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Teacher quality
Principal leadership
Parent involvement
My oldest daughter graduated 3rd in her class here but it was through many turmoil and mishaps. If I had a choice I would send them somewhere else. I was constantly harassed by the principal over unimportant things like her shoes and shoelaces not matching. My GT child who graduated with Honors and is now at SMU on a presidential scholarship was constantly put in ISS over clothing matters such as too many buttons on her Polo, wearing the wrong shade of Khaki, having an emblem larger than 1 inch on her shirt. The first time I was called was about the shoelaces not matching the shoes, during the lunch rush at work. When I became irritated at the stupidity of the call I hung up, only to have Mr Barber call me back 5 times in a row because he wanted to continue fighting about it. My youngest daughter is a Junior and has Mr Bracy for her GT Math. She is ADHD and just started medication this year. He refuses to help her or show up for tutoring. She has a 40 in his class and we are now having to pay for a credit recovery course in which she is carrying a 97 average. Mrs Jackson refused my daughter the right to make up a midterm even though we have a DR's note for the day missed.
—Submitted by a parent
I am a currently a senior at this school. It's improving thanks to all the grants and awards our school received except for the fact that the money gave the assistant principals iPads which I saw one throwing it around like it was useless and the pointless flat screen tv in the cafeteria. This school is over flowing with students which makes it impossible for a teacher to teach (over 1500 students I believe). Take honors instead you have smaller classes and more attention. The upside is the new college counselor which is very helpful! Also, the new Princeton review SAT prep class is amazing and taught by a great teacher. This school is very strict and will not hesitate to file truancy. It has potential. Most organizations are underfunded too such as the newspaper staff that will eventually disappear due to the lack of funding and participation. It's all about football, TAKS, STAAR, and making Mesquite look like the greatest district ever. Don't come here if you have school spirit. Our football team is a joke and we only have 2 pep rallies a year.
—Submitted by a student
I graduated from NMHS in 1989 I loved it so much. I was in the most awsome band with the most awsome band director in the world Mr. John Kline. Although there were some things I didn't agree with when it comes to the strictness of the rules I wouldn't have traded it for anything in the world. As a mom of two teens now in a East Texas school I now see what happens when those rules don't exist. Yes, we had teen pregnancy but not that many. Out here we have so many starting in Junior high even. The school district here concentrates on two things and those two things are football and TAKS. The kids come and go as they please when they are at school and hug and kiss and everything else it is so sad. They even are sneaking off property to do things that don't need to be done if you know what I mean so if you want your kids to do all that then pull them out of a school with rules and see how that works out for you.
The administrative staff is very poor. They don't support parent involvement at all. The more you care about your kid the worst they treat your kid. Teachers can't teach due to the fact that disipline is the most important thing. This school really gets your kids ready for prison. The rules are strickly inforced and it's rediculous how little your kid will learn because of all the fights and disprutions in class. My child never had homework and was not properly prepared for college. If you only want a high school diploma its great place. I have had 6 kids go through this school and I wish we would have moved sooner. Moving to MISD was the worst thing I could have done/ they would have got a better education in a Dallas school.
—Submitted by a parent
Teachers and Administrative staff really care about the students.
—Submitted by a parent
I graduated from North Mesquite High in 1989 and it was an awesome experience my two years there, I mean the Varsity Ladies basketball team went to state mu junior high, pretty impressive if you ask me, and a hard curriculum
It's sad when your kid finishes with honors and has a 3.9 GPA ranked 12 in his class and guess what? He couldn't pass a college entrance test. But my kid sure did know the taks test- aced it everytime. Horrible school and the worst administrators I have ever delt with.
—Submitted by a parent
My son is now a junior. During the first 2 years there were many draconian rules, uneven enforcement and a general lack of common sense among staff, including a less than friendly environment for parents. Over all this has been the best year so far for my son. He is an honor student and in AP classes. I do believe the school is being run more smoothly this year than in previous years. Overall, I believe his education has not been overly harmed by attending here, but I am not so sure it has helped get him prepared for college well enough. He has had several good teachers this year and that has helped. Extracurricular activities aren't well supported or promoted at the school like I feel it should be.
—Submitted by a parent
This school is terrible. Teachers have no idea what they are doing.
—Submitted by a parent
If the kids can't or will not comply with dress standards and the parent does not support the policy, suspend the student until they conform. All schools should be monitored for drug dealers as needed.
—Submitted by a parent
My youngest child will be a senior at North Mesquite this '09-'10 school year. Throughout the years my kids have attended schools in the Dallas, Garland, and Mesquite ISD's as well as the Catholic Diocese of Dallas. My first experience with NMHS was in '05-'06; I was less than impressed. Most especially with the administration and counseling staff. During this past school year I saw many positive changes at North that I attribute solely to the hiring of the new principal. The impact of his arrival on the entire faculty and staff was evident from the very beginning. As an actively involved parent, I can attest to a complete turnaround at this school. My son's grades have even improved -icing on the cake! There are many parent reviews of NMHS that, though harsh, are likely not inaccurate. They describe a culture that is now in the past. I would recommend NMHS.
—Submitted by a parent
my son is a senior at n. mesquite and i feel the teachers have done a great job my son has gone to n.mesquite since 9th grade and since then i have never had a problem with the teachers .my only problem is the principal i dont think she is doin a good job as her position it could b better. submitted by parent
—Submitted by a parent
I'm sure there are many better schools in the metroplex than North Mesquite. But the relentless bashing it and it's now leaving principal have recieved in these reviews is ridiculous and unfounded. As a current senior I happen to know that the school has many fine teachers as well as many not so great ones. This mix is common to almost all schools. I also know that our principal probably could have done a better job. But that is not to say that she has done a bad one. The notion that the administration does not care is in my opinion ludicrous. The few policies of the school that many seem to disagree with are not implemnted by them anyway, but by the district. Blame the school board members if you must. But don't try to say this school is bad. It is anything but.
—Submitted by a student
I feel that North Mesquite could be a great school again, but it starts with the principal, and since she has arrived it's been going down hill ever since. There is no dicipline, no inforcement of the rules, and chaos in the hallways. The administrators do not follow up to see if the students that attend there really live in the right district. The principal has alot of teachers that are tired of the low performance from the students and no support from the administrators. There are fights in the lunchroom and in the hallways everyday.
—Submitted by a parent
I'm moving ASAP!!! I've never had such a bad experience, especially the principal and admin staff! I can definently compare, since this is my last child of 8 - almost all have gone to different schools. My credentials? I have a doctorate in education and have taught for 29 years. He's moving today to a private school until I can get the house sold.
—Submitted by a parent
I attended this school and now my daughter attends. I love this school and there are great teachers. I just wish there was a better teacher/parent involvement and a little more security. The kids are a little too free when they are outside.
—Submitted by an administrator
I am very disappointed in this school. No one even cares. They want parents to be involved but won't work with the parents. If I could I would take my child out of there. Everyone said put your child in Mesquite schools they really care but as I have found out they do not. I can not even get PTA information--Sad times. Seems like all they care about is court
—Submitted by a parent
I was a student from 2000-2004 and I saw the downfall of the school. A year before I came to north, there was a principal who seemed to care about his students. Then, there came a new principal. There were also many great teachers who left during the years I was there. Now, the school is nothing like it was and it is disappointing to think that the fun I had in great teachers' classrooms will never be known to our future stallions.
—Submitted by a student
This school has a great JROTC program. My daughter moved here when she started the 10th grade and she had been in the prograsm since. As far as academics they have a wonderful variety of teachers. They care for their students and take extra time for tutoring. All teachers make sure that every student gets the concept before they move on, but they do this without holding other students behind. This is a great school.
—Submitted by a parent
Very good teaching staff in place. The students seem for the most part to be bright and respectful. The administration should be applauded for their involvement.
—Submitted by Jena, a former student
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.
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 state average for Math was 70% in 2011.
658 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 89% in 2011.
657 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for English Language Arts was 91% in 2011.
577 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Math was 74% in 2011.
575 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 76% in 2011.
579 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Social Studies was 93% in 2011.
583 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
The state average for English Language Arts was 95% in 2011.
491 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Math was 90% in 2011.
483 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 91% in 2011.
488 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Social Studies was 99% in 2011.
485 students were tested at this school in 2011.
2011
2010
2009
2008
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. The goal is for all students to score at or above the state standard.
Source: Texas Education Agency
| All Students | 69% |
| Female | 74% |
| Male | 65% |
| Black or African American | 63% |
| Asian | 100% |
| Hispanic | 69% |
| American Indian or Alaska Native | 100% |
| White | 75% |
| Economically disadvantaged | 66% |
| Not economically disadvantaged | 76% |
| Special education | 18% |
| Not special education | 73% |
| Limited English proficient (LEP) | 46% |
| Proficient in English | 73% |
| Migrant | n/a |
| Non-migrant | 69% |
| Gifted/talented | 100% |
| All Students | 91% |
| Female | 93% |
| Male | 89% |
| Black or African American | 92% |
| Asian | 100% |
| Hispanic | 88% |
| American Indian or Alaska Native | 100% |
| White | 96% |
| Economically disadvantaged | 89% |
| Not economically disadvantaged | 94% |
| Special education | 67% |
| Not special education | 93% |
| Limited English proficient (LEP) | 62% |
| Proficient in English | 93% |
| Migrant | n/a |
| Non-migrant | 91% |
| Gifted/talented | 100% |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. 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
| All Students | 89% |
| Female | 93% |
| Male | 84% |
| Black or African American | 88% |
| Asian | 100% |
| Hispanic | 89% |
| American Indian or Alaska Native | 86% |
| White | 87% |
| Economically disadvantaged | 87% |
| Not economically disadvantaged | 92% |
| Special education | 50% |
| Not special education | 92% |
| Limited English proficient (LEP) | 68% |
| Proficient in English | 90% |
| Migrant | n/a |
| Non-migrant | 89% |
| Gifted/talented | 100% |
| All Students | 70% |
| Female | 73% |
| Male | 66% |
| Black or African American | 57% |
| Asian | 83% |
| Hispanic | 70% |
| American Indian or Alaska Native | 100% |
| White | 79% |
| Economically disadvantaged | 67% |
| Not economically disadvantaged | 74% |
| Special education | 26% |
| Not special education | 73% |
| Limited English proficient (LEP) | 46% |
| Proficient in English | 73% |
| Migrant | n/a |
| Non-migrant | 69% |
| Gifted/talented | 100% |
| All Students | 74% |
| Female | 75% |
| Male | 73% |
| Black or African American | 68% |
| Asian | 83% |
| Hispanic | 70% |
| American Indian or Alaska Native | 83% |
| White | 90% |
| Economically disadvantaged | 72% |
| Not economically disadvantaged | 78% |
| Special education | 20% |
| Not special education | 79% |
| Limited English proficient (LEP) | 38% |
| Proficient in English | 79% |
| Migrant | n/a |
| Non-migrant | 74% |
| Gifted/talented | 100% |
| All Students | 90% |
| Female | 93% |
| Male | 87% |
| Black or African American | 87% |
| Asian | 100% |
| Hispanic | 90% |
| American Indian or Alaska Native | 86% |
| White | 95% |
| Economically disadvantaged | 89% |
| Not economically disadvantaged | 92% |
| Special education | 47% |
| Not special education | 94% |
| Limited English proficient (LEP) | 68% |
| Proficient in English | 92% |
| Migrant | n/a |
| Non-migrant | 90% |
| Gifted/talented | 100% |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. 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
| All Students | 93% |
| Female | 95% |
| Male | 92% |
| Black or African American | 98% |
| Asian | 88% |
| Hispanic | 91% |
| American Indian or Alaska Native | n/a |
| White | 96% |
| Economically disadvantaged | 93% |
| Not economically disadvantaged | 95% |
| Special education | 67% |
| Not special education | 95% |
| Limited English proficient (LEP) | 35% |
| Proficient in English | 96% |
| Migrant | n/a |
| Non-migrant | 93% |
| Gifted/talented | 98% |
| All Students | 91% |
| Female | 90% |
| Male | 92% |
| Black or African American | 85% |
| Asian | 100% |
| Hispanic | 93% |
| American Indian or Alaska Native | n/a |
| White | 91% |
| Economically disadvantaged | 90% |
| Not economically disadvantaged | 92% |
| Special education | 70% |
| Not special education | 92% |
| Limited English proficient (LEP) | 85% |
| Proficient in English | 91% |
| Migrant | n/a |
| Non-migrant | 91% |
| Gifted/talented | 100% |
| All Students | 92% |
| Female | 90% |
| Male | 93% |
| Black or African American | 88% |
| Asian | 75% |
| Hispanic | 91% |
| American Indian or Alaska Native | n/a |
| White | 96% |
| Economically disadvantaged | 91% |
| Not economically disadvantaged | 93% |
| Special education | 71% |
| Not special education | 93% |
| Limited English proficient (LEP) | 52% |
| Proficient in English | 94% |
| Migrant | n/a |
| Non-migrant | 92% |
| Gifted/talented | 98% |
| All Students | 100% |
| Female | 100% |
| Male | 100% |
| Black or African American | 100% |
| Asian | 88% |
| Hispanic | 100% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 99% |
| Not economically disadvantaged | 100% |
| Special education | 100% |
| Not special education | 100% |
| Limited English proficient (LEP) | 90% |
| Proficient in English | 100% |
| Migrant | n/a |
| Non-migrant | 100% |
| Gifted/talented | 100% |
In 2010-2011, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11. 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 grade 11 Exit Level TAKS is a high school graduation requirement. 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
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
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 9
Grade 10
Grade 11
All students
Female
Male
All students
African American
Asian
Hispanic
Native American
White
All students
Economically disadvantaged
Not economically disadvantaged
Special education
Not special education
English language learners
Proficient in English
Non-migrant
Gifted/talented
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic | 43% | 48% | ||
| White | 33% | 34% | ||
| Black | 20% | 14% | ||
| Asian/Pacific Islander | 3% | 4% | ||
| American Indian/Alaska Native | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Special education | 13% | N/A | 10% |
| Gifted/talented students | 7% | N/A | 8% |
| Limited English proficient (LEP) | 9% | N/A | 17% |
| Economically disadvantaged | 39% | N/A | 55% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 15 | N/A | 15 |
| This school | District average | State average | |
|---|---|---|---|
| Beginning teachers | 7% | N/A | 8% |
| 1 to 5 years | 38% | N/A | 30% |
| 6 to 10 years | 20% | N/A | 20% |
| 11 to 20 years | 15% | N/A | 23% |
| 21 or more years | 19% | N/A | 19% |
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18201 Lbj Fwy
Mesquite,
TX 75150
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Phone: (972) 882-7900
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