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GreatSchools Rating

Huffines Middle School

Public | 6-8 | 910 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 1 rating
2012:
No new ratings
2011:
Based on 3 ratings

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18 reviews of this school


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Posted October 29, 2013

I will be so glad when we are done with Huffines. The administration is the worst ever - when Mr. Hill was the principal, he had respect for the kids and took an active roll in the day to day lives. The sports program is an absolute joke!!!! Unless you are the correct color, doesn't matter how good you are, you won't be playing. The coaches are bad and don't have kids in the correct positions on the field, court or where ever. The kids speak spanish in the halls which is not supposed to be allowed. The kids language in Spanish and English is embarrasing. I hear so much cussing when I'm there. Some of the kids are just down right scary. There are teachers that have real anger issues and have been afraid for my kids more than once. We didn't move because Killough is such a good school and can't wait for my next one to get there. All the middle schools in Lewisville are scary. Had I known this when I moved here, we would have moved to either Flower Mound or Highland Village! I don't expect the teachers to raise my kids - that's my job - but I do expect them to have a safe environment, fair & academically sound place to go to school. This is our last year here & am glad!
—Submitted by a parent


Posted October 8, 2011

We had a terrible experience at Huffines with teachers, aides, and administration! I cannot recommend this school if your child has special needs. They did OK (not good) with my regular education students in the past, but definitely failed my special education student!
—Submitted by a parent


Posted July 17, 2011

We love Huffines! The administrators are very strong, the counselors are very supportive and the teachers are hard-working and attentive to the students' needs. The band program is fantastic.
—Submitted by a parent


Posted June 30, 2011

Good school with good programs and most of the educators are good but sometimes they don't recognize the family/school balance (i.e. events on Wednesday nights when some people have church). Frustrated that the bar seems to be continuously lowered to accomodate those that don't put out the effort.
—Submitted by a parent


Posted October 13, 2010

This school is really awesome. The teachers are very tenative on keeping you updated on what is going on and the principle also makes phone calls throughout the year, to let you know important information.
—Submitted by a parent


Posted October 7, 2010

I understand that reviews are based on personal experience, but everyone I know that has children at this schools has a great experience. I am surprised at some of the reviews, but there are always some wacky parents out there. This school is a hidden gem in the LISD school system, the teachers and admin go above and beyond to help students succeed. The office is extremely friendly and helpful. My child has some learning issues and the teachers have been fantastic working with him. People that move from this are so their kids can attend FM or HV schools don't realize what they are missing. The principal is one of the best in the district! In repsonse to the student who wrote about other students there--and how sad that you think students on reduced lunches are somehow less than you!
—Submitted by a parent


Posted May 10, 2010

I love Huffines because they have teachers and principles that go above and beond to make sure that every student and parent are involved in the childs learning and has every opportunity to express there feelings and ideas. They take extra concearn and help influence students thay may be having problems at home or school that could be affecting there grades. They also make sure that every student knows that if they ever need anything or in trouble or just want to say Hi that there doors are always open. It is just a very happy, friendly, careing enviroment that most of the students excell in.
—Submitted by a parent


Posted April 17, 2010

This is my sons last year at Huffines & I am sad ... This is a wonderful school, great staff & great student body !The principal and all of the Vice prinicpals are caring & eager to help both the students and the parents.Mr.Sanders is the 6th grade Vice principal but he always came to all the 8th grade football games !I I will miss Huffines & hope we have the same experience at North next yr !
—Submitted by a parent


Posted August 9, 2009

I had to switch from Lamar to Huffines due to the attitudes of the teachers and students. This school is solely based on what dollars each child/parent can bring into this school. I also felt my son's academic scores were just given to the students. Since I switched them to Huffines, I do see the work is harder but the teachers strive in making sure students leave with a great understanding. Mr. Hill the principal is really great, he is very involved in all the classes and sports events.
—Submitted by a parent


Posted April 3, 2009

Huffines is a great school and there is no doubt about it. The teachers are the best and they care for the students. My daughters grades have improved since transferring to this school and she loves it.
—Submitted by a parent


Posted October 23, 2008

Huffines has its ups and down it does seem to have some problems with the football program and it has some issues with gangs. I agree there is to much homework and not much school spirt. But for the most part its o.K. Altough some changes in these aeras would be nice.
—Submitted by a parent


Posted October 4, 2008

I really liked Huffines. The teachers may give out a bit too much homework at times, but, other than that, I think the school is a great school. My daughter went there before we moved and she said she hated to leave it because she would miss the wonderful teachers she had. I think Huffines is doing a great job...much better than some of the schools I've seen.
—Submitted by a parent


Posted April 7, 2008

This was the most horrible educational experience my son and I have ever endured. The teachers act like the children, the children are just horrible, and there seems to be no control in the classrooms. I actually have feared for my child's safety.
—Submitted by a parent


Posted March 11, 2008

I love Huffines Middle School. My child is so motivated to do well and that is a huge credit to the teachers and administration. My child has been AB Honor Roll all year and that is a first for him! I love that he goes to a diverse school such as Huffines.
—Submitted by a parent


Posted March 3, 2008

I absolutley dislike my school. The teachers are sweet, but the students are awful. I have to deal with kids below passing and reduced lunches, and who do not follow rules at all. Teachers are not doing their job by making school safe!
—Submitted by a student


Posted October 19, 2006

Huffines Middle School is great with their extra curricular activites. There is a wide choice of electives (Band, Orchestra, Theatre, Home Ec, Web Page Design, Teacher Aide, Athletics, Gym, Spanish, and much more) and clubs and organizations (NJHS, Oragami Club, Peer Mediation, ect.). The school also has a good athletic program (basketball, football, volleyball, tennis, swimming, etc. The teachers also tend to give lengthy homework but other than that there are no problems. For students who are acedmeicaly gifted, there are PAP courses for all subjects except for Englsih (but there is a PAP Reading which is called LEAP).
—Submitted by a student


Posted May 5, 2006

If you have cookie cutter kids, this is the school for you. If you don't have cookie cutter kids..don't go there!
—Submitted by a parent


Posted September 21, 2005

The overall academic quality of this school seems somewhat above average, without being spectacular. Homework assignments are lengthy, complex, and daily. The administration, while somewhat rigid and a bit on the 'rule-monger' side, can be helpful. The teaching faculty seems motivated, organized, and genuine. Schoolnotes pages are updated and accurate, and typically emails get prompt and complete responses. My student reported little or no discipline issues.
—Submitted by a parent


Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.

About these ratings

The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.

The test results by subgroup show how the designated group of students is performing in comparison to the general population.
English Language Arts

The state average for English Language Arts was 84% in 2011.

256 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
91%
Math

The state average for Math was 83% in 2011.

254 students were tested at this school in 2011.

2011

 
 
98%

2010

 
 
94%
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.

300 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
90%
Math

The state average for Math was 81% in 2011.

302 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
92%
Writing

The state average for Writing was 94% in 2011.

297 students were tested at this school in 2011.

2011

 
 
98%

2010

 
 
96%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

277 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
97%
Math

The state average for Math was 73% in 2011.

277 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
96%
Science

The state average for Science was 79% in 2011.

276 students were tested at this school in 2011.

2011

 
 
88%

2010

 
 
84%
Social Studies

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

276 students were tested at this school in 2011.

2011

 
 
98%

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

All Students90%
Female90%
Male89%
Black or African American79%
Asian100%
Hispanic91%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged87%
Not economically disadvantaged92%
Special education86%
Not special education90%
Limited English proficient (LEP)55%
Proficient in English92%
Migrantn/a
Non-migrant90%
Gifted/talented100%

Math

All Students98%
Female99%
Male97%
Black or African American94%
Asian100%
Hispanic98%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged97%
Not economically disadvantaged99%
Special education95%
Not special education98%
Limited English proficient (LEP)90%
Proficient in English99%
Migrantn/a
Non-migrant98%
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%
Female94%
Male94%
Black or African American91%
Asian100%
Hispanic91%
American Indian or Alaska Nativen/a
White97%
Economically disadvantaged89%
Not economically disadvantaged97%
Special education68%
Not special education96%
Limited English proficient (LEP)73%
Proficient in English96%
Migrantn/a
Non-migrant94%
Gifted/talented100%

Math

All Students95%
Female96%
Male93%
Black or African American83%
Asian100%
Hispanic95%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged92%
Not economically disadvantaged97%
Special education57%
Not special education98%
Limited English proficient (LEP)96%
Proficient in English95%
Migrantn/a
Non-migrant95%
Gifted/talented100%

Writing

All Students98%
Female99%
Male98%
Black or African American98%
Asian100%
Hispanic98%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged96%
Not economically disadvantaged99%
Special education84%
Not special education99%
Limited English proficient (LEP)92%
Proficient in English99%
Migrantn/a
Non-migrant98%
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 Students97%
Female97%
Male97%
Black or African American96%
Asian100%
Hispanic95%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged93%
Not economically disadvantaged100%
Special education89%
Not special education98%
Limited English proficient (LEP)71%
Proficient in English98%
Migrantn/a
Non-migrant97%
Gifted/talented100%

Math

All Students96%
Female96%
Male95%
Black or African American90%
Asian92%
Hispanic97%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged92%
Not economically disadvantaged99%
Special education95%
Not special education96%
Limited English proficient (LEP)80%
Proficient in English96%
Migrantn/a
Non-migrant96%
Gifted/talented100%

Science

All Students88%
Female90%
Male85%
Black or African American77%
Asian100%
Hispanic83%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged78%
Not economically disadvantaged94%
Special education67%
Not special education89%
Limited English proficient (LEP)36%
Proficient in English90%
Migrantn/a
Non-migrant88%
Gifted/talented100%

Social Studies

All Students98%
Female97%
Male98%
Black or African American96%
Asian100%
Hispanic98%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged96%
Not economically disadvantaged99%
Special education90%
Not special education98%
Limited English proficient (LEP)87%
Proficient in English98%
Migrantn/a
Non-migrant98%
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.

283 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
83%
Math

The state average for Math was 74% in 2013.

278 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
92%
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.

289 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
86%
Math

The state average for Math was 71% in 2013.

162 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
84%
Writing

The state average for Writing was 70% in 2013.

290 students were tested at this school in 2013.

2013

 
 
86%

2012

 
 
88%
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.

262 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
88%
Math

The state average for Math was 77% in 2013.

302 students were tested at this school in 2013.

2013

 
 
84%

2012

 
 
95%
Science

The state average for Science was 75% in 2013.

255 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
77%
Social Studies

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

256 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
67%
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.

85 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%
Algebra II

The state average for Algebra II was 97% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Biology I

The state average for Biology I was 85% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Chemistry

The state average for Chemistry was 84% in 2013.

2013

 
 
n/a

2012

 
 
n/a
English I Reading

The state average for English I Reading was 65% in 2013.

2013

 
 
n/a

2012

 
 
n/a
English I Writing

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

2013

 
 
n/a

2012

 
 
n/a
English II Reading

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

2013

 
 
n/a

2012

 
 
n/a
English II Writing

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

2013

 
 
n/a

2012

 
 
n/a
English III Reading

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

2013

 
 
n/a

2012

 
 
n/a
English III Writing

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

2013

 
 
n/a

2012

 
 
n/a
Geometry

The state average for Geometry was 86% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Physics

The state average for Physics was 81% in 2013.

2013

 
 
n/a

2012

 
 
n/a
U.S. History

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

2013

 
 
n/a

2012

 
 
n/a
World Geography

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

2013

 
 
n/a

2012

 
 
n/a
World History

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

2013

 
 
n/a

2012

 
 
n/a
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

All Students77%
Female83%
Male72%
Black or African American74%
Asian71%
Hispanic69%
Multiracial86%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged68%
Not economically disadvantaged85%
Special education33%
Not special education80%
Limited English proficient (LEP)46%
Proficient in English84%
Migrantn/a
Non-migrant77%
Gifted/talented97%
Non-Gifted74%
Bilingualn/a

Math

All Students82%
Female82%
Male83%
Black or African American75%
Asian93%
Hispanic80%
Multiracial83%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged75%
Not economically disadvantaged88%
Special education44%
Not special education85%
Limited English proficient (LEP)59%
Proficient in English87%
Migrantn/a
Non-migrant82%
Gifted/talented100%
Non-Gifted80%
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 Students87%
Female89%
Male85%
Black or African American74%
Asian92%
Hispanic88%
Multiracial90%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged79%
Not economically disadvantaged94%
Special education68%
Not special education89%
Limited English proficient (LEP)47%
Proficient in English90%
Migrantn/a
Non-migrant87%
Gifted/talented100%
Non-Gifted85%
Bilingualn/a

Math

All Students87%
Female86%
Male88%
Black or African American79%
Asiann/a
Hispanic90%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged85%
Not economically disadvantaged89%
Special education67%
Not special education90%
Limited English proficient (LEP)60%
Proficient in English90%
Migrantn/a
Non-migrant87%
Gifted/talentedn/a
Non-Gifted87%
Bilingualn/a

Writing

All Students86%
Female91%
Male82%
Black or African American82%
Asian85%
Hispanic86%
Multiracial90%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged80%
Not economically disadvantaged91%
Special education48%
Not special education89%
Limited English proficient (LEP)53%
Proficient in English89%
Migrantn/a
Non-migrant86%
Gifted/talented100%
Non-Gifted84%
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%
Female92%
Male85%
Black or African American78%
Asian82%
Hispanic86%
Multiracial92%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White96%
Economically disadvantaged82%
Not economically disadvantaged94%
Special education63%
Not special education91%
Limited English proficient (LEP)31%
Proficient in English92%
Migrantn/a
Non-migrant89%
Gifted/talented100%
Non-Gifted87%
Bilingualn/a

Math

All Students84%
Female88%
Male82%
Black or African American69%
Asian92%
Hispanic82%
Multiracial83%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged78%
Not economically disadvantaged89%
Special education70%
Not special education85%
Limited English proficient (LEP)70%
Proficient in English85%
Migrantn/a
Non-migrant84%
Gifted/talented100%
Non-Gifted82%
Bilingualn/a

Science

All Students77%
Female78%
Male76%
Black or African American56%
Asian70%
Hispanic78%
Multiracial79%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged70%
Not economically disadvantaged82%
Special education58%
Not special education78%
Limited English proficient (LEP)56%
Proficient in English77%
Migrantn/a
Non-migrant77%
Gifted/talented94%
Non-Gifted74%
Bilingualn/a

Social Studies

All Students71%
Female74%
Male69%
Black or African American62%
Asian80%
Hispanic64%
Multiracial64%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White82%
Economically disadvantaged62%
Not economically disadvantaged78%
Special education50%
Not special education73%
Limited English proficient (LEP)11%
Proficient in English73%
Migrantn/a
Non-migrant71%
Gifted/talented97%
Non-Gifted68%
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 American100%
Asian100%
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged100%
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant100%
Gifted/talented100%
Non-Gifted100%
Bilingualn/a

Algebra II

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

Biology I

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

Chemistry

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

English I Reading

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

English I Writing

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

English II Reading

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

English II Writing

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

English III Reading

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

English III Writing

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

Geometry

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

Physics

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

U.S. History

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

World Geography

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

World History

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

About the tests


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

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

Source: Texas Education Agency

  • In 2010-2011, this school was rated "Recognized".
  • In 2009-2010, this school was rated "Recognized".
  • 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 43% 31%
Hispanic 33% 50%
Black 16% 13%
Asian 4% 3%
Two or more races 3% 2%
American Indian/Alaska Native 1% 0%
Hawaiian Native/Pacific Islander 0% 0%
Source: NCES, 2010-2011

Teacher resources

Special staff resources available to students School social worker/counselors(s)
Read more about programs at this school
Source: Provided by school officials and community members.

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Arts & music

Music
  • Orchestra

Health & athletics

School facilities
  • Access to sports fields
  • Gym
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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School basics

School Leader's name
  • Mr Tim Baxter
Fax number
  • (972) 350-9199

Resources

Staff resources available to students
  • School social worker/counselors(s)
Extra learning resources offered
  • Title I Schoolwide program (SWP)
Transportation options
  • Buses/vans for students only
School facilities
  • Access to sports fields
  • Gym
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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by verifying community responses, adding program highlights
and more! Get started »

Sports

Boys sports
  • Basketball
  • Cross country
  • Football
  • Soccer
  • Track
Girls sports
  • Basketball
  • Cross country
  • Soccer
  • Track
  • Volleyball

Arts & music

Music
  • Orchestra
Note: Data provided by school administrators and community.
School leaders, update and verify information here.

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1440 N Valley Pkwy
Lewisville, TX 75077
Website: Click here
Phone: (469) 713-5990

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