn't ask for a more dedicated individual to run this school. The PTA has done an OK job the past few years, but there still isn't much parent involvement. It is the job of the parent to get involved and know what is being taught to their children. Overall, our experience with Adams has been good.
—Submitted by a parent


Posted January 12, 2007

Great school. Everbody is family. Kids, teachers, support staff and administration. Wonderful learning environment! This school has really turned around from previous administration. The staff has stuck it out and the students now reap the rewards!
—Submitted by a staff


Posted September 13, 2006

There is no teacher involvement with the parents. The principal is rude and does not intervene with your child's best interest.
—Submitted by a parent


Posted August 14, 2006

Campus leadership is supportive of staff and welcoming to parents. There is a good balance of reward and privilege for academic and behavioral performance. Core teaching staff are good friends with each other and are committed community members as well. Staff care about each other and about the kids. They recognize how much we want for and from our kids and they help them to achieve! Disruptive behavior is not tolerated by administration - this grants kids and teachers freedom to explore. Campus leaders truly like middle-schoolers and they show it. We feel safe sending their children to this campus. Parental involvement is good, but could be better. Parents who don't find ways to participate are missing so much!!!!
—Submitted by a parent


Posted March 1, 2005

This area of Grand Prairie is rough, but one can tell that the prinicipal, the vice principal, and all of the teachers CARE about their students and want them to succeed.
—Submitted by a parent


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

About these ratings

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

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

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

264 students were tested at this school in 2011.

2011

 
 
69%

2010

 
 
68%
Math

The state average for Math was 83% in 2011.

267 students were tested at this school in 2011.

2011

 
 
67%

2010

 
 
65%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

257 students were tested at this school in 2011.

2011

 
 
68%

2010

 
 
73%
Math

The state average for Math was 81% in 2011.

257 students were tested at this school in 2011.

2011

 
 
65%

2010

 
 
70%
Writing

The state average for Writing was 94% in 2011.

247 students were tested at this school in 2011.

2011

 
 
85%

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 85% in 2011.

259 students were tested at this school in 2011.

2011

 
 
88%

2010

 
 
92%
Math

The state average for Math was 73% in 2011.

259 students were tested at this school in 2011.

2011

 
 
88%

2010

 
 
85%
Science

The state average for Science was 79% in 2011.

258 students were tested at this school in 2011.

2011

 
 
66%

2010

 
 
74%
Social Studies

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

259 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
94%
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 Students69%
Female77%
Male61%
Black or African American68%
Asiann/a
Hispanic66%
American Indian or Alaska Nativen/a
White85%
Economically disadvantaged65%
Not economically disadvantaged83%
Special education29%
Not special education71%
Limited English proficient (LEP)58%
Proficient in English72%
Migrantn/a
Non-migrant69%
Gifted/talented100%

Math

All Students67%
Female72%
Male62%
Black or African American57%
Asiann/a
Hispanic68%
American Indian or Alaska Nativen/a
White85%
Economically disadvantaged65%
Not economically disadvantaged72%
Special education41%
Not special education68%
Limited English proficient (LEP)68%
Proficient in English66%
Migrantn/a
Non-migrant67%
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 Students68%
Female70%
Male66%
Black or African American67%
Asiann/a
Hispanic65%
American Indian or Alaska Nativen/a
White83%
Economically disadvantaged66%
Not economically disadvantaged79%
Special education44%
Not special education70%
Limited English proficient (LEP)49%
Proficient in English73%
Migrantn/a
Non-migrant68%
Gifted/talented97%

Math

All Students65%
Female69%
Male61%
Black or African American53%
Asiann/a
Hispanic63%
American Indian or Alaska Nativen/a
White86%
Economically disadvantaged64%
Not economically disadvantaged68%
Special education31%
Not special education67%
Limited English proficient (LEP)62%
Proficient in English63%
Migrantn/a
Non-migrant65%
Gifted/talented97%

Writing

All Students85%
Female92%
Male78%
Black or African American81%
Asiann/a
Hispanic82%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged83%
Not economically disadvantaged91%
Special education77%
Not special education85%
Limited English proficient (LEP)71%
Proficient in English87%
Migrantn/a
Non-migrant85%
Gifted/talented97%
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 Students88%
Female91%
Male86%
Black or African American95%
Asiann/a
Hispanic85%
American Indian or Alaska Nativen/a
White89%
Economically disadvantaged89%
Not economically disadvantaged87%
Special education45%
Not special education90%
Limited English proficient (LEP)74%
Proficient in English91%
Migrantn/a
Non-migrant88%
Gifted/talented100%

Math

All Students88%
Female86%
Male89%
Black or African American75%
Asiann/a
Hispanic91%
American Indian or Alaska Nativen/a
White89%
Economically disadvantaged86%
Not economically disadvantaged95%
Special education91%
Not special education88%
Limited English proficient (LEP)87%
Proficient in English88%
Migrantn/a
Non-migrant88%
Gifted/talented100%

Science

All Students66%
Female62%
Male71%
Black or African American58%
Asiann/a
Hispanic64%
American Indian or Alaska Nativen/a
White76%
Economically disadvantaged65%
Not economically disadvantaged73%
Special education9%
Not special education69%
Limited English proficient (LEP)43%
Proficient in English70%
Migrantn/a
Non-migrant66%
Gifted/talentedn/a

Social Studies

All Students95%
Female94%
Male95%
Black or African American95%
Asiann/a
Hispanic94%
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged94%
Not economically disadvantaged98%
Special education82%
Not special education95%
Limited English proficient (LEP)89%
Proficient in English96%
Migrantn/a
Non-migrant95%
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

The state average for English Language Arts was 71% in 2013.

209 students were tested at this school in 2013.

2013

 
 
53%

2012

 
 
63%
Math

The state average for Math was 74% in 2013.

207 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
66%
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.

234 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
65%
Math

The state average for Math was 71% in 2013.

232 students were tested at this school in 2013.

2013

 
 
62%

2012

 
 
47%
Writing

The state average for Writing was 70% in 2013.

235 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
52%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 84% in 2013.

208 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
70%
Math

The state average for Math was 77% in 2013.

209 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
60%
Science

The state average for Science was 75% in 2013.

222 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
55%
Social Studies

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

221 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
40%
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.

10 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
100%
Algebra II

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

2013

 
 
n/a

2012

 
 
n/a
Biology I

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

2013

 
 
n/a

2012

 
 
n/a
Chemistry

The state average for Chemistry was 84% in 2013.

2013

 
 
n/a

2012

 
 
n/a
English I Reading

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

9 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
100%
English I Writing

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

9 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
100%
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 Students53%
Female58%
Male49%
Black or African American53%
Asiann/a
Hispanic49%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White67%
Economically disadvantaged52%
Not economically disadvantaged67%
Special education6%
Not special education58%
Limited English proficient (LEP)39%
Proficient in English60%
Migrantn/a
Non-migrant53%
Gifted/talented100%
Non-Gifted51%
Bilingualn/a

Math

All Students61%
Female64%
Male59%
Black or African American47%
Asiann/a
Hispanic64%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White76%
Economically disadvantaged62%
Not economically disadvantaged57%
Special education19%
Not special education65%
Limited English proficient (LEP)64%
Proficient in English60%
Migrantn/a
Non-migrant61%
Gifted/talented89%
Non-Gifted60%
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 Students64%
Female67%
Male62%
Black or African American55%
Asiann/a
Hispanic66%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White65%
Economically disadvantaged61%
Not economically disadvantaged83%
Special education25%
Not special education65%
Limited English proficient (LEP)62%
Proficient in English65%
Migrantn/a
Non-migrant64%
Gifted/talented95%
Non-Gifted61%
Bilingualn/a

Math

All Students62%
Female58%
Male65%
Black or African American49%
Asiann/a
Hispanic64%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White70%
Economically disadvantaged59%
Not economically disadvantaged77%
Special education43%
Not special education62%
Limited English proficient (LEP)67%
Proficient in English60%
Migrantn/a
Non-migrant62%
Gifted/talented100%
Non-Gifted58%
Bilingualn/a

Writing

All Students55%
Female66%
Male46%
Black or African American63%
Asiann/a
Hispanic54%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White48%
Economically disadvantaged52%
Not economically disadvantaged80%
Special education13%
Not special education57%
Limited English proficient (LEP)50%
Proficient in English58%
Migrantn/a
Non-migrant55%
Gifted/talented95%
Non-Gifted52%
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 Students75%
Female89%
Male63%
Black or African American76%
Asian60%
Hispanic74%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White75%
Economically disadvantaged72%
Not economically disadvantaged83%
Special education36%
Not special education77%
Limited English proficient (LEP)57%
Proficient in English79%
Migrantn/a
Non-migrant75%
Gifted/talented100%
Non-Gifted73%
Bilingualn/a

Math

All Students65%
Female71%
Male60%
Black or African American58%
Asiann/a
Hispanic65%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White75%
Economically disadvantaged63%
Not economically disadvantaged71%
Special education31%
Not special education67%
Limited English proficient (LEP)64%
Proficient in English66%
Migrantn/a
Non-migrant65%
Gifted/talented100%
Non-Gifted63%
Bilingualn/a

Science

All Students57%
Female60%
Male54%
Black or African American52%
Asian80%
Hispanic54%
Multiracial40%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged51%
Not economically disadvantaged78%
Special education27%
Not special education59%
Limited English proficient (LEP)44%
Proficient in English61%
Migrantn/a
Non-migrant57%
Gifted/talented100%
Non-Gifted52%
Bilingualn/a

Social Studies

All Students57%
Female61%
Male54%
Black or African American55%
Asian60%
Hispanic55%
Multiracial20%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White82%
Economically disadvantaged53%
Not economically disadvantaged72%
Special education27%
Not special education59%
Limited English proficient (LEP)38%
Proficient in English62%
Migrantn/a
Non-migrant57%
Gifted/talented95%
Non-Gifted53%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

Algebra I

All Students90%
Female80%
Male100%
Black or African Americann/a
Asiann/a
Hispanic83%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged88%
Not economically disadvantagedn/a
Special educationn/a
Not special education90%
Limited English proficient (LEP)n/a
Proficient in English90%
Migrantn/a
Non-migrant90%
Gifted/talented100%
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 Students89%
Female86%
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 disadvantaged80%
Not economically disadvantagedn/a
Special educationn/a
Not special education89%
Limited English proficient (LEP)n/a
Proficient in English89%
Migrantn/a
Non-migrant89%
Gifted/talented100%
Non-Giftedn/a
Bilingualn/a

English I Writing

All Students78%
Female71%
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 disadvantaged60%
Not economically disadvantagedn/a
Special educationn/a
Not special education78%
Limited English proficient (LEP)n/a
Proficient in English78%
Migrantn/a
Non-migrant78%
Gifted/talented88%
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 "Academically Acceptable".
  • In 2009-2010, this school was rated "Academically Acceptable".
  • In 2008-2009, this school was rated "Academically Acceptable".

About the tests


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

Source: Texas Education Agency

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
Hispanic 61% 52%
Black 25% 13%
White 12% 29%
Asian or Pacific Islander 1% 4%
Two or more races 1% 2%
American Indian/Alaska Native N/A 0%
Hawaiian Native/Pacific Islander N/A 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 31%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 18%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • NNEKA BERNARD
Fax number
  • (972) 522-3099

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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833 West Tarrant Road
Grand Prairie, TX 75050
Website: Click here
Phone: (972) 262-1934

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