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Teacher quality
Principal leadership
Parent involvement
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
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
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
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
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
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
my child just finished her entire elementary education at Degan and we are very pleased overall with the experience.
—Submitted by a parent
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.
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
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
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
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.
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
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
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
All my kids' teachers were excellent. That's about all I can say about this school. Office staff and vice principal are unfriendly. Principal seems to let the vp do most of the work. School is too crowded. My son came home miserable every day and did not want to go to school.
—Submitted by a parent
My daughter has gone to this school for 2 years now. I dont' see anything wrong with the actual school or the curriculum. In fact, she is a part of the LEAP program which she absolutely loves! The only thing that I could say needs huge improvement is the communication between the school/teachers and the parents. There are so many times that I get paperwork home past the date when I needed it and this isn't because of my daughter, its the day they give her the folder to bring home. Also, the PTA and other activities such as the book fair could have better times for those parents who have to work for a living. I would love to be more involved, but again because the timing of information, I am not to plan ahead. The night before doesn't cut it for my job.
—Submitted by a parent
I have had Children at this school for the past 6 years and I have been nothing but Happy! The staff/Teachers have given my children a wonderful, loving, and academically have prepared my childern to suceed in middle school with a straight A avaerage.
—Submitted by a parent
We've had at least one child at Degan for the past 6 years. It used to be a good school, however in recent years the school has declined and this past year their rating has gone down from Recognized to only Academically Acceptable. Parents are not welcome and in fact this year we are even limited to how often we can eat lunch with our children. If you wait the requisite 6 weeks (though you've volunteered in the past and have had a background check), there's a slim to none chance you may get 'picked' to volunteer. So much for parent involvement equaling school success for children. This is difficult for the child I have there now. There is precious little student recognition, poor communication and all this leads to no feeling of cooperation or community.
—Submitted by a parent
I have had at least one child at Degan for the past 5 and 1/2 years. And I am just so sorry to report the steady decline of the school. Every year it is a guess as to how many of the teachers will return. Such a high turnover rate points directly to the leadership, the principal. To me her goal isn't to provide a loving enviroment for the kids to learn and grow but for everyone to learn the rules and remember that she is in control. To be a great leader you must become a servant to those you lead. You must encourage not humilate. Parents are not welcome. You can volunteer but only if you are chosen by the principal. Ridiculous. I just keep hoping someone higher up the ladder gets a clue and brings in a new principal
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The state average for Math was 87% in 2011.
102 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 89% in 2011.
99 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for Math was 88% in 2011.
108 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 85% in 2011.
108 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Writing was 90% in 2011.
107 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for Math was 81% in 2011.
107 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 82% in 2011.
106 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 87% in 2011.
113 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
| All Students | 92% |
| Female | 94% |
| Male | 90% |
| Black or African American | 83% |
| Asian | 100% |
| Hispanic | 93% |
| American Indian or Alaska Native | n/a |
| White | 94% |
| Economically disadvantaged | 92% |
| Not economically disadvantaged | 92% |
| Special education | 71% |
| Not special education | 94% |
| Limited English proficient (LEP) | 100% |
| Proficient in English | 91% |
| Migrant | n/a |
| Non-migrant | 92% |
| Gifted/talented | 100% |
| All Students | 95% |
| Female | 98% |
| Male | 92% |
| Black or African American | 87% |
| Asian | 100% |
| Hispanic | 100% |
| American Indian or Alaska Native | n/a |
| White | 96% |
| Economically disadvantaged | 91% |
| Not economically disadvantaged | 98% |
| Special education | n/a |
| Not special education | 95% |
| Limited English proficient (LEP) | 86% |
| Proficient in English | 95% |
| Migrant | n/a |
| Non-migrant | 95% |
| Gifted/talented | 100% |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.
Source: Texas Education Agency
| All Students | 94% |
| Female | 92% |
| Male | 97% |
| Black or African American | 96% |
| Asian | n/a |
| Hispanic | 86% |
| American Indian or Alaska Native | n/a |
| White | 96% |
| Economically disadvantaged | 90% |
| Not economically disadvantaged | 96% |
| Special education | 82% |
| Not special education | 96% |
| Limited English proficient (LEP) | 83% |
| Proficient in English | 95% |
| Migrant | n/a |
| Non-migrant | 94% |
| Gifted/talented | 100% |
| All Students | 90% |
| Female | 88% |
| Male | 92% |
| Black or African American | 80% |
| Asian | n/a |
| Hispanic | 82% |
| American Indian or Alaska Native | n/a |
| White | 96% |
| Economically disadvantaged | 72% |
| Not economically disadvantaged | 97% |
| Special education | 80% |
| Not special education | 91% |
| Limited English proficient (LEP) | 83% |
| Proficient in English | 90% |
| Migrant | n/a |
| Non-migrant | 90% |
| Gifted/talented | 100% |
| All Students | 86% |
| Female | 83% |
| Male | 88% |
| Black or African American | 80% |
| Asian | n/a |
| Hispanic | 82% |
| American Indian or Alaska Native | n/a |
| White | 90% |
| Economically disadvantaged | 78% |
| Not economically disadvantaged | 89% |
| Special education | 64% |
| Not special education | 89% |
| Limited English proficient (LEP) | 83% |
| Proficient in English | 86% |
| Migrant | n/a |
| Non-migrant | 86% |
| Gifted/talented | 100% |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.
Source: Texas Education Agency
| All Students | 99% |
| Female | 98% |
| Male | 100% |
| Black or African American | 95% |
| Asian | n/a |
| Hispanic | 100% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 97% |
| Not economically disadvantaged | 100% |
| Special education | 86% |
| Not special education | 100% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 99% |
| Migrant | n/a |
| Non-migrant | 99% |
| Gifted/talented | 100% |
| All Students | 94% |
| Female | 98% |
| Male | 91% |
| Black or African American | 79% |
| Asian | n/a |
| Hispanic | 96% |
| American Indian or Alaska Native | n/a |
| White | 98% |
| Economically disadvantaged | 86% |
| Not economically disadvantaged | 99% |
| Special education | 67% |
| Not special education | 96% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 96% |
| Migrant | n/a |
| Non-migrant | 94% |
| Gifted/talented | 100% |
| All Students | 95% |
| Female | 94% |
| Male | 95% |
| Black or African American | 81% |
| Asian | n/a |
| Hispanic | 96% |
| American Indian or Alaska Native | n/a |
| White | 98% |
| Economically disadvantaged | 89% |
| Not economically disadvantaged | 97% |
| Special education | 70% |
| Not special education | 97% |
| Limited English proficient (LEP) | n/a |
| Proficient in English | 95% |
| Migrant | n/a |
| Non-migrant | 95% |
| Gifted/talented | 100% |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.
Source: Texas Education Agency
Texas uses Accountability Ratings to indicate the overall performance of each school and district. The ratings are based on TAKS test results, dropout rates for grades 7 and 8 and school completion rates for grades 9 through 12. Schools and districts rated under standard accountability procedures are designated as Exemplary, Recognized, Academically Acceptable or Academically Unacceptable. Schools and districts rated under alternative education accountability (AEA) procedures are designated as either AEA: Academically Acceptable or AEA: Academically Unacceptable.
Source: Texas Education Agency
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
African American
Asian
Hispanic
White
All students
Economically disadvantaged
Not economically disadvantaged
Special education
Not special education
English language learners
Proficient in English
Non-migrant
Gifted/talented
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 50% | 31% | ||
| Hispanic | 21% | 50% | ||
| Black | 18% | 13% | ||
| Asian | 6% | 3% | ||
| Two or more races | 4% | 2% | ||
| American Indian/Alaska Native | 0% | 0% | ||
| Hawaiian Native/Pacific Islander | 0% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Special education | 13% | N/A | 10% |
| Gifted/talented students | 6% | N/A | 8% |
| Economically disadvantaged | 29% | N/A | 55% |
| Limited English proficient (LEP) | 6% | N/A | 17% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 13 | N/A | 15 |
| This school | District average | State average | |
|---|---|---|---|
| Beginning teachers | 11% | N/A | 8% |
| 1 to 5 years | 23% | N/A | 30% |
| 6 to 10 years | 32% | N/A | 20% |
| 11 to 20 years | 17% | N/A | 23% |
| 21 or more years | 16% | N/A | 19% |
| School Leader's name |
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| Fax number |
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| Extra learning resources offered |
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1680 College Pkwy
Lewisville,
TX 75077
Phone: (469) 713-5967
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