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Teacher quality
Principal leadership
Parent involvement
Larson is a great school academic wise.. but the front office staff are very rude. My child has attended Larson for 3 years and each year my child feels treated differently from other students, I myself do not like going up there because I do not feel welcomed..my child will not attend this school next school year.
—Submitted by a parent
I guarantee that every good rating on here is from a parent in PTA. All I can say is don't expect to get support from the administration. The principal is a horrid women who actually yelled at me once when my daughter was late (which was not a common thing for us). My son and daughter attended this school for 2 years. My daughter who is exceptionally bright actually fell behind in her studies and experienced uncaring teachers as well as cruel tactics. My son (who is special needs) experienced array of horrible experiences from being denied food until 2:30pm, time-out in a closet, desk dumps (where the teacher would dump out all of his papers in his desk), and if he didn't do his work (which I feel is a teachers responsibility) they would send it all home, and I mean like a packet of 30 pages. My daughter and son are both at a different school this year where they have both excelled and my son is actually mainstreamed now. When he came from Larson (going into the 3rd grade) he had a 1st grade reading level. Funny thats when he started at Larson. I look back at our 2 years here as a nightmare thats finally over.
—Submitted by a parent
I honestly think that larson elementary is terrible. . . . . . . . . . . . . . . .
—Submitted by a parent
With 4 years of experience in closely dealing with the teachers at Larson, I think they are some of the best. No one is perfect, and we pay them less than daycare - but I have always been able to schedule teacher conferences if needed. The teachers were attentive and insightful in their ideas and suggestions. With the remaining influx of the Katrina people and the inhabitants of Friendly Village now moving to the high schools, Larson will improve if the discipline standards can again be raised, communicated and strictly enforced. Great job!
—Submitted by a parent
My three children have attended Larson Elementary since Kindergarten, including my oldest daughter, who is now in the sixth grade. We have had nothing but wonderful experiences at Larson. Over seven years, not one of my three children has had anything less than a stellar teacher--caring, patient, and attentive. The atmosphere is positive, the discipline is consistent, the homework is reasonable, and the music and art programs are excellent. We are moving out of state next year, and without a doubt Larson is the thing I will miss most about where we live now. I can't recommend it highly enough.
—Submitted by a parent
My children enjoyed their time at Larson very much. They attended 5th and 6th grade. It was sad when we moved away, but I'm glad they got to spend at least the year there. The education was high quality and the teachers were really caring and involved. I do not have one negative comment about Larson.
—Submitted by a parent
When moving to Arlington I heard so many great things about Larson. "Oh its the best public school in the area." Yea right, compared to where we moved from my kids are now behind. Mostly because the cirriculum is so mediocre. I also agree with the other reviews about the staff. Communication with my kids teacher was like pulling teeth. I wish I knew about the great schools site before moving here. Im glad to say I have moved to another school district and according to the ratings on here, I anticipate my kids will be in a much more challenging learning environment.
—Submitted by a parent
I think that while Larson is a good school overall there's work that needs to be done. The office staff is very rude while in person or on the phone and the new principal isn't very polite either. This is the 2nd year my child has attended. It feels as though a good part of the staff doesn't care about your child. They just want to get through the day.
—Submitted by a parent
I would like to see more supervision when children are at recess with teacher assistants and while walking to and from the building. I would like to see more supervision and structure in common areas: cafeteria, hallways, etc.
—Submitted by a parent
This is our second year at Larson and we absolutely love it! My 5th grader actually cried at the end of the school year. It's so refreshing to see both parents and teachers so well bonded and involved with the kids! What a wonderful positive learning environment!
—Submitted by a parent
This is a great school! My daughter has some learning challenges and attended 5th grade. The teachers and the principals really cared about her success. The teachers really worked with her to ensure that she understood her lessons. The afterschool program Voyager is run by certified teachers and during this time they review all homework distributed for that day. Can't say enough great things about it. Soo glad my daughter was able to attend. Passed both required TAKS tests the first time around. Awesome, awesome school.
—Submitted by a parent
So sorry to have one of my kids graduate this solid academic school! Both of mine benefitted by the strict discipline the other local schools are missing. Sorry to see Mr Longrear leave, and the recent shuffle of principals, as his presence and leadership were strong and provided excellent direction!
—Submitted by a parent
Its my daughtr's 2nd year in Larson and I am completely satisfy with her progressin this school.Teachers r very caring and encouraging.I am very happy with the uniform policy of the school
—Submitted by a parent
Great school! I have had two children at Larson since kindergarten. Teachers are wonderful. PTA has big impact and involvement. Parental participation is required in any school but the teachers and staff at Larson go above and beyond for those parents that take on the job of helping educate their kids! Thank you teachers for all you do!
—Submitted by a parent
We love this school! The teachers and administrators are wonderful and I am confident that my kids are in a safe environment! The PTA is very active so parental involvement is a common sight daily. There is a Moms In Touch group that meets to pray for this school every week too...www.momsintouch.org !
—Submitted by a parent
Awesome school! A real feeling of serious discipline, solid academic focus, and teacher/parent fusion.
—Submitted by Mark Plaue, a parent
My daughter has attended Larson since kindergarten and is now in the 6th grade. Larson is an awesome school. It academic program is demanding and challenges the student to strive for excellence. I highly recommend Larson to prospective children and parents. Parent involvement is necessary and appreciated by the entire school.
—Submitted by a parent
It is a very extraordinary academic place for children to learn. I recommend it to all parents whom require outstanding grades for there children
—Submitted by a parent
My son attended kindergarten at Larson...what an exceptional school! Attentive caring teachers, great leadership, excellent programs for the children!
—Submitted by a parent
Larson teachers put the children's needs ahead of their own. In order to offer more fine arts opportunities, some are offered after school on the teacher's time. Fabulous school.
—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.
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 state average for Math was 87% in 2011.
87 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 89% in 2011.
84 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for Math was 88% in 2011.
111 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 85% in 2011.
109 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Writing was 90% in 2011.
107 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for Math was 81% in 2011.
87 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 82% in 2011.
87 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 87% in 2011.
88 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for Math was 83% in 2011.
99 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 84% in 2011.
101 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
| All Students | 94% |
| Female | 93% |
| Male | 95% |
| Black or African American | 87% |
| Asian | 100% |
| Hispanic | 93% |
| American Indian or Alaska Native | n/a |
| White | 97% |
| Economically disadvantaged | 88% |
| Not economically disadvantaged | 98% |
| Special education | 60% |
| Not special education | 96% |
| Limited English proficient (LEP) | 93% |
| Proficient in English | 94% |
| Migrant | n/a |
| Non-migrant | 94% |
| Gifted/talented | 100% |
| All Students | 98% |
| Female | 100% |
| Male | 95% |
| Black or African American | 100% |
| Asian | 100% |
| Hispanic | 100% |
| American Indian or Alaska Native | n/a |
| White | 97% |
| Economically disadvantaged | 94% |
| Not economically disadvantaged | 100% |
| Special education | n/a |
| Not special education | 98% |
| Limited English proficient (LEP) | 100% |
| Proficient in English | 97% |
| Migrant | n/a |
| Non-migrant | 98% |
| Gifted/talented | 100% |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. 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
| All Students | 83% |
| Female | 82% |
| Male | 84% |
| Black or African American | 60% |
| Asian | 100% |
| Hispanic | 81% |
| American Indian or Alaska Native | n/a |
| White | 93% |
| Economically disadvantaged | 64% |
| Not economically disadvantaged | 92% |
| Special education | n/a |
| Not special education | 84% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 83% |
| Migrant | n/a |
| Non-migrant | 83% |
| Gifted/talented | 100% |
| All Students | 84% |
| Female | 89% |
| Male | 80% |
| Black or African American | 73% |
| Asian | 100% |
| Hispanic | 85% |
| American Indian or Alaska Native | n/a |
| White | 87% |
| Economically disadvantaged | 69% |
| Not economically disadvantaged | 92% |
| Special education | n/a |
| Not special education | 85% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 84% |
| Migrant | n/a |
| Non-migrant | 84% |
| Gifted/talented | 100% |
| All Students | 93% |
| Female | 94% |
| Male | 93% |
| Black or African American | 79% |
| Asian | 100% |
| Hispanic | 100% |
| American Indian or Alaska Native | n/a |
| White | 96% |
| Economically disadvantaged | 84% |
| Not economically disadvantaged | 97% |
| Special education | n/a |
| Not special education | 94% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 93% |
| Migrant | n/a |
| Non-migrant | 93% |
| Gifted/talented | 100% |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. 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
| All Students | 93% |
| Female | 89% |
| Male | 98% |
| Black or African American | 88% |
| Asian | 100% |
| Hispanic | 95% |
| American Indian or Alaska Native | n/a |
| White | 93% |
| Economically disadvantaged | 90% |
| Not economically disadvantaged | 96% |
| Special education | n/a |
| Not special education | 95% |
| Limited English proficient (LEP) | 75% |
| Proficient in English | 94% |
| Migrant | n/a |
| Non-migrant | 94% |
| Gifted/talented | n/a |
| All Students | 93% |
| Female | 96% |
| Male | 90% |
| Black or African American | 92% |
| Asian | 100% |
| Hispanic | 81% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 88% |
| Not economically disadvantaged | 98% |
| Special education | n/a |
| Not special education | 95% |
| Limited English proficient (LEP) | 63% |
| Proficient in English | 96% |
| Migrant | n/a |
| Non-migrant | 93% |
| Gifted/talented | n/a |
| All Students | 91% |
| Female | 87% |
| Male | 95% |
| Black or African American | 88% |
| Asian | 100% |
| Hispanic | 90% |
| American Indian or Alaska Native | n/a |
| White | 90% |
| Economically disadvantaged | 93% |
| Not economically disadvantaged | 90% |
| Special education | 40% |
| Not special education | 94% |
| Limited English proficient (LEP) | 86% |
| Proficient in English | 90% |
| Migrant | n/a |
| Non-migrant | 91% |
| Gifted/talented | n/a |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. 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
| All Students | 92% |
| Female | 87% |
| Male | 96% |
| Black or African American | 67% |
| Asian | n/a |
| Hispanic | 94% |
| American Indian or Alaska Native | n/a |
| White | 98% |
| Economically disadvantaged | 86% |
| Not economically disadvantaged | 94% |
| Special education | 80% |
| Not special education | 93% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 93% |
| Migrant | n/a |
| Non-migrant | 92% |
| Gifted/talented | n/a |
| All Students | 96% |
| Female | 96% |
| Male | 96% |
| Black or African American | 89% |
| Asian | n/a |
| Hispanic | 94% |
| American Indian or Alaska Native | n/a |
| White | 98% |
| Economically disadvantaged | 93% |
| Not economically disadvantaged | 97% |
| Special education | 71% |
| Not special education | 98% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 97% |
| Migrant | n/a |
| Non-migrant | 96% |
| Gifted/talented | n/a |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. 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
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
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 3
Grade 4
Grade 5
Grade 6
All students
Female
Male
All students
African American
Asian
Hispanic
White
All students
Economically disadvantaged
Not economically disadvantaged
Special education
Not special education
English language learners
Proficient in English
Non-migrant
Gifted/talented
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 42% | 31% | ||
| Hispanic | 26% | 50% | ||
| Black | 22% | 13% | ||
| Asian | 7% | 3% | ||
| Two or more races | 3% | 2% | ||
| American Indian/Alaska Native | 0% | 0% | ||
| Hawaiian Native/Pacific Islander | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Special education | 11% | N/A | 10% |
| Gifted/talented students | 4% | N/A | 8% |
| Economically disadvantaged | 36% | N/A | 55% |
| Limited English proficient (LEP) | 11% | N/A | 17% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 16 | N/A | 15 |
| This school | District average | State average | |
|---|---|---|---|
| Beginning teachers | 1% | N/A | 8% |
| 1 to 5 years | 19% | N/A | 30% |
| 6 to 10 years | 36% | N/A | 20% |
| 11 to 20 years | 23% | N/A | 23% |
| 21 or more years | 20% | N/A | 19% |


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Grand Prairie,
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