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GreatSchools Rating

Grapevine Middle School

Public | 6-8 | 732 students

 

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Last modified
Community Rating

3 stars

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

Teacher quality

Principal leadership

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16 reviews of this school


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Posted September 17, 2013

Grapevine Middle School has been an unexpectedly FABULOUS experience for our son! A few years ago, we had heard some concerns with GMS from other parents, so we were nervous sending our son to middle school - actually any middle school. Mrs. Young and the teachers at GMS have been OUTSTANDING!!! This group of teachers are true professionals that engage the hearts and minds of our kids. We are now in our 2nd year at GMS and are so happy with the progress. Keep up the great work Mrs. Young!!!! We love being at GMS!
—Submitted by a parent


Posted September 19, 2012

I prefer Private school. Because there is more encouragement in private school. GMS is an o.k. School. But


Posted August 2, 2011

The school is relatively new - very clean and in good condition. Offers athletics, music, arts and other extra curricular activities. Though predominently caucasian, Grapevine offers diversity that isn't found everywhere in Northeast Tarrant County. Plus, the culture of Grapevine is awesome - rich history (Grapevine High School is over 100 years old) and the town continues to flourish. The upper faculty (principal/asst principals) have been great - responsive to questions/concerns; firm but friendly; open to suggestions; and solid on learning issues such as ADHD.
—Submitted by a parent


Posted July 6, 2011

My daughters have truly enjoyed their time at Grapevine Middle School. The teachers and staff are most helpful and provide an abundance of support.
—Submitted by a parent


Posted August 26, 2010

Bullying is a major problem at this school. There is no cohesiveness among leaders to take control of this problem. It appears they don't want to be bothered. Absolutely would not recommend this school. I agree that leadership tells you what you want to hear. Just a paycheck, no buy-in.
—Submitted by a parent


Posted January 20, 2009

I have one kid that attended this school for three years and one kid that is in 7th grade right now. By now I know a lot about this school and do not have much good to say about it. While there are some good teachers most of the ones that my kids had are lousy. They either don't know the subject they are teaching or don't know how to transfer it to students. Athletic program is a joke (save for maybe one coach who is really trying hard). Overall, keep away from this school if you can.
—Submitted by a parent


Posted September 8, 2008

I do not agree with the below statements. Our son is a special needs child and Mrs Blackstock and Mr Warner are wonderful to him. We could not be happier with this school. Maybe if you were a little more involved with you child you would know that thier grades are failing. Try calling and checking yourself how your child is doing.
—Submitted by a parent


Posted April 3, 2008

I feel that GMS is overall a good school. We no longer have to wear collared shirts and have to tuck them in( thank goodness). The cafeteria does have okay foods but they rerely have any foods that vegetarians would like. I think if they would changes that then i would be more satisfied.
—Submitted by a student


Posted March 12, 2008

I would agree with using extreme caution when considering GMS, the teachers have no self control they yell at the students and call them names. Teachers do not contact parents when there is an issue with grades. The coaches are an issue all it's own they show favoritism they seem to go out of their way to be jerks to the students that are not their favorite. I do agree with other parents Mr. Hughes does tell you as a parent what you want to hear but nothing ever changes. If this is not enough my student has been offered drugs at this school and said that some kids carry knives. Where is this headed? Do we wonder why the schools test scores have dropped and why the school is rated only acceptable at this point.
—Submitted by a parent


Posted July 19, 2007

I enjoy attending GMS but there are a few problems. I feel there is room for improvement in some areas. The lunch scheduel this year was horrible. You never had enough time to eat and enjoy the nasty cafeteria food. The second issue would have to be the pointless dress code. They feel that we should wear collared shirts. This would not be that big of a deal if it weren't for the having to tuck it in part. They fail to give us a reason for this rule, so obviously we do not need such a disturbance in our young teenage lives. We need the oppertunity to become independant and express ourselves through our fashion sense. I love this school but these are my disagreements.
—Submitted by a student


Posted May 13, 2006

'My child has attended GMS for two years and I am considering moving so I can get him away from this school. Athletics has been a joke. I have not seen one bit of encouragement from the coaches. I have spoken with the Principal and he is always good about responding with what the parent wants to hear but nothing ever changes.' We have also experienced numerous problems with math both this year and last year.
—Submitted by a parent


Posted July 19, 2005

Overall a good school. The principal is great, most of the teachers as well. My son's athletic experience was okay, but we noted that the coaches 'popular' athletes get away with a lot.
—Submitted by a parent


Posted March 1, 2005

I have mixed reviews. I hae noticed that the teachers are quick to give students dentention for the most minor of infractions.
—Submitted by a parent


Posted December 23, 2004

My Child has enjoyed Grapevine Middle School a lot this year as a 6th grader. I'm very impressed in the schools quality. My child loves to go to this school and loves the band program.I myself haved enjoyed my child going to GMS. I'm involved with all my child's schedule. This is no type of prison/boot camp this school is the best school ever. I'm very proud of my child because the grades of theirs are very high(excellent). My child is involved with a lot of activities.My child was very sad to see one of the teacher's go.I know that my child love's Grapevine Middle School,they have told me that they never what to leave GMS. I think it is very wise to enroll your child.
—Submitted by a parent


Posted June 25, 2004

My son made the transition to GMS earlier this year. We have really enjoyed the change. The principal is the best; the teachers are great. It's a pleasure to be a part of this school.
—Submitted by a parent


Posted June 2, 2004

You need to be extremly cautious. Teachers need to attend anger management. There have been teachers that call the students bad names. The teachers do not work with the parents when there are grade problems. The school is run like a boot camp / prision. The students can not talk during lunch times, every time you turn around 'dentition'. The students need to have some time to unwind and socialize. There is just no working together with some of these teachers. The teachers will not answer questions when a question is asked. It is always 'go sit down I have tought it once I do not teach it again'. Use extreme caution if thinking about enrolling.
—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.

252 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
88%
Math

The state average for Math was 83% in 2011.

252 students were tested at this school in 2011.

2011

 
 
91%

2010

 
 
90%
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.

266 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
90%
Math

The state average for Math was 81% in 2011.

267 students were tested at this school in 2011.

2011

 
 
87%

2010

 
 
86%
Writing

The state average for Writing was 94% in 2011.

261 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
96%
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.

267 students were tested at this school in 2011.

2011

 
 
98%

2010

 
 
98%
Math

The state average for Math was 73% in 2011.

265 students were tested at this school in 2011.

2011

 
 
91%

2010

 
 
94%
Science

The state average for Science was 79% in 2011.

264 students were tested at this school in 2011.

2011

 
 
83%

2010

 
 
85%
Social Studies

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

264 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
98%
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 Students90%
Female91%
Male89%
Black or African American90%
Asian100%
Hispanic83%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged77%
Not economically disadvantaged96%
Special education57%
Not special education92%
Limited English proficient (LEP)58%
Proficient in English94%
Migrantn/a
Non-migrant90%
Gifted/talented100%

Math

All Students91%
Female89%
Male94%
Black or African American100%
Asian100%
Hispanic83%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged82%
Not economically disadvantaged95%
Special education71%
Not special education92%
Limited English proficient (LEP)70%
Proficient in English93%
Migrantn/a
Non-migrant91%
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 Students89%
Female89%
Male90%
Black or African American67%
Asian100%
Hispanic81%
American Indian or Alaska Native73%
White95%
Economically disadvantaged79%
Not economically disadvantaged94%
Special education47%
Not special education92%
Limited English proficient (LEP)40%
Proficient in English93%
Migrantn/a
Non-migrant89%
Gifted/talented100%

Math

All Students87%
Female85%
Male88%
Black or African American86%
Asian100%
Hispanic78%
American Indian or Alaska Native45%
White92%
Economically disadvantaged74%
Not economically disadvantaged93%
Special education40%
Not special education89%
Limited English proficient (LEP)38%
Proficient in English90%
Migrantn/a
Non-migrant87%
Gifted/talented100%

Writing

All Students97%
Female99%
Male95%
Black or African American94%
Asian100%
Hispanic94%
American Indian or Alaska Native83%
White99%
Economically disadvantaged92%
Not economically disadvantaged99%
Special education79%
Not special education98%
Limited English proficient (LEP)73%
Proficient in English98%
Migrantn/a
Non-migrant97%
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 Students98%
Female98%
Male98%
Black or African American100%
Asian100%
Hispanic96%
American Indian or Alaska Native80%
White99%
Economically disadvantaged94%
Not economically disadvantaged99%
Special education88%
Not special education99%
Limited English proficient (LEP)83%
Proficient in English98%
Migrantn/a
Non-migrant98%
Gifted/talented100%

Math

All Students91%
Female93%
Male89%
Black or African American100%
Asian100%
Hispanic93%
American Indian or Alaska Native60%
White90%
Economically disadvantaged83%
Not economically disadvantaged94%
Special education59%
Not special education94%
Limited English proficient (LEP)100%
Proficient in English91%
Migrantn/a
Non-migrant91%
Gifted/talented100%

Science

All Students83%
Female80%
Male87%
Black or African American60%
Asian100%
Hispanic73%
American Indian or Alaska Native80%
White88%
Economically disadvantaged67%
Not economically disadvantaged90%
Special education55%
Not special education86%
Limited English proficient (LEP)17%
Proficient in English86%
Migrantn/a
Non-migrant83%
Gifted/talented100%

Social Studies

All Students97%
Female98%
Male96%
Black or African American90%
Asian100%
Hispanic94%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged91%
Not economically disadvantaged99%
Special education83%
Not special education98%
Limited English proficient (LEP)67%
Proficient in English98%
Migrantn/a
Non-migrant97%
Gifted/talented100%
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

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

228 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
81%
Math

The state average for Math was 74% in 2013.

227 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
82%
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.

232 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
85%
Math

The state average for Math was 71% in 2013.

169 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
67%
Writing

The state average for Writing was 70% in 2013.

232 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
84%
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.

256 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
84%
Math

The state average for Math was 77% in 2013.

251 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
85%
Science

The state average for Science was 75% in 2013.

258 students were tested at this school in 2013.

2013

 
 
79%

2012

 
 
74%
Social Studies

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

257 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
70%
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.

62 students were tested at this school in 2013.

2013

 
 
100%

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.

2013

 
 
n/a

2012

 
 
n/a
English I Writing

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

2013

 
 
n/a

2012

 
 
n/a
English II Reading

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

2013

 
 
n/a

2012

 
 
n/a
English II Writing

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

2013

 
 
n/a

2012

 
 
n/a
English III Reading

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

2013

 
 
n/a

2012

 
 
n/a
English III Writing

The state average for English III Writing was 42% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Geometry

The state average for Geometry was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Physics

The state average for Physics was 81% in 2013.

2013

 
 
n/a

2012

 
 
n/a
U.S. History

The state average for U.S. History was 73% in 2013.

2013

 
 
n/a

2012

 
 
n/a
World Geography

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

2013

 
 
n/a

2012

 
 
n/a
World History

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

2013

 
 
n/a

2012

 
 
n/a
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

All Students80%
Female84%
Male76%
Black or African American50%
Asian70%
Hispanic66%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White92%
Economically disadvantaged62%
Not economically disadvantaged91%
Special education44%
Not special education83%
Limited English proficient (LEP)38%
Proficient in English87%
Migrantn/a
Non-migrant80%
Gifted/talented100%
Non-Gifted75%
Bilingualn/a

Math

All Students80%
Female82%
Male79%
Black or African American64%
Asian100%
Hispanic72%
Multiracial83%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged65%
Not economically disadvantaged89%
Special education38%
Not special education84%
Limited English proficient (LEP)68%
Proficient in English82%
Migrantn/a
Non-migrant80%
Gifted/talented100%
Non-Gifted75%
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 Students84%
Female81%
Male86%
Black or African American67%
Asian80%
Hispanic78%
Multiracial83%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged68%
Not economically disadvantaged93%
Special education29%
Not special education88%
Limited English proficient (LEP)50%
Proficient in English85%
Migrantn/a
Non-migrant84%
Gifted/talented100%
Non-Gifted79%
Bilingualn/a

Math

All Students69%
Female71%
Male68%
Black or African American44%
Asiann/a
Hispanic68%
Multiracial63%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White72%
Economically disadvantaged64%
Not economically disadvantaged74%
Special education29%
Not special education73%
Limited English proficient (LEP)29%
Proficient in English71%
Migrantn/a
Non-migrant69%
Gifted/talented100%
Non-Gifted68%
Bilingualn/a

Writing

All Students81%
Female87%
Male75%
Black or African American69%
Asian100%
Hispanic75%
Multiracial92%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White83%
Economically disadvantaged66%
Not economically disadvantaged90%
Special education39%
Not special education85%
Limited English proficient (LEP)20%
Proficient in English84%
Migrantn/a
Non-migrant81%
Gifted/talented98%
Non-Gifted77%
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 Students92%
Female94%
Male90%
Black or African American100%
Asian90%
Hispanic86%
Multiracial90%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White95%
Economically disadvantaged80%
Not economically disadvantaged98%
Special education64%
Not special education93%
Limited English proficient (LEP)50%
Proficient in English94%
Migrantn/a
Non-migrant92%
Gifted/talented100%
Non-Gifted90%
Bilingualn/a

Math

All Students89%
Female89%
Male89%
Black or African American78%
Asian80%
Hispanic87%
Multiracial86%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White92%
Economically disadvantaged77%
Not economically disadvantaged95%
Special education57%
Not special education91%
Limited English proficient (LEP)50%
Proficient in English92%
Migrantn/a
Non-migrant89%
Gifted/talented100%
Non-Gifted86%
Bilingualn/a

Science

All Students79%
Female80%
Male79%
Black or African American60%
Asian90%
Hispanic71%
Multiracial80%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged64%
Not economically disadvantaged87%
Special education33%
Not special education83%
Limited English proficient (LEP)29%
Proficient in English83%
Migrantn/a
Non-migrant80%
Gifted/talented100%
Non-Gifted74%
Bilingualn/a

Social Studies

All Students73%
Female76%
Male69%
Black or African American60%
Asian80%
Hispanic67%
Multiracial80%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White76%
Economically disadvantaged60%
Not economically disadvantaged80%
Special education13%
Not special education77%
Limited English proficient (LEP)27%
Proficient in English76%
Migrantn/a
Non-migrant73%
Gifted/talented100%
Non-Gifted66%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

Algebra I

All Students100%
Female100%
Male100%
Black or African Americann/a
Asian100%
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged100%
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant100%
Gifted/talented100%
Non-Gifted100%
Bilingualn/a

Algebra II

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

Biology I

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

Chemistry

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

English I Reading

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

English I Writing

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

English II Reading

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

English II Writing

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

English III Reading

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a

English III Writing

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a

Geometry

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

Physics

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a

U.S. History

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a

World Geography

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

World History

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

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

About the tests


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

Source: Texas Education Agency

Breaking down the GreatSchools Rating

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


Student ethnicity

Ethnicity This school State average
White 56% 29%
Hispanic 31% 52%
Black 5% 13%
Two or more races 4% 2%
Asian or Pacific Islander 3% 4%
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) 9%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 13%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • LINDA YOUNG
Fax number
  • (817) 424-1626

Resources

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

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301 Pony Parkway
Grapevine, TX 76051
Phone: (817) 251-5660

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