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GreatSchools Rating

Imagine International Academy Of N

Charter | K-12 | 1022 students

IIA-NT is best known as a candidate school for the International Baccalaureate.

 
 

Living in McKinney

Situated in a suburban neighborhood. The median home value is $196,300. The average monthly rent for a 2 bedroom apartment is $900.

Source: Sperling's Best Places
 
Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 15 ratings
2013:
Based on 20 ratings
2012:
Based on 1 rating
2011:
No new ratings

Teacher quality

Principal leadership

Parent involvement

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36 reviews of this school


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Posted yesterday

Awesome school my son just loves going to school,except for the fact that it begins too early for kindergarteners,it really hard to little kids to wake up that early in the morning,other than that no issues with school teachers or organization.Excellent curriculum,challenging but definitely doable.
—Submitted by a parent


Posted June 7, 2014

I was nervous about leaving MISD, but I've really been impressed!! My kids are being much more challenged here and thriving!!!! I'm so thankful!!!
—Submitted by a parent


Posted June 1, 2014

We really gave it a chance ! I think the teachers are great for the most part but unfortunately they don't seem to stay. In my opinion the inexperienced school leadership is the problem To make matters worst there will be an even less experienced principal for upper grades this coming year. There isn't a lot of parent involvement and I agree with what the other parent said. There is a few not so friendly people in charge. We want the IB and my 6 grader and eight grader had great teacher this past year so because of that we will stay one more year and hope the school board wakes up and gets experienced people in the administration positions.
—Submitted by a parent


Posted May 31, 2014

I have four kids that go to Imagine and have been there since it opened. As with any school, Imagine has it's pros and cons. Pros: It's a completely different way of teaching children. People say it's more academically challenging, but my kids do great. Imagine emphasizes collaborative group projects and encourages kids to think through problems. There's a real since of community since there are only 100 kids per grade and all grades are represented. Parents are heavily involved so you get to know them too. There aren't as many social distractions that I found at my kid's last school. For the most part, my kid's teachers have been absolutely AMAZING!!! I also love the strict uniforms. Cons: When it first opened, it was a chaotic mess! Of course, anytime you open a business and have over a 1,000 customers, you're going to have some growing pains. There are a lot of students and teachers leaving the school and new ones coming in, and that's distracting. The classrooms are small and the kids eat in their classrooms which makes them messy, but my kids couldn't care less. Overall, we adore Imagine. It works really well for our family and my kids are very happy there.
—Submitted by a parent


Posted May 30, 2014

I am a seventh grade student at IIANT. I love this school. I got bullied a lot at my old public school. Since IIANT only has a hundred students per grade everyone knows each other, it's kind of like a family. I have yet to be bullied at IIANT and I have been attendending this school for 2 years now. Academic wise, this school is great. I have learned how to work with others and I have learned a lot about other countries. We really do have a great selection of teachers because the pay is low so the teachers who work at IIANT have to be passionate. I love my school and I am looking forward to going until I graduate.


Posted May 28, 2014

Imagine has told parents the city of McKinney requires staggered start times 45 mins apart (not true! Look at McKinney Christian Academy and city ordinance). They have also implemented early release every Wednesday for 2014-2015. Only students with parents who can afford daycare or can accommodate having every half Wednesday off will be able to attend. This is an obvious tactic to weed out economically disadvantaged students. It is well documented that economically disadvantaged students require more attention and get lower grades. This is not a school that supports equal education. They also do not meet Texas State requirements for having 180 instructional days for next year. Waivers can be requested, however, they only account for a few days and all those half days were NOT properly accounted for. State law requires 7 hours of instructional time for the day to qualify as instructional. Ipso facto, students will have less instructional time, as required by law, and parents will need to rearrange their lives if they have full time jobs. I am an experience educator and am truly in awe of what they've done.
—Submitted by a parent


Posted May 1, 2014

My two children have had an entirely different experience at Imagine. I'm fact we are headed to year three next year. All the teachers I know are experienced teachers in fact no first year teachers this year that I have heard of! Maybe I missed one. Academically I do see it as challenging but not overwhelming my 4th and 5th grader - both are in outside sports amd do not have homework every night. A lot of work is done in the classroom which is awesome! This school has come along way in two years and I pray it works for us through HS so they can graduate with a year of college credits under their belt and the class size is 100. We did like MISD buy class size scared is and we were worried about all the rezoning! Anyways we love the parents and teachers and the school administration is awesome. They has an arts programs and sports and though we will still do external activities I am again so impressed with what they've accomplished in two years!
—Submitted by a parent


Posted April 30, 2014

I'll echo a previous review- a disappointment. Transferring my child to public school has been the absolute right decision. The work he's given there vs. Imagine- no comparison. He's challenged, thriving & his teacher truly KNOWS him. We'd heard horror stories about poor organization & lack of communication, but ultimately what led to our decision was inexperienced teachers & a lack of resources for students. I was appalled while volunteering (in my child's classroom & other areas) at the lack of experience amongst the staff -- so many first year teachers! Some of these poor teachers are drowning in their own inexperience, and the students suffer the consequences. Lack of campus/classroom resources is also a major issue. Without district funding or substantial parental (monetary) support, they just cannot offer the same resources/materials/experiences as a district-funded school. There are a handful of very involved (although not terribly friendly) parents that give of their time,but there's no real sense of community, in my opinion. Lots of lofty goals and promises that may someday materialize, but too many kinks to work out in the meantime for us to stay.
—Submitted by a parent


Posted April 3, 2014

A great disappointment. Lots of great promises, but in reality the public schools are much better. There is a lot of disorganization and improvisation here. The leadership is neither qualified nor experienced to run a school of this size. The infrastructure lacks amenities, and compared to the public schools this school does not offer enough support and opportunities to the students.
—Submitted by a parent


Posted April 1, 2014

not that great of a school, poor curriculum, and unstructured. I don't think they know what they are doing, teachers are inexperienced...I would rather have my child at the regular public school than attend this school
—Submitted by a parent


Posted March 27, 2014

Imagine is an awesome school and I am so excited to have both of my kiddos attending!!!
—Submitted by a parent


Posted February 21, 2014

My experience with Imagine was as a parent of a PYP (elementary) student. What we found was very inexperienced teachers, a poorly thought through and executed curriculum, and chaotic classrooms. Our child attended Imagine the first year it opened and about 2 months of the current school year. At that point we made the decision to pull our child out of Imagine and into our local public school. We are so glad we did! There are many students and families who love Imagine, but we see our child thriving socially and academically at the current school. The other day I was helping my child with homework (which would not be given at this grade level at Imagine). Out of frustration my child said "I wish I could go back to Imagine!" Later I asked "Did you really mean that?" My child replied "No I just didn't want to do homework." I asked "Which school do you like better?" The reply was the current school. I asked "Where do you think you are/were learning more?" Again, the current school. If you are considering Imagine, be clear about what you want and ask a lot of questions. We feel our local public school is more academically challenging and has much more to offer our child.
—Submitted by a parent


Posted January 27, 2014

My child has attended Imagine since it opened; Imagine's implementation of the IB program is a great fit for her. The focus on academics is rigorous; it is not appropriate (or enjoyable) for all children. Please research the IB program thoroughly before enrolling your kiddo: http://www.ibo.org/. My daughter loves the community feeling of the school--the "big kids" know her, she gets to be a mentor for the "little kids". School leadership is serious, professional, and dedicated. They ask the same of their staff, students, and parents.
—Submitted by a parent


Posted January 27, 2014

My school is AMAZING! All of my teachers love teaching and are very smart. The kids are also nicer than than most kids from public schools.
—Submitted by a teacher


Posted January 27, 2014

My child began when Imagine first opened so this is our second year. After all of the hiccups and changes involved in the first year growing pains we were pleased to see how much our child had advanced and grown. His teacher was amazing (Primary) and really challenged the kids. He had tons of homework and it was difficult to keep up with, but he was doing work two grade levels ahead and grasping the concepts and mastering it. This year the school communication and functions have been much more organized. The class work is a complete 360. My child is bored. His teacher does not communicate well regarding behavior. Bullying is rampant. My child is not challenged or allowed to grow. Everything is math, math, math. They are not teaching basic spelling and the homework is rare and what they do require them to do as homework is not teaching them anything related to the classroom. It is sad because I know my child will not be challenged in public schools so we are really at an impasse as to whether we will return or not because one they leave they are out.
—Submitted by a parent


Posted December 18, 2013

We have to kids going to imagine.. We love the way our kids are challenged. Imagine will surely get them ready for higher education.
—Submitted by a parent


Posted November 11, 2013

I am a student at Imagine International Academy of North Texas and I love it! I am in the middle years program and I enjoy the challenging classes that actually make you think. The teachers are friendly and more than willing to work with you one on one if you need help. The curriculum is challenging but I enjoy it and most of it actually applies to the real world. I like the school's global perspective and I like that they teach both sides of things (like both perspectives of the revolutionary war). If you are investigating this school you need to know that while the curriculum is amazing and will look good on a collage resume it isn't for everyone. Parents this school is HARD, if your child is struggling to keep up with the pace in normal school then this isn't the right place. Also don't force your kid to go, it won't work in the long run, I know so many kids who hate it there because they didn't want to be there. Kids: This school is awesome but don't go if you aren't up to the challenge. In all imagine is amazing and a great place to go.


Posted October 31, 2013

I have two children at Imagine in the Middle Years Program. This is their second year. They have always been taught the value of education. Academics come first and sports second. They are children who love to learn and want an environment where there is a purpose in the learning. Imagine has met that need. They are not just annotating books to annotate. They have an understanding of what and how to annotate. Their writing skills are improving with the hard work by their teachers. The math teachers actually know how to teach math, which is different than what I've found at traditional public schools. The administrators are awesome. They know each student by name and the kids love them. One comment by my older daughter is that she no longer feels like a number. She knows that she is important to each and every staff member that she interacts with. In addition to academics, leadership skills and community service are also a focus of the school. I am thrilled with that. I just wish that both kids would have been able to start at this school in Kindergarten. This school is a great fit for my kids, but it is not for students who do not have that love of learning.
—Submitted by a parent


Posted October 18, 2013

We have two kids in their second year at Imagine in the Lower School. We have loved it and appreciate the additional planning and flexibility that this school employs regularly.
—Submitted by a parent


Posted August 27, 2013

The first year Imagine opened was a bit chaotic, and it yes it relies a lot on parent volunteering; however this has made this school very strong. Teachers work with parents very closely following up on the kid's academic progress. My children have grown tremendously in academics, social skills, respect, responsibility for their homework, and they are eager to learn. Wearing uniforms identifies them as Imagine-Dragons and are pround. Nothing is perfect in life, Imagine will keep on growing strong in every way. This year sports have been added. GO DRAGONS!!
—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.

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math 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

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

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 88% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Writing

The state average for Writing was 90% 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

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

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

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 83% 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

The state average for English Language Arts was 86% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 81% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Writing

The state average for Writing was 94% 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

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

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 73% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 79% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Social Studies

The state average for Social Studies was 95% 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

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

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 70% 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

The state average for English Language Arts was 91% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 74% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 76% in 2011.

2011

 
 
n/a

2010

 
 
n/a
Social Studies

The state average for Social Studies was 93% 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

The state average for English Language Arts was 95% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Math

The state average for Math was 89% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Science

The state average for Science was 95% in 2013.

2013

 
 
n/a

2012

 
 
n/a

2011

 
 
n/a

2010

 
 
n/a
Social Studies

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

2013

 
 
n/a

2012

 
 
n/a

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

The state average for English Language Arts was 79% in 2013.

96 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
n/a
Math

The state average for Math was 69% in 2013.

97 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

English Language Arts

The state average for English Language Arts was 72% in 2013.

97 students were tested at this school in 2013.

2013

 
 
88%

2012

 
 
n/a
Math

The state average for Math was 68% in 2013.

99 students were tested at this school in 2013.

2013

 
 
70%

2012

 
 
n/a
Writing

The state average for Writing was 71% in 2013.

99 students were tested at this school in 2013.

2013

 
 
90%

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

The state average for English Language Arts was 77% in 2013.

92 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
n/a
Math

The state average for Math was 75% in 2013.

93 students were tested at this school in 2013.

2013

 
 
94%

2012

 
 
n/a
Science

The state average for Science was 73% in 2013.

93 students were tested at this school in 2013.

2013

 
 
91%

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

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

99 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
n/a
Math

The state average for Math was 74% in 2013.

98 students were tested at this school in 2013.

2013

 
 
85%

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

The state average for English Language Arts was 77% in 2013.

93 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
n/a
Math

The state average for Math was 71% in 2013.

47 students were tested at this school in 2013.

2013

 
 
68%

2012

 
 
n/a
Writing

The state average for Writing was 70% in 2013.

94 students were tested at this school in 2013.

2013

 
 
89%

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

The state average for English Language Arts was 84% in 2013.

87 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
n/a
Math

The state average for Math was 77% in 2013.

17 students were tested at this school in 2013.

2013

 
 
71%

2012

 
 
n/a
Science

The state average for Science was 75% in 2013.

2013

 
 
n/a

2012

 
 
n/a
Social Studies

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

84 students were tested at this school in 2013.

2013

 
 
88%

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

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

131 students were tested at this school in 2013.

2013

 
 
95%

2012

 
 
n/a
Algebra II

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

27 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
n/a
Biology I

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

125 students were tested at this school in 2013.

2013

 
 
98%

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.

42 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
n/a
English I Writing

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

42 students were tested at this school in 2013.

2013

 
 
74%

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.

40 students were tested at this school in 2013.

2013

 
 
100%

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 Students95%
Female98%
Male91%
Black or African American100%
Asian92%
Hispanic92%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White95%
Economically disadvantaged100%
Not economically disadvantaged94%
Special education83%
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English96%
Migrantn/a
Non-migrant95%
Gifted/talentedn/a
Non-Gifted95%
Bilingualn/a

Math

All Students92%
Female94%
Male89%
Black or African American100%
Asian92%
Hispanic79%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged86%
Not economically disadvantaged92%
Special education71%
Not special education93%
Limited English proficient (LEP)n/a
Proficient in English93%
Migrantn/a
Non-migrant92%
Gifted/talentedn/a
Non-Gifted92%
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 Students88%
Female87%
Male88%
Black or African American80%
Asian100%
Hispanic75%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantaged100%
Not economically disadvantaged87%
Special education100%
Not special education87%
Limited English proficient (LEP)n/a
Proficient in English88%
Migrantn/a
Non-migrant88%
Gifted/talentedn/a
Non-Gifted88%
Bilingualn/a

Math

All Students70%
Female67%
Male72%
Black or African American40%
Asian100%
Hispanic69%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White62%
Economically disadvantaged50%
Not economically disadvantaged71%
Special education100%
Not special education67%
Limited English proficient (LEP)n/a
Proficient in English70%
Migrantn/a
Non-migrant70%
Gifted/talentedn/a
Non-Gifted70%
Bilingualn/a

Writing

All Students90%
Female88%
Male92%
Black or African American100%
Asian100%
Hispanic92%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White85%
Economically disadvantaged100%
Not economically disadvantaged89%
Special education100%
Not special education89%
Limited English proficient (LEP)n/a
Proficient in English90%
Migrantn/a
Non-migrant90%
Gifted/talentedn/a
Non-Gifted90%
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 Students96%
Female95%
Male97%
Black or African American100%
Asian100%
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged100%
Not economically disadvantaged95%
Special educationn/a
Not special education95%
Limited English proficient (LEP)n/a
Proficient in English96%
Migrantn/a
Non-migrant96%
Gifted/talentedn/a
Non-Gifted96%
Bilingualn/a

Math

All Students94%
Female94%
Male94%
Black or African American100%
Asian100%
Hispanic89%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White91%
Economically disadvantaged100%
Not economically disadvantaged93%
Special educationn/a
Not special education93%
Limited English proficient (LEP)n/a
Proficient in English94%
Migrantn/a
Non-migrant94%
Gifted/talentedn/a
Non-Gifted93%
Bilingualn/a

Science

All Students91%
Female89%
Male97%
Black or African American83%
Asian100%
Hispanic78%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged100%
Not economically disadvantaged91%
Special educationn/a
Not special education91%
Limited English proficient (LEP)n/a
Proficient in English91%
Migrantn/a
Non-migrant91%
Gifted/talentedn/a
Non-Gifted91%
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 Students92%
Female98%
Male84%
Black or African American80%
Asian100%
Hispanic74%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White98%
Economically disadvantaged67%
Not economically disadvantaged93%
Special education60%
Not special education93%
Limited English proficient (LEP)n/a
Proficient in English92%
Migrantn/a
Non-migrant92%
Gifted/talentedn/a
Non-Gifted92%
Bilingualn/a

Math

All Students85%
Female87%
Male82%
Black or African American50%
Asian100%
Hispanic74%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged33%
Not economically disadvantaged88%
Special education40%
Not special education87%
Limited English proficient (LEP)n/a
Proficient in English84%
Migrantn/a
Non-migrant84%
Gifted/talentedn/a
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 Students97%
Female98%
Male95%
Black or African American100%
Asian89%
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White97%
Economically disadvantaged80%
Not economically disadvantaged98%
Special educationn/a
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English97%
Migrantn/a
Non-migrant97%
Gifted/talentedn/a
Non-Gifted97%
Bilingualn/a

Math

All Students68%
Female58%
Male78%
Black or African Americann/a
Asiann/a
Hispanic64%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White76%
Economically disadvantagedn/a
Not economically disadvantaged67%
Special educationn/a
Not special education72%
Limited English proficient (LEP)n/a
Proficient in English67%
Migrantn/a
Non-migrant67%
Gifted/talentedn/a
Non-Gifted67%
Bilingualn/a

Writing

All Students89%
Female98%
Male79%
Black or African American100%
Asian89%
Hispanic88%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged60%
Not economically disadvantaged91%
Special educationn/a
Not special education90%
Limited English proficient (LEP)n/a
Proficient in English89%
Migrantn/a
Non-migrant89%
Gifted/talentedn/a
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

English Language Arts

All Students97%
Female98%
Male95%
Black or African American89%
Asian100%
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White96%
Economically disadvantagedn/a
Not economically disadvantaged96%
Special education80%
Not special education98%
Limited English proficient (LEP)n/a
Proficient in English97%
Migrantn/a
Non-migrant97%
Gifted/talentedn/a
Non-Gifted96%
Bilingualn/a

Math

All Students71%
Female80%
Male57%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White64%
Economically disadvantagedn/a
Not economically disadvantaged71%
Special educationn/a
Not special education71%
Limited English proficient (LEP)n/a
Proficient in English71%
Migrantn/a
Non-migrant71%
Gifted/talentedn/a
Non-Gifted71%
Bilingualn/a

Science

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

Social Studies

All Students88%
Female87%
Male90%
Black or African American89%
Asian83%
Hispanic93%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White87%
Economically disadvantagedn/a
Not economically disadvantaged88%
Special educationn/a
Not special education90%
Limited English proficient (LEP)n/a
Proficient in English88%
Migrantn/a
Non-migrant88%
Gifted/talentedn/a
Non-Gifted88%
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 Students95%
Female97%
Male93%
Black or African American92%
Asian100%
Hispanic90%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White96%
Economically disadvantaged67%
Not economically disadvantaged97%
Special educationn/a
Not special education96%
Limited English proficient (LEP)n/a
Proficient in English95%
Migrantn/a
Non-migrant95%
Gifted/talentedn/a
Non-Gifted95%
Bilingualn/a

Algebra II

All Students100%
Female100%
Male100%
Black or African Americann/a
Asian100%
Hispanic100%
Multiracialn/a
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/talentedn/a
Non-Gifted100%
Bilingualn/a

Biology I

All Students98%
Female99%
Male96%
Black or African American91%
Asian100%
Hispanic96%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White98%
Economically disadvantagedn/a
Not economically disadvantaged98%
Special educationn/a
Not special education98%
Limited English proficient (LEP)n/a
Proficient in English98%
Migrantn/a
Non-migrant98%
Gifted/talentedn/a
Non-Gifted98%
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 Students90%
Female92%
Male88%
Black or African Americann/a
Asian100%
Hispanic100%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White82%
Economically disadvantagedn/a
Not economically disadvantaged90%
Special educationn/a
Not special education90%
Limited English proficient (LEP)n/a
Proficient in English90%
Migrantn/a
Non-migrant90%
Gifted/talentedn/a
Non-Gifted90%
Bilingualn/a

English I Writing

All Students74%
Female84%
Male59%
Black or African Americann/a
Asian75%
Hispanic63%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White77%
Economically disadvantagedn/a
Not economically disadvantaged75%
Special educationn/a
Not special education74%
Limited English proficient (LEP)n/a
Proficient in English74%
Migrantn/a
Non-migrant74%
Gifted/talentedn/a
Non-Gifted74%
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 Students100%
Female100%
Male100%
Black or African Americann/a
Asian100%
Hispanic100%
Multiracialn/a
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/talentedn/a
Non-Gifted100%
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

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
Special educationn/a
Limited English proficient (LEP)n/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
Special educationn/a
Limited English proficient (LEP)n/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
Special educationn/a
Limited English proficient (LEP)n/a

Social Studies

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
Special educationn/a
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

This school did not receive a rating in 2010-2011.

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 51% 29%
Asian or Pacific Islander 18% 4%
Hispanic 15% 52%
Black 9% 13%
Two or more races 5% 2%
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) 1%N/A17%
Source: TX Education Agency, 2013-2014

Teacher resources

Special staff resources available to students Instructional aide(s)/coach(es)
Art teacher(s)
Librarian/media specialist(s)
Music teacher(s)
PE instructor(s)
Nurse(s)
School social worker/counselors(s)
Special education coordinator
Teacher aid/assistant teacher
Read more about programs at this school
Source: Provided by a school official.

Special education / special needs

Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Extra learning resources offered
  • Differentiated learning programs
Staff resources available to students
  • Special education coordinator

Science, Technology, Engineering, & Math (STEM)

School facilities
  • Computer lab
  • Science lab

Arts & music

Staff resources available to students
  • Art teacher(s)
  • Music teacher(s)
School facilities
  • Art room
  • Music room
Music
  • Choir / Chorus
  • Jazz band
Performing and written arts
  • Drama
Media arts
  • Video / Film production

Language learning

Foreign languages taught
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students

Health & athletics

Staff resources available to students
  • Instructional aide(s)/coach(es)
  • Nurse(s)
  • PE instructor(s)
School facilities
  • Multi-purpose room ("cafegymatorium")

Gifted & talented

Instructional and/or curriculum models used
  • International Baccalaureate (IB)
Extra learning resources offered
  • Acceleration
College preparation / awareness resources offered
  • College presentations or information sessions
School leaders can update this information here.

School basics

School start time
  • 7:45 am
School end time
  • 3:00 pm
Before school or after school care / program onsite
  • After school: ends at 6:30 p.m.
School Leader's name
  • Julia Brady
Best ways for parents to contact the school
  • Email
  • Phone
Gender
  • Coed
Is there an application process?
  • Yes
Fax number
  • (214) 491-1504

Programs

Instructional and/or curriculum models used

Don't understand these terms?
  • College prep
  • International Baccalaureate (IB)
  • Project-based
Specific academic themes or areas of focus

Don't understand these terms?
  • Global
Bi-lingual or language immersion programs offered

Don't understand these terms?
  • No
Level of special education programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students
Foreign languages taught
  • Spanish
Level of ESL/ELL programming offered
  • Basic - the school offers or partners to provide services based on the needs of individual students

Resources

Staff resources available to students
  • Art teacher(s)
  • Instructional aide(s)/coach(es)
  • Librarian/media specialist(s)
  • Music teacher(s)
  • Nurse(s)
  • PE instructor(s)
  • School social worker/counselors(s)
  • Special education coordinator
  • Teacher aid/assistant teacher
Extra learning resources offered
  • Acceleration
  • Differentiated learning programs
  • Mentoring
  • Remediation
  • Tutoring
College preparation / awareness resources offered
  • College presentations or information sessions
Transportation options
  • None
School facilities
  • Art room
  • Computer lab
  • Internet access
  • Library
  • Multi-purpose room ("cafegymatorium")
  • Music room
  • Playground
  • Science lab
School leaders can update this information here.

Sports

Boys sports
  • Basketball
  • Soccer
Girls sports
  • Volleyball

Arts & music

Visual arts
  • None
Music
  • Choir / Chorus
  • Jazz band
Performing arts
  • Drama
Media arts
  • Video / Film production
School leaders can update this information here.

School culture

Dress Code
  • Uniforms
Bullying policy
  • This school has a bullying and/or cyber bullying policy in place.
Parent involvement
  • Attend parent nights
  • Join PTO/PTA
  • Monitor the playground
  • Organize fundraising events (school auction, bake sales, etc.)
  • Volunteer in the classroom
  • Volunteer time after school
School leaders can update this information here.

Apply

 

This school accepts applications on a

rolling basis

 
Apply now
Notice an inaccuracy? Let us know!

2860 Virginia Parkway
McKinney, TX 75071
Website: Click here
Phone: (214) 491-1500

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