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Teacher quality
Principal leadership
Parent involvement
The teachers are great, but the front desk staff is just really rude, no social skills.
—Submitted by a parent
HORRIBLE HORRIBLE... That is ALL I'm going to say. Worst first year of school for my daughter. Very disappointed. Teachers are wonderful, not sure about the principal, office staff... THEY SHOULD ALL BE FIRED! I've never in my life felt so uncomfortable before in my life like I felt every time I stepped into the office. Not ONE single person is nice, they are rude. I will be putting bad reviews on every site possible to warn parents. So glad my daughter will be attending a 5 star review school. SO long Sewell.....
—Submitted by a parent
My daughter started kindergarten this year so it was my first year to experience public school as a parent. Her teacher was phenomenal but the office staff & principal were rude, unfriendly, and lacked communication skills. I NEVER felt welcome when I walked into the office...in fact I was always made to feel like I was bothering the ladies and keeping them from doing their job! They even seemed bothered when I called on the phone to ask a question. I know that the teachers are required to contact the parents by phone or email but I think the office staff should be required to do the same. I always knew where my daughter stood academically because her teacher did a great job at communicating with me. However, I was never contacted by the office staff regarding missing notes from when I picked my daughter up an hour early a couple of times. I never knew I needed a note for those instances until I received a truancy warning letter! The principal needs to hold her office staff to the same high standards that she holds her teachers and students to. My daughter will not be returning to this school...unfortunately the bad outweighed the good this year.
—Submitted by a parent
I had a concern about my son's progress at the end of last year. I sent an e-mail to his teacher to discuss. She wrote me back right away and arranged a meeting for the next day. When I arrived, I was surprised to see all his 3rd grade teachers there. There were no major issues, but the teachers all gave me suggestions on how to get my child back on track!! I was so happy to see so much support. Best thing ever... when school started this year, he had some of the same teachers. One called me the first week of school to let me know that everything was great the first week! WOW!! I read some of the reviews below and I really have to question some. You are upset because you can't have lunch with your kid the 1st two weeks of school? Gee, I wonder why? Could it be that the kids take longer to get through the line and the school is trying to get the kids on track quickly without interruption? As for telling parents not to volunteer because of the office staff...what a disservice to all the hard-working volunteers and the kids and teachers who benefit from their volunteer work. The teachers and parents are great and there are tons of opportunities to volunteer. That is what matters!
—Submitted by a parent
My son has been going to Sewell for 4 years now. He has had several really great teachers. Whenever I am at the school, his teachers from this year and last always say hi. I love than they wear uniforms and have opportunities to do fun stuff besides just class work. The office staff has always been very nice to me. I am really nice to them and they are really nice back. Of course, I recognize that they are often in a difficult position of having to enforce the rules....some parents think the rules don't apply to them! Overall, my son is happy there and I am happy he is happy!
—Submitted by a parent
This school is in dire need of administration change. The principal has no compassion and the children are constantly in fear. You are prohibited from having lunch with your child during the first 2 weeks of school, dress code is enforced in an almost militant fashion, parents are alienated by the office staff and the children are constantly berated. There are some fabulous teachers at this institute, but even they are feeling the weight of this unhealthy environment. Parents are requesting transfers at record numbers and it's such a shame as their teaching base could be phenomenal with the right leadership.
—Submitted by a parent
Love the school. Staff and teachers are concerned about safety and success of the students. Our children love going to school!
—Submitted by a parent
If you like to volunteer at school this is not the one to send your child to. I was room mom for 4 years and i like to help the teachers with projects. From the moment that I walked in the door I got the impression that I was not welcome by the way the front office treated me. Also I would eat lunch with my child each week and there was always either the Assistant Principal or other staff telling the kids to be quiet or they would just turn the lights off which means no talking. Give me a break they have been in a structured environment all morning and this is the first opportunity that they have had to talk to their friends. Based on these experiences with my 2 children we have since moved to another area school.
—Submitted by a parent
Overall this school is great but only because of its teachers who are phenomenal. On the other hand, some of the front desk staff have been very rude not only to me but also to my children. Children have enough stress these days and should not feel scared to talk to the staff.
—Submitted by a parent
I love Sewell because My son LOVES his school and it is a great school.
—Submitted by a parent
I love Sewell Elementary because there are so many teachers who have had a positive influence over my children! They have taken care of both of my boys and have nurtured and encouraged them. We have had NINE excellent years and are due for TWO more!
—Submitted by a parent
Good luck if you have a problem and need to discuss it with a teacher by phone. They will never, ever call you. Over the course of my son's education at Sewell, I had a concern 3 times. I am a teacher myself, and try to stand back and let them do their jobs. I never, ever received a phone call from a teacher.
—Submitted by a parent
I like the teachers and the school but im not really happy how they manage lunch time. My daughter was going crazy buying breakfast lunch and desserts, shes been gaining weight and I am concerned. Small children should be provided with nutritious food and correct portions.
—Submitted by a parent
My two sons attended this school completed. My daughter is now at 2nd grade doing very well. It is because of extra care and detail attention she has received from her wonderful Homeroom teacher and other staff. Thanks.
—Submitted by a parent
I love this school ! the teachers are very involved in their proffesion and my kids seems to really like the supporting staff (teacher's assistants). The whole staff is nice and caring and the level of parent involvement is well organized
—Submitted by a parent
I don't feel that the school is very organized. I've had a few issues with the way that it is run.
—Submitted by a parent
This seems to be a very good school, although my only child here is in grade K, so I don't have too much experience yet. I like the academic programs for reading called the A.R. program where kids earn points for reading books and answering questions about them on the computer. They then get to go to the A.R. store and buy prizes with their points. They have advanced classes in each grade level. I don't know much yet about the availiability of music, art and sports are done through the city at this level. Level of parent involvement is impressive.
—Submitted by Lara, 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.
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 87% in 2011.
89 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 89% in 2011.
87 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 Math was 88% in 2011.
94 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 85% in 2011.
91 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Writing was 90% in 2011.
87 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 Math was 81% in 2011.
91 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Reading was 82% in 2011.
91 students were tested at this school in 2011.
2011
2010
2009
2008
The state average for Science was 87% in 2011.
91 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 | 96% |
| Female | 96% |
| Male | 94% |
| Black or African American | 89% |
| Asian | 95% |
| Hispanic | 94% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 93% |
| Not economically disadvantaged | 98% |
| Special education | 83% |
| Not special education | 96% |
| Limited English proficient (LEP) | 90% |
| Proficient in English | 97% |
| Migrant | n/a |
| Non-migrant | 96% |
| Gifted/talented | n/a |
| All Students | 100% |
| Female | 100% |
| Male | 100% |
| Black or African American | 100% |
| Asian | 100% |
| Hispanic | 100% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 100% |
| Not economically disadvantaged | 100% |
| Special education | n/a |
| Not special education | 100% |
| Limited English proficient (LEP) | 100% |
| Proficient in English | 100% |
| Migrant | n/a |
| Non-migrant | 100% |
| Gifted/talented | n/a |
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 | 86% |
| Female | 86% |
| Male | 87% |
| Black or African American | 75% |
| Asian | 100% |
| Hispanic | 84% |
| American Indian or Alaska Native | n/a |
| White | 86% |
| Economically disadvantaged | 85% |
| Not economically disadvantaged | 87% |
| Special education | 82% |
| Not special education | 87% |
| Limited English proficient (LEP) | 75% |
| Proficient in English | 86% |
| Migrant | n/a |
| Non-migrant | 86% |
| Gifted/talented | n/a |
| All Students | 90% |
| Female | 90% |
| Male | 90% |
| Black or African American | 83% |
| Asian | 100% |
| Hispanic | 87% |
| American Indian or Alaska Native | n/a |
| White | 91% |
| Economically disadvantaged | 90% |
| Not economically disadvantaged | 90% |
| Special education | 63% |
| Not special education | 93% |
| Limited English proficient (LEP) | 57% |
| Proficient in English | 92% |
| Migrant | n/a |
| Non-migrant | 90% |
| Gifted/talented | n/a |
| All Students | 93% |
| Female | 95% |
| Male | 92% |
| Black or African American | 82% |
| Asian | 100% |
| Hispanic | 97% |
| American Indian or Alaska Native | n/a |
| White | 91% |
| Economically disadvantaged | 97% |
| Not economically disadvantaged | 90% |
| Special education | 33% |
| Not special education | 98% |
| Limited English proficient (LEP) | 100% |
| Proficient in English | 92% |
| Migrant | n/a |
| Non-migrant | 93% |
| Gifted/talented | n/a |
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 | 100% |
| Female | 100% |
| Male | 100% |
| Black or African American | 100% |
| Asian | 100% |
| Hispanic | 100% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 100% |
| Not economically disadvantaged | 100% |
| Special education | 100% |
| Not special education | 100% |
| Limited English proficient (LEP) | 100% |
| Proficient in English | 100% |
| Migrant | n/a |
| Non-migrant | 100% |
| Gifted/talented | n/a |
| All Students | 98% |
| Female | 97% |
| Male | 98% |
| Black or African American | 100% |
| Asian | 94% |
| Hispanic | 96% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 94% |
| Not economically disadvantaged | 100% |
| Special education | 86% |
| Not special education | 99% |
| Limited English proficient (LEP) | 80% |
| Proficient in English | 99% |
| Migrant | n/a |
| Non-migrant | 98% |
| Gifted/talented | n/a |
| All Students | 97% |
| Female | 97% |
| Male | 96% |
| Black or African American | 82% |
| Asian | 94% |
| Hispanic | 100% |
| American Indian or Alaska Native | n/a |
| White | 100% |
| Economically disadvantaged | 94% |
| Not economically disadvantaged | 98% |
| Special education | 100% |
| Not special education | 96% |
| Limited English proficient (LEP) | 83% |
| Proficient in English | 97% |
| Migrant | n/a |
| Non-migrant | 97% |
| Gifted/talented | n/a |
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 3
Grade 4
Grade 5
All students
Female
Male
All students
African American
Asian
Hispanic
White
All students
Economically disadvantaged
Not economically disadvantaged
Special education
Not special education
English language learners
Proficient in English
Non-migrant
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 41% | 34% | ||
| Hispanic | 33% | 48% | ||
| Asian/Pacific Islander | 14% | 4% | ||
| Black | 12% | 14% | ||
| American Indian/Alaska Native | 1% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Special education | 7% | N/A | 10% |
| Gifted/talented students | 1% | N/A | 8% |
| Limited English proficient (LEP) | 26% | N/A | 17% |
| Economically disadvantaged | 33% | 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 | 2% | N/A | 8% |
| 1 to 5 years | 11% | N/A | 30% |
| 6 to 10 years | 16% | N/A | 20% |
| 11 to 20 years | 30% | N/A | 23% |
| 21 or more years | 40% | N/A | 19% |
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4400 Hudson Park
Sachse,
TX 75048
Website: Click here
Phone: (972) 675-3050
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