Advertisement
Advertisement

GreatSchools Rating

Cross Timbers Middle School

Public | 6-8 | 829 students

 

Be sure to visit

Take along one of
our checklists:

 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 1 rating
2012:
Based on 5 ratings
2011:
Based on 1 rating

Sweep tile
No Purchase Necessary. Void where prohibited. Sweepstakes begins at 12:00:00 AM Pacific Time (PT) on April 1, 2014 and ends at 11:59:59 on April 30, 2014 (the “Promotion Period”). Open to legal residents of the U.S. and D.C., 13 years and older. Each school that receives a new, published review will get one (1) entry into the sweepstakes, up to ten (10) entries throughout the Promotion Period. See the Official Rules for details. Sponsor: GreatSchools, 1999 Harrison St., Suite 1100, Oakland, CA 94612.

Rate this school

Click on stars to rate
Please select a star rating for this school.
    Helpful reviews answer questions:
  • What do you think others should know?
  • What do you like?
  • How could your school improve?
    Review Guidelines
    GreatSchools won’t post reviews that contain:
  • Inappropriate language
  • Allegations of criminal conduct
  • Names of students, teachers or staff
1200 characters remaining
Please read and accept our Terms of Use to join GreatSchools.
Please indicate your relationship to the school.
Registration is required to post your anonymous review
We will not display your name, photo or email address with your review.
OR
Your email address will never be published or shared.
Indicates a required field

18 reviews of this school


Sort by:
Show reviews by:
Posted January 23, 2013

We are moving to the Colleyville/Grapevine area and are very interested in the Cross Timbers Middle School for our son entering 7th grade. We are visiting the area in February and we are trying set up a tour of the school. We cannot seem to get any response. Any tips would appreciated. I had to give a rating below in order for me to submit.
—Submitted by a parent


Posted August 29, 2012

My daughter has been bullied by other girls, who then get the boys to bully. The teachers and principal see it and do nothing. The athletic system humiliates kids for being less than pre Olympic athletes. My daughter says that most of the kids and parents here are fake and uppity. She can't wait to either go to a smaller country school or be home schooled.
—Submitted by a parent


Posted February 27, 2012

Cross Timbers is a great place to be. The teachers are warm and take a true interest in students and the administration is tremendously supportive. As far as earlier comments, the school itself has no control over the curriculum as it is a district wide adoption and while bullying may happen, if teachers are notified, it is immediately handled--bullying happens everywhere, but at Cross Timbers the teachers try hard to keep it to a minimum. If students hide bullying from the school--the school cannot help. Cross Timbers is a place I am proud to work and send my kids. --An educator
—Submitted by a teacher


Posted February 26, 2012

Cross Timbers Middle School is a great school with wonderful students, parents, and teachers. The level of commitment is far reaching, with a high majority of the top twenty students at nearby Grapevine High School coming from Cross Timbers. The staff works 24/7 to insure the success of students, and the leadership is very caring.
—Submitted by a parent


Posted February 26, 2012

Extremely proud to teach at Cross Timbers! GCISD and the community have been very supportive by passing the Bond package allowing us to incorporate more technology and relate the curriculum to real world applications. Our student body is diverse, brilliant, and loving. I am excited for my own children to attend and also be involved in the extra curricular activities offered. They will be challenged and molded into wonderful young adults.
—Submitted by a teacher


Posted February 25, 2012

The quality of CTMS has declined severely since the last review were written. 7 & 8 grade teachers do not grade papers. The curriculum for GT program is a joke. There is a lot of bullying and vulgar behavior that is tolerated by by some the the teachers in their classrooms. My husband and I had been very disappointed in this school district and glad our kids are going to a private school. GCISD has become a dog and pony show, with no real value system.
—Submitted by a parent


Posted January 25, 2011

This school is not one I would recomend. being a student there I fully understand the difficulties an unathletic student may have. The athletics department has just as much focus on it then the educational one, and bullying takes place frequently.


Posted November 27, 2010

This is a great school. I attended Fall 1999 to Spring 2002. Almost every boy played football in 7th grade, and not being able to play any sports in 6th grade was annoying. Definitely avoid regular classes as the students just don't care and it is extremely difficult to learn in a regular class. The Pre-AP kids are much more focused and encourage others to learn with them.


Posted January 11, 2008

Being a former student at Cross Timbers, I fully understand what it feels like to experience life at CTMS. Academics are overall satisfactory. Athletics are taken way too seriously, and this does not help the students at CTMS who don't feel like they have a place in the school socially. If you want you or your child to 'belong', attend a school of unity and of a 'home environment', this is most certainly not the place for that. Cliques, gossip, and rumors are abundant and get out of hand significantly.


Posted July 14, 2007

I love this school! I am a student who started in '06 and they make learning everything really a fun experience and when you do good on something they give you a lot of positive reinforcement that makes you want to keep working hard. And all the extra curricular activities are a lot of fun and give you a lot to do. In my point of view, I wouldn't want to go anywhere else.
—Submitted by a student


Posted June 28, 2007

I agree with the two other entering 6th grade parents comments; communication between the parents & the schools needs to be improved, and organized parent teacher conferences & updates need to happen. Parents who 'try to talk to the teachers enough' get a mixed response, depending on the teacher. Dunn (Science) and Botterman (Math) are two of the top teachers my kids have ever had -- exceptional, truly going the extra mile and providing a great example for adolescents at a crucial age.
—Submitted by a parent


Posted June 18, 2007

A look at the test scores for CTMS in comparison to all middle schools in GCISD reveals that CTMS exceeds all in test scores when only identical student populations are taken into account. The only reason other middle schools in GCISD have higher ratings overall is that they do not have any diversity. CTMS has higher commended scores than all and comparable scores in all categories despite having the most diverse student population (see TEA website). CTMS also has won the UIL sweepstakes for all GCISD and oher area districts every year of its existence. The teachers are exceptional overall. I agree with earlier postings about the 6th grade being a huge transition, but I do not believe these parents tried to talk to the teachers enough. If they had they would have gotten help. As for team time, all teachers want it too, but the district eliminated it in 2002.
—Submitted by a teacher


Posted March 10, 2006

Great School! Lots of different programs to keep kids involved. There is a wide array of cultural and socio-economic groups represented.
—Submitted by a teacher


Posted November 2, 2005

All of the teachers both of my sons had were amazing. They are held to very high standards and are very dedicated. The principal is the best you will find anywhere. The school is in a very nice neighborhood and an on site police officer is on duty full time. Parental involvement is great. Great extracurricular activities such as spelling bees, science fairs, math olympics, fantastic band and athletic program make this a great educational choice.
—Submitted by a parent


Posted October 18, 2005

Principal Linda Tidmore is a great leader. She has a counseling background and is very attuned to what is best for her students. She always makes time to visit with me about how my kids are doing.
—Submitted by a parent


Posted November 10, 2003

The principal at CTMS is the best you could ask for, they come no better. Mrs. Tidmore has put together an incredible staff. The school has a strong PTA, and parent involvement, numorous awards in acedemic, band, and athletics. It is a great school.
—Submitted by a parent


Posted June 13, 2003

Last year my daughter started 6th grade at CTMS - overall it was a positive experience; however the communication between the school and incoming 'new' 6th grade parents was poor. I relied more on neighbors 'word of mouth' (with older kids at CTMS) than any information from the school.


Posted May 5, 2003

CTMS is the best school the teachers are great the electives are the best and I think it is an A+ school


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.

248 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
87%
Math

The state average for Math was 83% in 2011.

245 students were tested at this school in 2011.

2011

 
 
91%

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 86% in 2011.

291 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
92%
Math

The state average for Math was 81% in 2011.

290 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
91%
Writing

The state average for Writing was 94% in 2011.

288 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
95%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 85% in 2011.

273 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
96%
Math

The state average for Math was 73% in 2011.

272 students were tested at this school in 2011.

2011

 
 
91%

2010

 
 
91%
Science

The state average for Science was 79% in 2011.

268 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
84%
Social Studies

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

271 students were tested at this school in 2011.

2011

 
 
99%

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 Students92%
Female90%
Male93%
Black or African American83%
Asian100%
Hispanic78%
American Indian or Alaska Native100%
White97%
Economically disadvantaged76%
Not economically disadvantaged98%
Special education64%
Not special education93%
Limited English proficient (LEP)58%
Proficient in English95%
Migrantn/a
Non-migrant92%
Gifted/talented100%

Math

All Students91%
Female92%
Male91%
Black or African American80%
Asian100%
Hispanic79%
American Indian or Alaska Native100%
White95%
Economically disadvantaged77%
Not economically disadvantaged97%
Special education44%
Not special education93%
Limited English proficient (LEP)69%
Proficient in English94%
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 Students90%
Female91%
Male89%
Black or African American76%
Asian100%
Hispanic72%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged72%
Not economically disadvantaged97%
Special education47%
Not special education93%
Limited English proficient (LEP)52%
Proficient in English95%
Migrantn/a
Non-migrant90%
Gifted/talented100%

Math

All Students89%
Female92%
Male86%
Black or African American82%
Asian100%
Hispanic72%
American Indian or Alaska Nativen/a
White95%
Economically disadvantaged73%
Not economically disadvantaged95%
Special education60%
Not special education90%
Limited English proficient (LEP)53%
Proficient in English93%
Migrantn/a
Non-migrant89%
Gifted/talented100%

Writing

All Students97%
Female98%
Male96%
Black or African American94%
Asian100%
Hispanic94%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged94%
Not economically disadvantaged98%
Special education64%
Not special education99%
Limited English proficient (LEP)88%
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 Students96%
Female96%
Male97%
Black or African American100%
Asian100%
Hispanic88%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged86%
Not economically disadvantaged100%
Special education85%
Not special education97%
Limited English proficient (LEP)53%
Proficient in English100%
Migrantn/a
Non-migrant96%
Gifted/talented100%

Math

All Students91%
Female91%
Male91%
Black or African American64%
Asian100%
Hispanic78%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged74%
Not economically disadvantaged97%
Special education67%
Not special education92%
Limited English proficient (LEP)42%
Proficient in English95%
Migrantn/a
Non-migrant91%
Gifted/talented100%

Science

All Students89%
Female86%
Male91%
Black or African American82%
Asian100%
Hispanic71%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged68%
Not economically disadvantaged96%
Special education57%
Not special education91%
Limited English proficient (LEP)22%
Proficient in English94%
Migrantn/a
Non-migrant89%
Gifted/talented100%

Social Studies

All Students99%
Female99%
Male99%
Black or African American100%
Asian100%
Hispanic99%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged99%
Not economically disadvantaged99%
Special education93%
Not special education100%
Limited English proficient (LEP)95%
Proficient in English100%
Migrantn/a
Non-migrant99%
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.

235 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
91%
Math

The state average for Math was 74% in 2013.

229 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
91%
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.

250 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
88%
Math

The state average for Math was 71% in 2013.

142 students were tested at this school in 2013.

2013

 
 
66%

2012

 
 
66%
Writing

The state average for Writing was 70% in 2013.

249 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
85%
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.

264 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
91%
Math

The state average for Math was 77% in 2013.

287 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
86%
Science

The state average for Science was 75% in 2013.

265 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
81%
Social Studies

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

266 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
81%
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.

75 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.

6 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%
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 Students83%
Female88%
Male77%
Black or African American67%
Asian100%
Hispanic67%
Multiracial78%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White95%
Economically disadvantaged62%
Not economically disadvantaged95%
Special education50%
Not special education84%
Limited English proficient (LEP)50%
Proficient in English92%
Migrantn/a
Non-migrant83%
Gifted/talented100%
Non-Gifted77%
Bilingual100%

Math

All Students83%
Female85%
Male81%
Black or African American67%
Asian100%
Hispanic73%
Multiracial78%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White92%
Economically disadvantaged64%
Not economically disadvantaged94%
Special education46%
Not special education86%
Limited English proficient (LEP)64%
Proficient in English88%
Migrantn/a
Non-migrant83%
Gifted/talented100%
Non-Gifted77%
Bilingual100%
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 Students90%
Female93%
Male87%
Black or African American69%
Asian92%
Hispanic78%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White96%
Economically disadvantaged73%
Not economically disadvantaged96%
Special education60%
Not special education91%
Limited English proficient (LEP)47%
Proficient in English92%
Migrantn/a
Non-migrant90%
Gifted/talented100%
Non-Gifted85%
Bilingualn/a

Math

All Students66%
Female70%
Male62%
Black or African American36%
Asiann/a
Hispanic60%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White76%
Economically disadvantaged55%
Not economically disadvantaged74%
Special education33%
Not special education69%
Limited English proficient (LEP)30%
Proficient in English69%
Migrantn/a
Non-migrant66%
Gifted/talentedn/a
Non-Gifted66%
Bilingualn/a

Writing

All Students90%
Female94%
Male85%
Black or African American77%
Asian91%
Hispanic76%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White96%
Economically disadvantaged73%
Not economically disadvantaged96%
Special education67%
Not special education91%
Limited English proficient (LEP)40%
Proficient in English93%
Migrantn/a
Non-migrant90%
Gifted/talented100%
Non-Gifted85%
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 Students91%
Female94%
Male89%
Black or African American76%
Asian100%
Hispanic84%
Multiracialn/a
American Indian or Alaska Native100%
Native Hawaiian/Pacific Islandern/a
White95%
Economically disadvantaged74%
Not economically disadvantaged97%
Special education25%
Not special education93%
Limited English proficient (LEP)46%
Proficient in English93%
Migrantn/a
Non-migrant91%
Gifted/talented100%
Non-Gifted89%
Bilingualn/a

Math

All Students81%
Female80%
Male81%
Black or African American55%
Asian92%
Hispanic74%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged60%
Not economically disadvantaged88%
Special education40%
Not special education82%
Limited English proficient (LEP)50%
Proficient in English82%
Migrantn/a
Non-migrant81%
Gifted/talented100%
Non-Gifted73%
Bilingualn/a

Science

All Students85%
Female83%
Male86%
Black or African American79%
Asian89%
Hispanic69%
Multiracialn/a
American Indian or Alaska Native100%
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged64%
Not economically disadvantaged91%
Special education22%
Not special education87%
Limited English proficient (LEP)36%
Proficient in English87%
Migrantn/a
Non-migrant85%
Gifted/talented100%
Non-Gifted81%
Bilingualn/a

Social Studies

All Students83%
Female82%
Male84%
Black or African American60%
Asian100%
Hispanic67%
Multiracialn/a
American Indian or Alaska Native80%
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged57%
Not economically disadvantaged92%
Special education22%
Not special education85%
Limited English proficient (LEP)36%
Proficient in English85%
Migrantn/a
Non-migrant83%
Gifted/talented100%
Non-Gifted79%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

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 disadvantagedn/a
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant100%
Gifted/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 Students100%
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
White100%
Economically disadvantagedn/a
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant100%
Gifted/talented100%
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
White 60% 31%
Hispanic 26% 50%
Asian 5% 3%
Black 5% 13%
Two or more races 3% 2%
American Indian/Alaska Native 1% 0%
Hawaiian Native/Pacific Islander 0% 0%
Source: NCES, 2010-2011

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

Let your school shine!

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

School basics

School Leader's name
  • Ms Lisa Dunn
Fax number
  • (817) 424-4296

Resources

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

Upcoming Events

No upcoming events found for this school
Searching for school events...
Date
Title
  • {{date}}
    {{title}}
Export calendar
Outlook.com
Microsoft Outlook
iCal Format
Google Calendar
Print Calendar
Uploading, please wait...
POWERED BY
Tandem

Apply

To learn more about enrolling, please call the school.
 

TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.

 
Notice an inaccuracy? Let us know!

2301 Pool Rd
Grapevine, TX 76051
Phone: (817) 251-5320

ADVERTISEMENT
ADVERTISEMENT

Compare this school
to nearby schools

Compare schools »

Compare

Add this school to compare

Nearby schools







ADVERTISEMENT
ADVERTISEMENT