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GreatSchools Rating

Donna Shepard Intermediate School

Public | 5-6 | 768 students

 

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Community Rating

4 stars


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10 reviews of this school


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Posted September 22, 2008

it is a pretty good school it has some problems but it is a great school and awsome teachers
—Submitted by a student


Posted September 3, 2008

I think 5th grade is still elementary, as a parent. I feel the kids have way too much homework. Why don't they do it in class? I feel they have more to bring home than they do at school. I'm not knocking the school. I feel Mansfield schools are good, really good. I do know from experience. I just feel that kids aren't allowed to be kids anymore. Homework every night, when kids may have one extracurricular activity, is just too much for a 5th grader.
—Submitted by a parent


Posted May 5, 2008

The leadership at this school is horrible! They have a few wonderful teachers, but the bad experiences heavily outweigh the good. The staff ignores parent concerns and tries to brush everything off. They do not welcome parent comments or suggestions and do not respond to concerns. The office staff is very unfriendly and it is the most uninviting atmosphere I haev ever experienced. I have never met a more incompetent Principal than the one at this school. He never seems to know what is happening in his school and I would not recommend this school to any parent.
—Submitted by a parent


Posted October 18, 2007

My daughter is in the 5th grade at Donna Shepard this year and loves it. She's in 5C and the teachers in this group are excellent. They welcome all comments/suggestions from parents and really do want your child to succeed. They are willing to provide ways to make up grades if necessary and always respond back to emails. Excellent school!
—Submitted by a parent


Posted March 26, 2007

This school has the most caring staff of any school I have seen. Each teacher is genuinely concerned with their student's success. The Fine Arts programs are second to none in the district and state for that matter. My son is in the band at Donna Shepard and it is all he talks about when he get in the car after school. He absolutely loves his two band directors and after my husband and I heard their Christmas concert we were completely shocked by the wonderful sounds that the band directors were able to produce in such a short period of time. I do have to say that my son was extremely disappointed when they had to go to an every other day schedule for band instead of the every day schedule that they started the school year with.
—Submitted by a parent


Posted March 26, 2007

Donna Shepard provides strong leadership, intensive academics and an emphasis on developing the whole child through Fine Arts programs. Teachers and administrators insist on each student being 'the best they can be' in every endeavor. DSIS also insists in making the school a SAFE environment, where students can focus on learning. My child had an outstanding experience at DSIS that more than prepared her for success at the middle school level.
—Submitted by a parent


Posted December 4, 2006

I agree,too much focus on rules, now I am a firm believer in rules. It apparently is up to each team teachers on their rules. Frustrated already.
—Submitted by a parent


Posted August 31, 2005

We are in are 3rd week of school and so far the administrative staff seems very nice and helpful. Coming from a private school there are some things that I am not sure about yet. There seems to be more focus on rules, rules, rules instead having fun while learning. I think I need to give it a little while longer.
—Submitted by a parent


Posted July 8, 2005

My son has just completed his first year here, 5th grade. We are very pleased. Grades 5th and 6th only. Each grade is broken up into teams. 5th grade had 3: 5A, 5B, 5C. Each team has their own set of academic teachers/staff. Electives include: Music, Choir, Computer Lab, Art, Band, P.E. Lockers in the hallway, and students walk to classes on their own. Parents are always welcome, unless testing is being conducted, of course. Activities during school hours(Field Day, parties, award ceremonies for each 6wks) and afterhours(band & choir concerts, family skate night, pizza night(?) ) If tutorial is needed for regular classes or for TAKS test, it's provided. Oh, and it's still 'cool' to eat lunch with your child there. I wasn't the only parent that did so :) We are very pleased, hope this helps someone!
—Submitted by a parent


Posted December 17, 2004

The teachers on the 5A team are awesome. They keep me informed and I feel they truly care about my childs well being and not just his ability to pass the Taks test. They are a team and it shows. The Principal is caring and concerned and in my opinion provides great leadership for his teachers.
—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 82% in 2011.

341 students were tested at this school in 2011.

2011

 
 
90%

2010

 
 
89%
Math

The state average for Math was 81% in 2011.

361 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
91%
Science

The state average for Science was 87% in 2011.

357 students were tested at this school in 2011.

2011

 
 
84%

2010

 
 
87%
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 84% in 2011.

387 students were tested at this school in 2011.

2011

 
 
87%

2010

 
 
87%
Math

The state average for Math was 83% in 2011.

383 students were tested at this school in 2011.

2011

 
 
84%

2010

 
 
82%
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%
Female93%
Male87%
Black or African American97%
Asiann/a
Hispanic83%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged83%
Not economically disadvantaged96%
Special education59%
Not special education92%
Limited English proficient (LEP)72%
Proficient in English92%
Migrantn/a
Not migrant91%
Gifted/talented100%

Math

All Students89%
Female92%
Male87%
Black or African American90%
Asiann/a
Hispanic84%
American Indian or Alaska Native80%
White93%
Economically disadvantaged84%
Not economically disadvantaged94%
Special education60%
Not special education92%
Limited English proficient (LEP)77%
Proficient in English91%
Migrantn/a
Not migrant90%
Gifted/talented100%

Science

All Students84%
Female85%
Male82%
Black or African American77%
Asiann/a
Hispanic72%
American Indian or Alaska Nativen/a
White93%
Economically disadvantaged72%
Not economically disadvantaged94%
Special education55%
Not special education86%
Limited English proficient (LEP)54%
Proficient in English90%
Migrantn/a
Not migrant84%
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 Students87%
Female89%
Male85%
Black or African American88%
Asiann/a
Hispanic78%
American Indian or Alaska Nativen/a
White91%
Economically disadvantaged81%
Not economically disadvantaged92%
Special education42%
Not special education89%
Limited English proficient (LEP)64%
Proficient in English89%
Migrantn/a
Not migrant87%
Gifted/talented100%

Math

All Students84%
Female87%
Male82%
Black or African American73%
Asiann/a
Hispanic82%
American Indian or Alaska Nativen/a
White88%
Economically disadvantaged79%
Not economically disadvantaged88%
Special education43%
Not special education86%
Limited English proficient (LEP)82%
Proficient in English85%
Migrantn/a
Not migrant84%
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 77% in 2013.

339 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
76%
Math

The state average for Math was 75% in 2013.

334 students were tested at this school in 2013.

2013

 
 
83%

2012

 
 
83%
Science

The state average for Science was 73% in 2013.

344 students were tested at this school in 2013.

2013

 
 
70%

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

The state average for English Language Arts was 71% in 2013.

443 students were tested at this school in 2013.

2013

 
 
74%

2012

 
 
77%
Math

The state average for Math was 74% in 2013.

437 students were tested at this school in 2013.

2013

 
 
81%

2012

 
 
84%
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.

2013

 
 
n/a

2012

 
 
n/a
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 Students81%
Female82%
Male80%
Black or African American83%
Asian82%
Hispanic68%
Multiracial92%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged72%
Not economically disadvantaged88%
Special education52%
Not special education83%
Limited English proficient (LEP)64%
Proficient in English82%
Migrantn/a
Not migrant81%
Gifted/talented100%
Not Gifted79%
Bilingual64%

Math

All Students83%
Female84%
Male82%
Black or African American82%
Asian91%
Hispanic75%
Multiracial82%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged75%
Not economically disadvantaged89%
Special education48%
Not special education86%
Limited English proficient (LEP)75%
Proficient in English84%
Migrantn/a
Not migrant83%
Gifted/talented100%
Not Gifted81%
Bilingual80%

Science

All Students70%
Female65%
Male75%
Black or African American54%
Asian73%
Hispanic59%
Multiracial83%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White79%
Economically disadvantaged63%
Not economically disadvantaged75%
Special education37%
Not special education73%
Limited English proficient (LEP)48%
Proficient in English72%
Migrantn/a
Not migrant70%
Gifted/talented100%
Not Gifted67%
Bilingual58%
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 Students74%
Female78%
Male69%
Black or African American64%
Asian82%
Hispanic55%
Multiracial69%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged54%
Not economically disadvantaged88%
Special education34%
Not special education77%
Limited English proficient (LEP)21%
Proficient in English81%
Migrantn/a
Not migrant74%
Gifted/talented100%
Not Gifted71%
Bilingualn/a

Math

All Students81%
Female82%
Male81%
Black or African American63%
Asian91%
Hispanic74%
Multiracial81%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White89%
Economically disadvantaged71%
Not economically disadvantaged89%
Special education33%
Not special education85%
Limited English proficient (LEP)69%
Proficient in English83%
Migrantn/a
Not migrant81%
Gifted/talented100%
Not 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

Algebra 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
Not migrantn/a
Gifted/talentedn/a
Not Giftedn/a
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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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
Not migrantn/a
Gifted/talentedn/a
Not 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 "Academically Acceptable".
  • In 2009-2010, this school was rated "Recognized".
  • In 2008-2009, this school was rated "Recognized".

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 48% 29%
Hispanic 33% 52%
Black 13% 13%
Two or more races 4% 2%
Asian or Pacific Islander 2% 4%
American Indian/Alaska Native 1% 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) 19%N/A17%
Source: TX Education Agency, 2013-2014

Teacher experience

  This school District averageState average
Beginning teachers 0%N/AN/A
Source: Civil Rights Data Collection, 2011-2012

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School basics

School Leader's name
  • JARETHA JORDAN
Fax number
  • (817) 453-6812

Resources

Extra learning resources offered
  • Title I Schoolwide program (SWP)
School leaders can update this information here.

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1280 Farm-to-Market 1187
Mansfield, TX 76063
Website: Click here
Phone: (817) 299-5940

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