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GreatSchools Rating

Cesar Chavez Elementary School

Public | PK-5 | 605 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 1 rating
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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20 reviews of this school


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Posted March 14, 2011

This school is awful. The principal has no business dealing with students, parents or teachers. He is very selective in whom he likes. If you are not on his "approved list" you are treated with disdain. Parents know nothing and he knows everything. He belittles his teachers and parents. The school smells of mold and is often too hot or too cold and a substitute teacher was allowed to work in a class while she tested positive with the flu - infecting the kindergarten and second grade.
—Submitted by a parent


Posted July 18, 2013

My child was distracted in class (over populated classrooms), so the school would not allow her to participate in recess so she could catch up. She went to recess less than 12 times in the year because of the lack of class room attention and direction she received. They also have a "rule" that you cant slide until you can count to 100.The principal was misinformed about an issue in my childs class and called me to have a serious discussion about it. I was very distraught about what I was told, and yet was not allowed to ask the teacher about the issue do to it being a sub. However after speaking to several others and visiting with the pricipal again I brought up the huge discrepancy and he said the discrepancies do not matter, and even though he had confused the issue he was not willing to apologize or reconcile the event. Also, we participated in several school sales, which my child was left out of the prize parties because they didn't write her name down or something to that degree.
—Submitted by a parent


Posted July 18, 2013

The counselor at the school offered to help teach my child tricks to focus in class. The first time they met, my child came home and I asked "so how did it go" and was told that the counselor spent the time asking if we hit our child!!
—Submitted by a parent


Posted May 31, 2013

If your Child has Any special needs Avoid this School, From the Principal, Vice Principal, Counselor, and even teacher who is not equipped but in over her head. They act like they want to help but when it comes down to it have done nothing to try and change, Every Question Asked is Deflected they will lie to your face and tell you they are working with your child when you have to Ask them Several times What is Happening with Request for Assistance The Entire time they were not doing anything Until you threaten legal action, Even when it was Requested by a Dr. They will enable negative behavior for weeks at a time then punish the student when they just dont have the means to accommodate them any longer . The Principal doesn't have a Back bone and refuses to be in charge of his Students and is too blind to see that he is causing more harm for these special needs children who are, Very bright Kids but who have found a way to Manipulate the People that are suppose to be in Charge. When parent Recommendations Were Given, I was informed by the Principal he had been doing this for over 20 years and Kids were his business. Well There you Go... and still no plan for next year , Deflected...
—Submitted by a parent


Posted April 22, 2013

The more QUALITY time you spend at home with your child helping them with their homework will go a long way. Quality time means positive reinforcement and correcting disrespectful behavior. Quality time means teaching your child to stay positive and remind them they are in school to learn.
—Submitted by a parent


Posted May 30, 2012

My son goes to Chavez. He is in the TU program there for his ADHD. He comes home everyday saying that he is bored in class the teachers are mean to him and so are the students. We have notice a lot of very alarming things since he has attended this school. Like the fact that he is not allowed to go out to recess because the teachers are afraid he is going to run. Or this past week was field day which in order for him to be able to attend he had to work hard to control himself. Which he accomplished everyday except for Friday. When he came home Friday he became very upset. He was told he couldn't go to field day because he didn't behave. To me that is singleing him out. Which they have a tendency to do that a lot. The principle is worthless there he isn't involved with the parents unless it involves bring money into the district. Which when I first met him he showed interest in my son because any school my child attends gets paid money from the state along with extra finances from social security to help with the needs of my son. I strongly urge you as a parent to look into this school before allowing your child to attend.
—Submitted by a parent


Posted September 14, 2009

My daughter was diagnosed with Dyslexia. The teachers and staff at Chavez have gone above and beyond to help her. She now has the confidence that she can succeed. That is the greatest gift I believe we as parents and the schools can give our children.
—Submitted by a parent


Posted September 10, 2009

This school does not encourage parent involvement at all. They are also very nonchalant about their safety measures even when a parent has brought it to their attention.
—Submitted by a parent


Posted August 15, 2008

My son was a 3rd grader there last year and we absolutely loved his teacher! The office is very friendly as well, and it seems to be a very clean and updated school with new technology. He will be attending there this year as well.
—Submitted by a parent


Posted February 7, 2008

I have a first grader and we LOVE this school. I just found out he has to move to Zellers next year. I am disappointed because I have been so impressed with Chavez so far. We have had two GREAT teachers and the principal is awesome. We'll be sad to leave.
—Submitted by a parent


Posted October 24, 2007

I think this is a very good school. My son has attended though both kindergarten and first grade and is doing very well. The PTA is active, the parents are involved, the teachers are great. Areas that could be better are in coordinating volunteers and in the administrative area.
—Submitted by a parent


Posted May 2, 2007

So far, I have very happy with the education my daughter is receiving at Chavez Elementary. The school does make an effort to encourage parent involvement and I for one, plan on getting more involved next year when all 3 of my children are attending the same school. I have no complaints.
—Submitted by a parent


Posted February 12, 2007

This school is okay. If you are coming from a really good school to Little Elm ISD, you will be disappointed. Parent involvement is low, I should know I was on the PTA board. They totally teach for the TAKS which is the state standardized testing, that way they can get a great rating, with no regard to a quality, diverse education.
—Submitted by a parent


Posted October 1, 2006

My son is in Kindergarten at this school and I have been very impressed thus far. His teacher goes out of her way to make the children comfortable and the communication is wonderful. My son was very apprehensive about starting school but he absolutely loves going now, and is learning a lot. We couldn't be happier!
—Submitted by a parent


Posted September 18, 2005

I like this school and how they teach my daughter the classes are small and more easy to teach students
—Submitted by a parent


Posted August 18, 2004

My child attended kindergarten at Chavez during its opening year. They were extremely unorganized and 'good teaching practices' were not utilized. (I am also a teacher elsewhere, so I know what types of curriculum and instruction are most effective.) My child could not get in the tutoring programs that she needed. Her teacher said it was because the low income and ESL kids got placed in the programs first. So basically the middle class kids where ignored. Thank goodness my daughter was able to attend first grade at the school I teach at in another district! We do not discriminate!
—Submitted by a parent


Posted July 20, 2004

I think that Chavez is a very good public school. This school is brand new and I have 2 children enrolled at Chavez. They enjoy the teachers and the staff. I have not heard any sort of negative comment from them. My husband and I have had a few meetings with the principal to discuss some issues surrounding one teacher but it was resolved after our conversation. We keep in contact with the teachers via e-mail and enjoy the close communication. I highly suggest enrollment at Chavez Elementary.
—Submitted by a parent


Posted May 20, 2004

I love this school. My son, a first year student, comes home everyday happy and full of excitement about the day. I was so afraid of encountering a bad environment, but was glad to find exactly the opposite. Starting with the Principal and ending with the newest teacher I have seen nothing but dedication to my child's education and well being. Chavez still has little things to work out with the schedules and such, but nothing any sensible parent couldn't make due with or find a reasonable solution for. This school has an awesome PTA that allows for all kinds of activities for parents and students. It also allows the parents to have a voice in some of the school happenings while keeping them updated through a newsletter. We are already looking forward to the new year as a first grader!
—Submitted by a parent


Posted May 12, 2004

This school takes on the military attitude. My child is not a bad kid but he therefore is treated as if he might be. The rules are too ridged. These are little children who need to learn; not be crusified. The principal is worthless. The teachers are so new they really do not know which way is up to teach it. There is nothing about this school that makes you feel you have your child in the right place. Everything is staged. They are not getting a whole education. They are taught for the state test. Which in turn makes the principle look good and let me tell you she is far from that. She doesn't return calls. Doesn't procede with writen requests either. Parents are not welcome. They have stupid assemblies every week. My child has fallen behind since he has been here. What a shame! We're gonde!
—Submitted by a parent


Posted June 19, 2003

Since the 2002-2003 school year was the first ever for Chavez it can be understandable that there will be some 'kinks' to work out. One issue I had was with the Cafeteria pre-pay program. It did not work how I expected it to based on information I read about it. There were supposed to be notices sent home with the kids when their account balance reached $5. I never received these notices. Instead I would receive notices that my child had to charge a meal or two and to send money or he would get the alternate meal, a cheese sandwich. This was usually not a problem until the last few weeks of school when he forgot to tell me about his negative balance and had to eat cheese and bread for two days. I don't see why this program can't be put on a website with access to parents of children who participate in the prepay program. If enough parents who do participate would make the suggestion then perhaps it would become reality. Also, it would be nice if the school hours 8-3 or 8:30 to 3:30 instead of 7:50 to 2:50. It makes it hard for older siblings of younger grade-schoolers to help out in the afternoons with supervision since the jr high and high school grades have later hours. This change was made this last school year due to a study conducted somewhere that concluded younger children can handle earlier hours while older students need to sleep longer in the morning in order to function better. The difference in schedules is detrimental to parents who work for a living that need their older kids home with their younger siblings in the afternoon.


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.

117 students were tested at this school in 2011.

2011

 
 
88%

2010

 
 
96%
Math

The state average for Math was 87% in 2011.

117 students were tested at this school in 2011.

2011

 
 
97%

2010

 
 
95%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

106 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
88%
Math

The state average for Math was 88% in 2011.

107 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
90%
Writing

The state average for Writing was 90% in 2011.

106 students were tested at this school in 2011.

2011

 
 
96%

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 82% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 81% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 87% in 2011.

2011

 
 
n/a

2010

 
 
n/a
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 Students88%
Female90%
Male85%
Black or African American80%
Asiann/a
Hispanic84%
American Indian or Alaska Nativen/a
White96%
Economically disadvantaged82%
Not economically disadvantaged93%
Special education100%
Not special education87%
Limited English proficient (LEP)81%
Proficient in English90%
Migrantn/a
Not migrant88%
Gifted/talented100%

Math

All Students97%
Female98%
Male96%
Black or African American95%
Asiann/a
Hispanic98%
American Indian or Alaska Nativen/a
White98%
Economically disadvantaged96%
Not economically disadvantaged99%
Special education100%
Not special education97%
Limited English proficient (LEP)96%
Proficient in English98%
Migrantn/a
Not migrant97%
Gifted/talented100%
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students89%
Female98%
Male82%
Black or African American76%
Asiann/a
Hispanic85%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged87%
Not economically disadvantaged90%
Special education58%
Not special education93%
Limited English proficient (LEP)78%
Proficient in English89%
Migrantn/a
Not migrant89%
Gifted/talented100%

Math

All Students95%
Female91%
Male98%
Black or African American94%
Asiann/a
Hispanic96%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged95%
Not economically disadvantaged96%
Special education85%
Not special education97%
Limited English proficient (LEP)90%
Proficient in English96%
Migrantn/a
Not migrant95%
Gifted/talented100%

Writing

All Students96%
Female96%
Male97%
Black or African American94%
Asiann/a
Hispanic100%
American Indian or Alaska Nativen/a
White94%
Economically disadvantaged97%
Not economically disadvantaged96%
Special education83%
Not special education98%
Limited English proficient (LEP)100%
Proficient in English96%
Migrantn/a
Not migrant96%
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 Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/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
Not migrantn/a
Gifted/talentedn/a

Math

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/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
Not migrantn/a
Gifted/talentedn/a

Science

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/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
Not migrantn/a
Gifted/talentedn/a
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.

82 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
85%
Math

The state average for Math was 69% in 2013.

80 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
66%
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

 
 
85%

2012

 
 
79%
Math

The state average for Math was 68% in 2013.

87 students were tested at this school in 2013.

2013

 
 
76%

2012

 
 
75%
Writing

The state average for Writing was 71% in 2013.

86 students were tested at this school in 2013.

2013

 
 
85%

2012

 
 
76%
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.

91 students were tested at this school in 2013.

2013

 
 
77%

2012

 
 
77%
Math

The state average for Math was 75% in 2013.

92 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
80%
Science

The state average for Science was 73% in 2013.

93 students were tested at this school in 2013.

2013

 
 
82%

2012

 
 
74%
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 Students88%
Female87%
Male89%
Black or African American84%
Asiann/a
Hispanic84%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged89%
Not economically disadvantaged87%
Special education67%
Not special education89%
Limited English proficient (LEP)100%
Proficient in English87%
Migrantn/a
Not migrant88%
Gifted/talentedn/a
Not Gifted87%
Bilingualn/a

Math

All Students68%
Female65%
Male70%
Black or African American65%
Asiann/a
Hispanic59%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White73%
Economically disadvantaged65%
Not economically disadvantaged69%
Special education43%
Not special education70%
Limited English proficient (LEP)n/a
Proficient in English68%
Migrantn/a
Not migrant68%
Gifted/talentedn/a
Not Gifted66%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students85%
Female86%
Male83%
Black or African American86%
Asiann/a
Hispanic81%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White84%
Economically disadvantaged71%
Not economically disadvantaged94%
Special educationn/a
Not special education85%
Limited English proficient (LEP)63%
Proficient in English87%
Migrantn/a
Not migrant85%
Gifted/talentedn/a
Not Gifted85%
Bilingualn/a

Math

All Students76%
Female84%
Male66%
Black or African American73%
Asiann/a
Hispanic73%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White79%
Economically disadvantaged61%
Not economically disadvantaged86%
Special education50%
Not special education78%
Limited English proficient (LEP)67%
Proficient in English77%
Migrantn/a
Not migrant76%
Gifted/talentedn/a
Not Gifted77%
Bilingualn/a

Writing

All Students85%
Female90%
Male78%
Black or African American82%
Asiann/a
Hispanic90%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White82%
Economically disadvantaged77%
Not economically disadvantaged90%
Special education40%
Not special education88%
Limited English proficient (LEP)75%
Proficient in English86%
Migrantn/a
Not migrant85%
Gifted/talentedn/a
Not Gifted85%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students77%
Female84%
Male71%
Black or African American65%
Asiann/a
Hispanic73%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White84%
Economically disadvantaged67%
Not economically disadvantaged88%
Special education40%
Not special education79%
Limited English proficient (LEP)67%
Proficient in English79%
Migrantn/a
Not migrant77%
Gifted/talentedn/a
Not Gifted77%
Bilingualn/a

Math

All Students75%
Female84%
Male67%
Black or African American60%
Asiann/a
Hispanic68%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged62%
Not economically disadvantaged90%
Special education17%
Not special education79%
Limited English proficient (LEP)46%
Proficient in English80%
Migrantn/a
Not migrant75%
Gifted/talentedn/a
Not Gifted75%
Bilingualn/a

Science

All Students82%
Female84%
Male80%
Black or African American82%
Asiann/a
Hispanic71%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged73%
Not economically disadvantaged93%
Special education57%
Not special education84%
Limited English proficient (LEP)57%
Proficient in English86%
Migrantn/a
Not migrant82%
Gifted/talentedn/a
Not Gifted82%
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 46% 29%
Hispanic 28% 52%
Black 19% 13%
Two or more races 4% 2%
Asian or Pacific Islander 2% 4%
American Indian/Alaska Native N/A 0%
Hawaiian Native/Pacific Islander N/A 0%
Source: TX Education Agency, 2013-2014

Student subgroups

  This school District averageState average
Limited English proficient (LEP) 13%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 3%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • JOHN LOWMAN
Fax number
  • (972) 294-0172

Resources

Extra learning resources offered
  • Title I Targeted Assistance program (TAS)
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2600 Hart Road
Little Elm, TX 75068
Website: Click here
Phone: (972) 294-1670

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