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GreatSchools Rating

Lovejoy High School

Public | 9-12 | 1104 students

 
 

Last modified
Community Rating

4 stars

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

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18 reviews of this school


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Posted March 26, 2014

I am a graduate from Lovejoy High School, and I started in LISD when I was in third grade. Today I am a junior in college, and have been very successful. It makes me skeptical when I read all the negative reviews about Lovejoy. Since the start of the high school I have heard negative things being said about the students, the education, and the teachers, which amazes me. Lovejoy is not a bad school district, it is a small one. Now that being said, you are going to experience the problems of a small school district. From my observation and experience in the district (10 years), Lovejoy has been great overall. Lovejoy is a school, and like any school, or any other experience in life, you only get as much out of it as you put in. Yes there are going to be some bad experiences, but that is the high school experience. Nobody has a perfect time in high school, and yeah, if you only focus on the bad then the experience as a whole is going to seem bad. If you put in work and try to have a good time, then Lovejoy will be a great school.
—Submitted by a student


Posted March 23, 2014

We are very pleased with our decision to move to Lovejoy four years ago. We have found the district leadership, teachers and facilities to be all of top quality. The small classes and wide array of academic and extra curricular opportunities create a great environment for the students. Our two children are not sports-oriented, which is not a problem here; although there are many sports available, athletics do not have an outsize role. Our son is able to take a full set of GT classes, and both our son and daughter started taking AP classes as sophomores. The culture supports excellence in all undertakings, but every teacher and staff member we've dealt with has been willing to go the distance to provide assistance whenever it has been requested.
—Submitted by a parent


Posted January 18, 2014

This school district has many problems. It is sad to say that a few bad apples (teachers) can destroy what once was a very motivated, outgoing , intelligent student. There is a great deal of nepotism amongst teachers, administrators and their families who attend school within this district. Many sports, theatre programs, etc ...students are selected either based on who they are related to... or, if they have made large financial donations to the school. If you teach your children that hard work is rewarded... then this isn't the right school for your children. When our child began here he was very excited and had high self-esteem. Now he has become an introvert because of how he keeps getting knocked down by staff members. It is terrible that the students are simply not treated equally.
—Submitted by a parent


Posted January 16, 2014

I went to this school for my first year of high school and learned NOTHING. The teachers don't try to help you and they don't try to help kids understand the lessons. They play favorites and sports kids get a near free pass. I left the school and STILL there are rumors going around about me. I was constantly bullied and no one did anything. also, this place is full of drugs and things like that.... DON'T SEND YOUR KIDS HERE, FOR THEIR OWN SAKE...
—Submitted by a student


Posted May 30, 2013

We moved from Allen ISD to Lovejoy ISD, as we wanted smaller classes and schools for our children. As a family, we couldn't be happier with the move. The teachers and administration at Lovejoy ISD are genuinely committed to the success of their students. Although Allen ISD is also a great school district, the size of the schools and classes in Allen ISD make it impossible for teachers and the administration to provide the same level of engagement as in Lovejoy ISD.
—Submitted by a parent


Posted March 20, 2012

We too moved to Lovejoy for the schools, we have one in middle school and one in elementary school. Both children are challenged and flourishing. Very happy with the teachers and admin, we Love Lovejoy!
—Submitted by a parent


Posted January 9, 2011

I used to be a student at lovejoy school and finally left because it was so terrible. The school looks great on paper- but when you go there, you realize that everyone's just downright awful. Do not let your children to to LISD. Do not. I was miserable for four years. And actually, when the middle school and high school were combined while Sloan Creek was being built, it WAS extremely over crowded. I remember all the high schoolers would shove the sixth graders out of their way... It's really just not a place you want to put your kids, trust me. I went there, and suffered miserably. The entire environment of LISD just isn't right.
—Submitted by a student


Posted January 15, 2009

I felt the need to respond to 4/6/07 remarks that contain misinformation. I have 2 children... 7th grade girl at the new middle school and 9th grade boy at the 3 year old HS. Both started kindergarten at Lovejoy and my son will be among a handful of students lucky enough to say he's gone straight through LISD. For 2 years, MS and HS students were in the same facilily....although kept in separate areas. Last year 6-10th grade was all we had at the UNCROWDED high school. In Aug the MS opened with 6-8th grade while the HS now has 9-11th grade. Clubs are for students to enjoy once/6wks during school time only, unless they CHOOSE to meet later... requiring them to join is a part of our school's 'developing the whole person' philosophy. Pre AP classes are tochallenge, not overwhelm students. Extra help is always available. Great school, great staff!
—Submitted by a parent


Posted January 15, 2009

I am a 9th grader attending Lovejoy High School, but I have been in LISD since the 1st grade. I love my school. It is an amazing learning environment because everyone only wants the best for you. I am happy to be placed in all Pre-AP classes because they prepare us for our AP classes later. Pre-AP may be more work but I feel that it is necessary to suceed later in college. Our campus greatly cares about sports, yet will only allow players to play if we are passing all classes. Teachers are so accomadating with coming in to help us one on one in tutorials every morning and afternoon. Lovejoy High also has a beautiful new campus that is relativly easy to find your way around. The staff was chosen specifically so that we may be taught from the best.... I very highly reccomend all LISD
—Submitted by a parent


Posted September 20, 2008

Lovejoy High is a wonderful school. The teachers are wonderful, the opportunities are numerous and we have great kids. I love how the parents are really involved. They show how much they love our schools at the parent-driven website www.lovejoylove.org. Lovejoy couldn't be a better place for my kids.
—Submitted by a parent


Posted August 28, 2008

My daughter has been in the Lovejoy ISD school system since third grade and is now at the high school. Prior to coming to moving to Lovejoy, she was in a private school. I am delighted with the district and the teachers. The personal attention the kids receive is better than I ever expected. I also am very pleased with the wide curriculum they offer. Lovejoy ISD actually surpasses most private schools. We couldn t be happier.
—Submitted by a parent


Posted August 9, 2008

The staff is 100% committed to the success of each student. Arts AND Sports are equally important and supported by the community. We love this school and this district
—Submitted by a parent


Posted July 22, 2008

Lovejoy High School is even better than we hoped it would be. Music programs are excellent, academics are challenging without being overwhelming, and the atmosphere is supportive.
—Submitted by a parent


Posted June 7, 2008

Our two children have been in Lovejoy for their primary schooling. Our Oldest went through Allen secondary schools and we were ok with that because a larger school was better suited to that child. Our younger child would not have done as well in the Allen ISD environment because of the size. Our youngest child is doing great in their classes. The Pre AP classes require more work and are more rigerous than regular track classes. It has been the source of some frustration, but it has forced my spouse and I to take a more active role with our child than we might have if they had been in regular track classes. Since there is not a specific uniform defined criteria for Pre-AP, the concept must be taken with a grain of salt. There is no doubt that parental involvement is a must for success in this district.
—Submitted by a parent


Posted February 10, 2008

I would like to update my previous glowing report. On the surface this district is spit polished with lots of hype. Once you scratch through the rhetoric, you find that it's all talk and no action. I'm not sure what the goal of the school is, but it appears to be to give kids great grades, get great ratings and true education of children takes a back seat. We will be putting our child into private school.
—Submitted by a parent


Posted August 1, 2007

After an exhaustive search, we moved across the country specifically so our children could attend Lovejoy. Our high expectations were not only met, but have been consistently exceeded. The campus is new and well designed, the instruction is excellent with the highest caliber of staff and a supportive Administration. The HS is large enough to offer a variety of quality extracurricular activities yet small enough that students are not lost in the masses. The devotion to top-notch athletics is impressive, particularly for a school this size. The District Administration is available, dedicated, professional and strategic with immediate and long-term decisions. Parent participation is impressive and positive. My children, even after such a dramatic move, are happy in their new environment, well-received by their peers, acknowledged for their efforts, appropriately challenged to be their personal best and supported in their weaknesses. We highly recommend LISD.
—Submitted by a parent


Posted April 6, 2007

We are very disappointed in this district. We just moved here 2yrs ago and may move again this summer. The courses here must be the minimum offerings to open a school. All classes are Pre-AP. There are no regular classes. On top of that, all students are required to join a club. As a parent of kids who are up until midnight trying to do all the Pre-AP homework, I'd rather my child be home studying instead forced to play chess or ping pong after school. If there is any career assessment, I can't see anything this school can do to help your child onto their careerpath besides send them on a field trip. For the next 2 years 6th-8th grades will be crammed in with our older kids. Small schools are great, but this is a crowded small school, not the same thing. I wished we'd stayed in Allen.
—Submitted by a parent


Posted December 17, 2006

This is my daughter's first year as well and I am very pleased. We will never leave. She will graduate from Lovejoy. The entire staff is wonderful, caring and very considerate to the children. The best education your child will ever receive!
—Submitted by a parent


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

About these ratings

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

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

The state average for English Language Arts was 89% in 2011.

282 students were tested at this school in 2011.

2011

 
 
99%

2010

 
 
100%
Math

The state average for Math was 70% in 2011.

284 students were tested at this school in 2011.

2011

 
 
93%

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 91% in 2011.

275 students were tested at this school in 2011.

2011

 
 
98%

2010

 
 
96%
Math

The state average for Math was 74% in 2011.

275 students were tested at this school in 2011.

2011

 
 
93%

2010

 
 
91%
Science

The state average for Science was 76% in 2011.

270 students were tested at this school in 2011.

2011

 
 
94%

2010

 
 
93%
Social Studies

The state average for Social Studies was 93% in 2011.

270 students were tested at this school in 2011.

2011

 
 
98%

2010

 
 
99%
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 95% in 2013.

267 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
99%

2011

 
 
100%

2010

 
 
99%
Math

The state average for Math was 89% in 2013.

268 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
98%

2011

 
 
97%

2010

 
 
97%
Science

The state average for Science was 95% in 2013.

270 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
99%

2011

 
 
98%

2010

 
 
99%
Social Studies

The state average for Social Studies was 98% in 2013.

269 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%

2011

 
 
100%

2010

 
 
100%
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 Students100%
Female100%
Male99%
Black or African Americann/a
Asian100%
Hispanic92%
American Indian or Alaska Nativen/a
White100%
Economically disadvantagedn/a
Special education100%
Limited English proficient (LEP)n/a

Math

All Students98%
Female98%
Male99%
Black or African Americann/a
Asian100%
Hispanic92%
American Indian or Alaska Nativen/a
White98%
Economically disadvantagedn/a
Special education77%
Limited English proficient (LEP)n/a

Science

All Students99%
Female98%
Male99%
Black or African Americann/a
Asian100%
Hispanic92%
American Indian or Alaska Nativen/a
White99%
Economically disadvantagedn/a
Special education93%
Limited English proficient (LEP)n/a

Social Studies

All Students100%
Female99%
Male100%
Black or African Americann/a
Asian100%
Hispanic100%
American Indian or Alaska Nativen/a
White100%
Economically disadvantagedn/a
Special education93%
Limited English proficient (LEP)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.

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 "Exemplary".
  • 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

Algebra I

The state average for Algebra I was 78% in 2013.

52 students were tested at this school in 2013.

2013

 
 
87%

2012

 
 
81%
Algebra II

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

218 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%
Biology I

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

303 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
99%
Chemistry

The state average for Chemistry was 84% in 2013.

274 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
86%
English I Reading

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

301 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
96%
English I Writing

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

302 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
88%
English II Reading

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

266 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
n/a
English II Writing

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

270 students were tested at this school in 2013.

2013

 
 
86%

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.

260 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
99%
Physics

The state average for Physics was 81% in 2013.

6 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
98%
U.S. History

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

2013

 
 
n/a

2012

 
 
93%
World Geography

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

304 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
98%
World History

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

271 students were tested at this school in 2013.

2013

 
 
92%

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

Algebra I

All Students87%
Female89%
Male83%
Black or African Americann/a
Asiann/a
Hispanic71%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantagedn/a
Not economically disadvantaged88%
Special education50%
Not special education93%
Limited English proficient (LEP)n/a
Proficient in English86%
Migrantn/a
Non-migrant87%
Gifted/talentedn/a
Non-Gifted87%
Bilingualn/a

Algebra II

All Students100%
Female100%
Male100%
Black or African Americann/a
Asian100%
Hispanic100%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantagedn/a
Not economically disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant100%
Gifted/talented100%
Non-Gifted100%
Bilingualn/a

Biology I

All Students99%
Female99%
Male100%
Black or African American100%
Asian100%
Hispanic100%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White99%
Economically disadvantaged100%
Not economically disadvantaged99%
Special education78%
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English99%
Migrantn/a
Non-migrant99%
Gifted/talented100%
Non-Gifted99%
Bilingualn/a

Chemistry

All Students99%
Female99%
Male99%
Black or African Americann/a
Asian100%
Hispanic96%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White99%
Economically disadvantaged100%
Not economically disadvantaged99%
Special education100%
Not special education99%
Limited English proficient (LEP)n/a
Proficient in English99%
Migrantn/a
Non-migrant99%
Gifted/talented100%
Non-Gifted99%
Bilingualn/a

English I Reading

All Students97%
Female99%
Male96%
Black or African American100%
Asian82%
Hispanic92%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White98%
Economically disadvantaged60%
Not economically disadvantaged98%
Special education88%
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English97%
Migrantn/a
Non-migrant97%
Gifted/talented100%
Non-Gifted96%
Bilingualn/a

English I Writing

All Students92%
Female94%
Male89%
Black or African American100%
Asian91%
Hispanic92%
Multiracial91%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White92%
Economically disadvantaged80%
Not economically disadvantaged92%
Special education38%
Not special education93%
Limited English proficient (LEP)n/a
Proficient in English92%
Migrantn/a
Non-migrant92%
Gifted/talented98%
Non-Gifted90%
Bilingualn/a

English II Reading

All Students98%
Female99%
Male97%
Black or African Americann/a
Asian100%
Hispanic96%
Multiracial88%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White98%
Economically disadvantaged83%
Not economically disadvantaged98%
Special education100%
Not special education98%
Limited English proficient (LEP)n/a
Proficient in English98%
Migrantn/a
Non-migrant98%
Gifted/talented100%
Non-Gifted97%
Bilingualn/a

English II Writing

All Students86%
Female88%
Male84%
Black or African Americann/a
Asian100%
Hispanic88%
Multiracial63%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged50%
Not economically disadvantaged86%
Special education20%
Not special education87%
Limited English proficient (LEP)n/a
Proficient in English86%
Migrantn/a
Non-migrant86%
Gifted/talented100%
Non-Gifted81%
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 Students98%
Female98%
Male98%
Black or African Americann/a
Asian100%
Hispanic100%
Multiracial91%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White98%
Economically disadvantaged100%
Not economically disadvantaged98%
Special education75%
Not special education99%
Limited English proficient (LEP)n/a
Proficient in English98%
Migrantn/a
Non-migrant98%
Gifted/talented100%
Non-Gifted98%
Bilingualn/a

Physics

All Students100%
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 disadvantaged100%
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant100%
Gifted/talented100%
Non-Giftedn/a

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 Students100%
Female99%
Male100%
Black or African American100%
Asian100%
Hispanic100%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged100%
Not economically disadvantaged100%
Special education100%
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant100%
Gifted/talented100%
Non-Gifted100%
Bilingualn/a

World History

All Students92%
Female90%
Male93%
Black or African Americann/a
Asian88%
Hispanic88%
Multiracial89%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged83%
Not economically disadvantaged92%
Special education43%
Not special education93%
Limited English proficient (LEP)n/a
Proficient in English92%
Migrantn/a
Non-migrant92%
Gifted/talented100%
Non-Gifted89%
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

Breaking down the GreatSchools Rating

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Student ethnicity

Ethnicity This school State average
White 83% 31%
Hispanic 7% 50%
Asian 5% 3%
Two or more races 3% 2%
Black 2% 13%
American Indian/Alaska Native 1% 0%
Hawaiian Native/Pacific Islander 0% 0%
Source: NCES, 2010-2011

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2350 Estates Pkwy
Lucas, TX 75002
Phone: (469) 742-8700

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