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GreatSchools Rating

Degan Elementary School

Public | PK-5 | 632 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 4 ratings
2012:
Based on 2 ratings
2011:
Based on 3 ratings

Teacher quality

Principal leadership

Parent involvement

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36 reviews of this school


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Posted February 26, 2014

Very disappointed in the Principal Leadership and communication process. Non professional, ill prepared for conference, delay in response, little to no regard to the handling of a child, parent, teacher, principal relationship. Paperwork, Code of Conduct, Instructions not communicated in full but in piece mill. Also very disappointed in the communication process with a seven year old second grader. Non encouraging and basically put down. Takes little to wonder why our edicaional systems are failing our children. Let us pray!.


Posted November 12, 2013

I have two children at Degan and have been pleased with the school. My children have teachers who care and take the time to get to know them. The new principal this year has been amazing and attentive to the needs of the staff and children.
—Submitted by a parent


Posted November 11, 2013

Unfortunately this school is staffed with teachers who need to find new career paths. If you do not LOVE children and want to contribute to their lives in a positive and enriching way then teaching is not for you. Belittling students is never OK - especially not in front of other students and teachers. The mistreatment students receive from the teachers is almost worse than what they get from other students. The new principal, Mrs. Stuart, seems more interested in "fixing" things that aren't broken than actually making any positive impact in this school. If you have a choice in schools I'd pick somewhere else.
—Submitted by a parent


Posted November 11, 2013

We are thrilled with Degan elementary, especially under the new leadership of the new principal! Before, teachers worked tirelessly to help their students achieve. Now, teachers work tirelessly and with JOY to help their students achieve, and the positivity is contagious! The new programs implemented - Eagle Time and Club Fridays - give both students and teachers time to explore and challenge themselves. And Eagle Shuffle is exactly what Degan needed to be proud of itself again! The recent Mad Scientist Night was a huge success, and we look forward to what is in store next. To get a glimpse, follow the teachers and administrators on Twitter, and you'll see an energy and enthusiasm that is unmatched in education. As a teacher myself, I can see why the Degan faculty is enjoying their new leadership, and that excitement all funnels to the place it should go - the students.
—Submitted by a parent


Posted November 11, 2013

I feel very lucky as a parent to have my child at Degan. This is my sons last year and it will be sad to leave. Every year the teachers have gone over and beyond and I couldn't be happier. The Principals are very involved and are always there to help when needed. I have also been very happy with the GT program that my son is involved in and has been for several years. The PTA is working hard to have more activities throughout the year and I have seen a big improvement. Degan is a great school to be at and involved in!! Degan staff we parents thank you for all that you are and all that you do everyday. Our children wouldn't be as happy everyday as they are. Thank You Degan!
—Submitted by a parent


Posted April 13, 2012

I do agree that I have never seen the principal but I am so grateful for the assistant principal and the wonderful teacher's here. I have also learned to take the conduct forms with a grain of salt. I see it as a reminder to be aware of your actions. But my son has severe adhd and is dyslexic...all of which they helped me tremendously to diagnose and set a course of action. My husband and I graduated from private schools so our first experience with Texas public schools has surpassed our expectations!
—Submitted by a parent


Posted March 9, 2012

each class, every week misses most of lunch time for eating. they rotate the classes each week as who comes first or last. The last class has minutes left to get through the line & eat. I sat with my child on most days of the week, every week & always, always - there were a group of children who literally had only 3 to 5 min. to try to get their school lunch down. the school refused to do anything about it. Kids rarely had much recess - 15 to 20 min. was the norm. we were there grades 1-5
—Submitted by a parent


Posted November 23, 2011

We've had a great experience with this school: a challenging G/T program with a PHENOMENAL facilitator, caring teachers who go above & beyond with caring, respectful discipline, friendly, helpful office staff, & good extracurricular programs with strong student involvement. Any concerns we've had have been addressed & resolved within a short time frame. Several staff members are themselves graduates of the Lewisville Independent School District, which says a lot about both the school & the district. I'd describe the overall atmosphere at Degan as relaxed, caring, & friendly, yet disciplined & respectful to students, teachers, support staff, & parents.
—Submitted by a parent


Posted April 10, 2011

We had a great expereince with our son attending K-5 at Degan. Every year we had a great teacher, very hands on and always available to talk with how our son was progressing. We were involved as parents as volunteers and on PTA Board and had a good experience. We had occassion to work with the staff, principal & VP and always received help and answers. We really enjoyed our years at Degan with our son.
—Submitted by a parent


Posted January 9, 2011

This is our 1st experience in a public school. There is too much emphasis on basic skills in preparation for the TAKS & too much emphasis on teaching students "life lessons" and not academics. Students are rewarded, i.e. a 6 weeks party, for good conduct, but no in school reward for good grades. Due to the extreme structure I don't feel they accept differences in individual student personalities. Students receive a reduced conduct grade for leaning on the wall, yawning and stretching in class, or "getting ready" to talk. I believe students should be disciplined, but it should be age appropriate and meaningful to the student. There is little to no differentiated instruction. The principal hides behind the teachers and in her office. When we requested a meeting with her, we were directed to the Asst. Prinicipal, who is EXCEPTIONAL. I volunteer on a weekly basis and wouldn't know what the principal looked like if I passed her in the halls.
—Submitted by a parent


Posted August 9, 2010

Test scores uber alles. My daughter was labeled a "slow learner" in K, and spent five years being treated as an academic leper. In 5th grade, her math, science, and English classes were 3rd grade material. At the last ARD meeting, the teachers proclaimed her to be ready for 6th grade. 6th grade, at Huffines, was a disaster. I have her in a private school now and she is both struggling and making progress. That is far more than LISD ever tried to do. Woe unto any of you whose child is labeled "learning disabled" at Degan. You child will be rigorously neglected and your child will never be included in the aggregate scores for TAKS testing. Safely excluded from the aggregate scores, your child is neglected with great pomp and circumstance and many ARD meetings.
—Submitted by a parent


Posted June 24, 2010

my child just finished her entire elementary education at Degan and we are very pleased overall with the experience.
—Submitted by a parent


Posted January 23, 2010

I don't know how anyone can possible write a bad review about this school. My nephew spent 3 yrs at Valley Ridge. I had to threaten LISD with a lawsuit and media attention just to get a transfer from a school environment that promotes bullying. What a joy Degan is! This has been my nephew's happiest year. No more depression, has joined after school activities, and has a number of new friends and is on the AB honor roll. The front office is so helpful and seems to know each kid by name. What this school offers that Valley Ridge would not is demand for respect of everyone. The parents and childern are told upfront what is expected. Thanks goodness Degan addresses behavior issues at once.


Posted November 17, 2009

Having lived overseas and our kids in Private Schools Degan was my sons first public school experience. I was extremly disappointed and would have pulled him out believe all public schools this bad if my daughter had not been at Huffines. What a difference between the two. At Huffines my daughter received post cards from her teachers, meetings for the parents, organizations for her to plug in, and an office staff that was friendly; at Degan I struggled to understand what the teachers were looking for, felt meeting times were not made conveinent for working parents, the programs were only successful because of a few caring teachers, and the office staff contemptous. I'm floored that LISD adminstrators haven't done anything about this...
—Submitted by a parent


Posted November 6, 2009

Once again students are last. Programs cut all the time. For example there will be no participation in UIL this year, apparently because teachers don't want to work w/the students. Not sure how this school is exemplary. I think test scores must be all that matter : (
—Submitted by a parent


Posted August 1, 2009

The teachers are great, but the front office is the most unfriendly group of people. They treat parents as if they are intruders. You almost feel as if you have no right to be there.
—Submitted by a parent


Posted July 31, 2009

Again, poor communication with parents. PTA is a clique of parents, activities for the students have decreased such as,(student council, math night, science fair, etc) things that will enhance students education as well as being fun for the kids and parents. Only a few good/solid teachers that teach the subject matter, not the test. Teaching staff not very diverse.


Posted July 30, 2009

Poor communication with parents. Only a few really good teachers. Unhealthy learning environment. Kids dreaded going to school most days due to environment. The last three reviews below are on the money on comments.
—Submitted by a parent


Posted February 23, 2009

I worked at Degan for a few years, the teachers are great and try hard. They do not get the support from the office they need. Parents are put off, the office is very unfriendly. Hopefully once again before my two kids leave Degan can get a better adminstrative staff.
—Submitted by a teacher


Posted November 20, 2008

I have had child at Degan for about 7 years. The teachers are great, but they are so unhappy in the atmosphere of the school. The adminstration is very closed, they hide in their offices and try not to talk to parents. If you have any problems good luck talking to Brenda Rodgers!!!!
—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 89% in 2011.

99 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
96%
Math

The state average for Math was 87% in 2011.

102 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
93%
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.

108 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
87%
Math

The state average for Math was 88% in 2011.

108 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
95%
Writing

The state average for Writing was 90% in 2011.

107 students were tested at this school in 2011.

2011

 
 
86%

2010

 
 
89%
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 82% in 2011.

106 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
97%
Math

The state average for Math was 81% in 2011.

107 students were tested at this school in 2011.

2011

 
 
99%

2010

 
 
99%
Science

The state average for Science was 87% in 2011.

113 students were tested at this school in 2011.

2011

 
 
95%

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 Students95%
Female98%
Male92%
Black or African American87%
Asian100%
Hispanic100%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged91%
Not economically disadvantaged98%
Special educationn/a
Not special education95%
Limited English proficient (LEP)86%
Proficient in English95%
Migrantn/a
Not migrant95%
Gifted/talented100%

Math

All Students92%
Female94%
Male90%
Black or African American83%
Asian100%
Hispanic93%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged92%
Not economically disadvantaged92%
Special education71%
Not special education94%
Limited English proficient (LEP)100%
Proficient in English91%
Migrantn/a
Not migrant92%
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%
Female88%
Male92%
Black or African American80%
Asiann/a
Hispanic82%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged72%
Not economically disadvantaged97%
Special education80%
Not special education91%
Limited English proficient (LEP)83%
Proficient in English90%
Migrantn/a
Not migrant90%
Gifted/talented100%

Math

All Students94%
Female92%
Male97%
Black or African American96%
Asiann/a
Hispanic86%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged90%
Not economically disadvantaged96%
Special education82%
Not special education96%
Limited English proficient (LEP)83%
Proficient in English95%
Migrantn/a
Not migrant94%
Gifted/talented100%

Writing

All Students86%
Female83%
Male88%
Black or African American80%
Asiann/a
Hispanic82%
American Indian or Alaska Nativen/a
White90%
Economically disadvantaged78%
Not economically disadvantaged89%
Special education64%
Not special education89%
Limited English proficient (LEP)83%
Proficient in English86%
Migrantn/a
Not migrant86%
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 Students94%
Female98%
Male91%
Black or African American79%
Asiann/a
Hispanic96%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged86%
Not economically disadvantaged99%
Special education67%
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English96%
Migrantn/a
Not migrant94%
Gifted/talented100%

Math

All Students99%
Female98%
Male100%
Black or African American95%
Asiann/a
Hispanic100%
American Indian or Alaska Nativen/a
White100%
Economically disadvantaged97%
Not economically disadvantaged100%
Special education86%
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English99%
Migrantn/a
Not migrant99%
Gifted/talented100%

Science

All Students95%
Female94%
Male95%
Black or African American81%
Asiann/a
Hispanic96%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged89%
Not economically disadvantaged97%
Special education70%
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English95%
Migrantn/a
Not migrant95%
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 79% in 2013.

92 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
80%
Math

The state average for Math was 69% in 2013.

88 students were tested at this school in 2013.

2013

 
 
59%

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

English Language Arts

The state average for English Language Arts was 72% in 2013.

85 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
88%
Math

The state average for Math was 68% in 2013.

85 students were tested at this school in 2013.

2013

 
 
61%

2012

 
 
76%
Writing

The state average for Writing was 71% in 2013.

83 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
77%
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.

100 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
84%
Math

The state average for Math was 75% in 2013.

101 students were tested at this school in 2013.

2013

 
 
91%

2012

 
 
93%
Science

The state average for Science was 73% in 2013.

100 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
89%
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 Students86%
Female91%
Male81%
Black or African American91%
Asiann/a
Hispanic87%
Multiracial57%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged78%
Not economically disadvantaged92%
Special education75%
Not special education87%
Limited English proficient (LEP)64%
Proficient in English89%
Migrantn/a
Not migrant86%
Gifted/talented100%
Not Gifted84%
Bilingualn/a

Math

All Students59%
Female63%
Male55%
Black or African American42%
Asiann/a
Hispanic56%
Multiracial71%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White60%
Economically disadvantaged47%
Not economically disadvantaged68%
Special education50%
Not special education60%
Limited English proficient (LEP)n/a
Proficient in English61%
Migrantn/a
Not migrant59%
Gifted/talented100%
Not Gifted54%
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 Students67%
Female64%
Male71%
Black or African American64%
Asian71%
Hispanic69%
Multiracial83%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White63%
Economically disadvantaged53%
Not economically disadvantaged80%
Special education63%
Not special education68%
Limited English proficient (LEP)50%
Proficient in English69%
Migrantn/a
Not migrant67%
Gifted/talented100%
Not Gifted63%
Bilingualn/a

Math

All Students61%
Female61%
Male62%
Black or African American43%
Asian80%
Hispanic56%
Multiracial83%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White63%
Economically disadvantaged46%
Not economically disadvantaged73%
Special education36%
Not special education65%
Limited English proficient (LEP)60%
Proficient in English61%
Migrantn/a
Not migrant61%
Gifted/talented100%
Not Gifted56%
Bilingualn/a

Writing

All Students73%
Female80%
Male65%
Black or African American71%
Asian71%
Hispanic75%
Multiracial83%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White72%
Economically disadvantaged65%
Not economically disadvantaged81%
Special education29%
Not special education78%
Limited English proficient (LEP)63%
Proficient in English75%
Migrantn/a
Not migrant73%
Gifted/talented100%
Not Gifted70%
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 Students89%
Female94%
Male84%
Black or African American91%
Asian89%
Hispanic87%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged88%
Not economically disadvantaged89%
Special education50%
Not special education91%
Limited English proficient (LEP)n/a
Proficient in English92%
Migrantn/a
Not migrant89%
Gifted/talented100%
Not Gifted87%
Bilingualn/a

Math

All Students91%
Female94%
Male89%
Black or African American86%
Asian100%
Hispanic93%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged91%
Not economically disadvantaged91%
Special education75%
Not special education92%
Limited English proficient (LEP)n/a
Proficient in English93%
Migrantn/a
Not migrant91%
Gifted/talented100%
Not Gifted89%
Bilingualn/a

Science

All Students89%
Female92%
Male87%
Black or African American86%
Asian89%
Hispanic87%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged91%
Not economically disadvantaged88%
Special education75%
Not special education90%
Limited English proficient (LEP)n/a
Proficient in English92%
Migrantn/a
Not migrant89%
Gifted/talented100%
Not Gifted87%
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 "Recognized".
  • In 2009-2010, this school was rated "Exemplary".
  • In 2008-2009, this school was rated "Exemplary".

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 39% 29%
Black 24% 13%
Hispanic 23% 52%
Asian or Pacific Islander 8% 4%
Two or more races 5% 2%
American Indian/Alaska Native N/A 0%
Hawaiian Native/Pacific Islander N/A 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 10%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 8%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • VANESSA STUART
Fax number
  • (972) 350-9028

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
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1680 College Parkway
Lewisville, TX 75077
Phone: (469) 713-5967

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