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GreatSchools Rating

Carroll High School

Public | 9-10 | 1310 students

 
 

Last modified
Community Rating

4 stars

Community Rating by Year
2014:
Based on 1 rating
2013:
Based on 1 rating
2012:
Based on 1 rating
2011:
Based on 2 ratings

Teacher quality

Principal leadership

Parent involvement

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22 reviews of this school


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Posted May 28, 2014

As a new student who transferred into the state a year ago, I have to say that Carroll is a really nice public high school. Yes, sports are a big thing, but I am not involved in any and still have made friends. The academics are impressive (compared to the high schools surrounding Carroll), and as in every high school, there are some teachers who don't really know how to teach, but they all are pretty nice. I would suggest joining a club or youth group to know more people. Overall, it's a great school.
—Submitted by a student


Posted September 19, 2013

Carroll High School has been an awesome school for our girls, neither of whom were involved in sports. Yes, the academic rigor and competition are high but we LOVED the peer groups the girls had. Everyone around them was expected to do their best (by their teachers and their parents and the other students) and so the girls thought that was normal! Both girls were really involved in the school (not belles.). Our older daughter is now at a large, highly ranked national university (top ten for her field) and felt she was more than prepared than most students because of all the AP classes and amount of studying required in high school. Our next daughter is following the same path (high national test scores, college credit) and they are dramatically different kids. Carroll prepared them both really well!
—Submitted by a parent


Posted April 15, 2012

This school puts no value on any students who aren't involved in sports. My first semester of high school I had moved from a different state and was not caught up on math at all. I failed my first semester of math, but by the second semester I caught up and brought my grade up to a 85 which I was told would be enough to move on to the next grade level in math. However, to my surprise they put me in the same math the next year and set me back a year. They said they were supposed to inform me that I needed summer school but I, "Slipped through the cracks." Not only did this happen to me, but the EXACT SAME SCENARIO happened to my brother. Their students "slip through the cracks" academically. Their teachers refuse to offer you any help unless you need to pass for athletics. My semester that I failed, my teacher told me to come to tutorials with her in the morning. Every morning I sat outside her door until 8:30 when she would arrive and I say, "I was at basketball practice. Just come tomorrow". And repeat and repeat and repeat. THIS SCHOOL DOES NOT CARE ABOUT THEIR STUDENTS ACADEMICS AND REALLY COULDN'T CARE LESS IF YOU'RE LEARNING OR NOT. JUST AS LONG AS THEY DO WELL IF FOOTBALL.
—Submitted by a student


Posted October 12, 2011

I am a girl new to the state and the school district, and I'm also a freshman. Coming into this school, I read the reviews on this exact website and saw where parents put how their children had no friends and how Carroll was all about cliques and not welcoming. I have to say I disagree. The first day of school was not bad at all, although I did find lunch awkward but that's just how it always goes no matter where you are. There are always girl cliques and sports cliques, and I don't see how people can't expect that. The academics are definitely challenging for me, but that's a good thing. The teachers, students, and staff are very welcoming and nice. I would suggest joining Power of One, a club, or a sports team for sure just for the fun and the group of great friends you can make. I love Carroll and disagree with half of the responses posted. It's a great district with great people.
—Submitted by a student


Posted July 2, 2011

I am new to the area and I'm going into 8th grade. I'm relived that I'm not going in to high school because of all of the coments. How is Carroll High School for a fairly new GIRL? I'm involved in track, choir, and I take AP classes. I am happy with what I have seen so far of the district.... My family is excited and nervous to move. Please let me know how the school is for girls!


Posted July 30, 2010

CSHS excels on many levels: many active clubs and activities, parental involvement and teachers who care. I had two very different types of students-- one focused and high achieving and one social. Both found friends and classes (many AP's) that challenged and both are going to high ranking universities with scholarships. The school is very competitive, but welcome to the real world-- so is life. Football is big, but is very inclusive, with roles for band, belles, and more-- it brings the community together to support the school. I do think the English program needs improvement. We've loved living here!
—Submitted by a parent


Posted August 29, 2009

My daughter went to Carroll High and this school is so obessed with the TAKS rating. We had her tested and they found so many gaps in her learning even though her TAKS score is Commended on which she missed only 3. The kids are mean and clicky to the ones who aren't involved in the sports oriented activities. We took her out of Southlake Schools and put her in a Private School so that she can fill in the gaps in her education at Carroll ISD. This school sacrifices real education to teach their kids how to score high on the TAKS test, so it makes the school and the Superintendent look good but not good for the students future. How can my child score a Commended rating on the TAKs and low on a education evaluation test?
—Submitted by a parent


Posted August 29, 2009

Not welcoming to new kids. My son went through his Sophomore year with no friends. If you don't play sports or are in the band, be ready for a lonely time. Asked a teacher about joining a club and she told him that he could only observe; he wouldn't be able to participate because he wasn't part of her class the past couple years. Academics are good; can check grades online. I rated the school low for social acceptance.
—Submitted by a parent


Posted May 18, 2009

As a former student who went to another high school the high school is excellent. I hear a lot of parents talk about how sports run the school, but I disagree. Extracurriculars run the school, whatever that may be. They create this environment to help kids get into the colleges they want. The school is also very competitive academically.
—Submitted by a student


Posted February 19, 2009

We've lived in Carroll ISD for 16 years and while we have loved the lower grades, high school is way too big and impersonal. It's highly competitive and a lot of kids fall through the cracks academically. My son is a very talented athlete and dreamed of playing Dragon varsity, but the program is run more like a major college and the coaches only focus is on the stars. He wants to join the growing number of his friends transferring to private schools like Fort Worth Christian just to be able to play football without the intense pressure. Academically, it's been hit and miss. Some teachers are great, others merely phoning it in. I hope at some point the district breaks up into two high schools, but that won't happen while football rules.
—Submitted by a parent


Posted October 17, 2008

This school is very unstructured and needs to enforce their rules.
—Submitted by a parent


Posted April 30, 2008

Contrary to the other poster's opinion, we moved here midyear and all three of my kids were warmly and readily accepted by the others. This is such a transient town that mostly all the kids have been 'the new Kid' in school at some time. Best school academically, kids and parents really care about their studies. Yes, football is fun, but not the main focus for the whole year!
—Submitted by a parent


Posted December 13, 2007

The teachers truly care about their students and are above average, though extremely over worked, in that classroom size is too large to accomodate the needs of all students. As a result students receive lots of homework. This is why I rank the school as average. CHS football is ranked #1 in Texas/Nation, CHS is not ranked #1 in Texas/Nation.


Posted November 24, 2007

Carroll is filled with children from the upper middle class. the school is really safe, i have never seen a fight in 3 years. I personally think that the students and faculty are very friendly, although the students can be a little snobbish sometimes. The football and music programs are great! i really like my school.
—Submitted by a student


Posted May 19, 2007

I am from IL and my husband is from NYC. We were worried about coming to TX because we didn't think the schools would be up the standards of the private schools we both attended up north. We are extremely pleased with the academics at Carroll High. The principal is friendly and caring and the friends my son has made are wonderful. Very hardworking, polite, and wholesome. We haven't seen any snobbery, but it could be lurking somewhere.
—Submitted by a parent


Posted May 13, 2007

I would have to say this is your typical upper middle-class suburb high school. Teachers quality is rather good. School is extremly safe; you'd likely find more fights at a senior center than the halls of Carroll. There is a very high emphasis on sports and a high level of elitism. Generally, kids are either accepted into the social cliques or totally ignored. Moving in mid year would be very hard on your child.
—Submitted by a student


Posted April 25, 2007

Football, though very popular and fun, is just a small part of the school and both campuses are exemplary academically. There are clubs and programs for all types of sports, art, jazz, concert band and choir, drama, Computer science, forensics, debate, service orgs., winterguard, book club,international club, newspaper, yearbook, photography, recycling, UIL, the list goes on and on. Carroll is one of the top schools in TX!
—Submitted by a parent


Posted March 25, 2007

My son is a freshman at Carroll, he HATES IT. Carroll is based on football,football,and the belles(School award winning dance team). The Band is ok, the marching program is always exceptional. If your not in football, you might as well not go here.
—Submitted by a parent


Posted May 27, 2006

Carroll High school is incredibly academic. THey pride themselves in the high TAKS scores. There is an abundance of extracurricular activities, and Carroll has won 2 out of the past 3 state football championships. Parents are very involved, volunteers are seen on all campuses.
—Submitted by a parent


Posted May 23, 2006

This is a good school, however, it is hard to have a good class rank. A 96 GPA will put you 130/600. Many kids here are also snobby. Its very wealthy. However also exteremly safe.
—Submitted by a 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.

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.

618 students were tested at this school in 2011.

2011

 
 
99%

2010

 
 
99%
Math

The state average for Math was 70% in 2011.

610 students were tested at this school in 2011.

2011

 
 
98%

2010

 
 
96%
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.

571 students were tested at this school in 2011.

2011

 
 
99%

2010

 
 
99%
Math

The state average for Math was 74% in 2011.

569 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
95%
Science

The state average for Science was 76% in 2011.

567 students were tested at this school in 2011.

2011

 
 
96%

2010

 
 
95%
Social Studies

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

560 students were tested at this school in 2011.

2011

 
 
100%

2010

 
 
99%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in English language arts and mathematics in grade 11. The grade 11 exit Level TAKS is a high school graduation requirement. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The goal is for all students to score at or above the state standard.

Source: Texas Education Agency

English Language Arts

All Students99%
Female99%
Male99%
Black or African American91%
Asian98%
Hispanic97%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged100%
Not economically disadvantaged99%
Special education88%
Not special education99%
Limited English proficient (LEP)n/a
Proficient in English99%
Migrantn/a
Non-migrant99%
Gifted/talented100%

Math

All Students98%
Female97%
Male98%
Black or African American91%
Asian100%
Hispanic90%
American Indian or Alaska Nativen/a
White99%
Economically disadvantaged100%
Not economically disadvantaged98%
Special education88%
Not special education98%
Limited English proficient (LEP)n/a
Proficient in English98%
Migrantn/a
Non-migrant98%
Gifted/talented100%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in English language arts and mathematics in grade 11. The grade 11 exit Level TAKS is a high school graduation requirement. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.

Source: Texas Education Agency

English Language Arts

All Students99%
Female100%
Male98%
Black or African American100%
Asian100%
Hispanic97%
American Indian or Alaska Native100%
White99%
Economically disadvantagedn/a
Not economically disadvantaged99%
Special education90%
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English99%
Migrantn/a
Non-migrant99%
Gifted/talented99%

Math

All Students96%
Female96%
Male95%
Black or African American92%
Asian100%
Hispanic83%
American Indian or Alaska Native100%
White96%
Economically disadvantagedn/a
Not economically disadvantaged96%
Special education76%
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English96%
Migrantn/a
Non-migrant96%
Gifted/talented100%

Science

All Students96%
Female97%
Male96%
Black or African American100%
Asian100%
Hispanic81%
American Indian or Alaska Nativen/a
White97%
Economically disadvantagedn/a
Not economically disadvantaged96%
Special education80%
Not special education98%
Limited English proficient (LEP)n/a
Proficient in English96%
Migrantn/a
Non-migrant96%
Gifted/talented100%

Social Studies

All Students100%
Female100%
Male99%
Black or African American100%
Asian100%
Hispanic97%
American Indian or Alaska Nativen/a
White100%
Economically disadvantagedn/a
Not economically disadvantaged100%
Special education96%
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant100%
Gifted/talented100%
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in English language arts and mathematics in grade 11. The grade 11 exit Level TAKS is a high school graduation requirement. TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.

Source: Texas Education Agency

  • In 2010-2011, this school was rated "Exemplary".
  • In 2009-2010, this school was rated "Exemplary".
  • In 2008-2009, this school was rated "Exemplary".

About the tests


Texas uses Accountability Ratings to indicate the overall performance of each school and district. The ratings are based on TAKS test results, dropout rates for grades 7 and 8 and school completion rates for grades 9 through 12. Schools and districts rated under standard accountability procedures are designated as Exemplary, Recognized, Academically Acceptable or Academically Unacceptable. Schools and districts rated under alternative education accountability (AEA) procedures are designated as either AEA: Academically Acceptable or AEA: Academically Unacceptable.

Source: Texas Education Agency

Algebra I

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

295 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
98%
Algebra II

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

307 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%
Biology I

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

617 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
99%
Chemistry

The state average for Chemistry was 84% in 2013.

591 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
n/a
English I Reading

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

617 students were tested at this school in 2013.

2013

 
 
96%

2012

 
 
95%
English I Writing

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

619 students were tested at this school in 2013.

2013

 
 
92%

2012

 
 
92%
English II Reading

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

646 students were tested at this school in 2013.

2013

 
 
98%

2012

 
 
84%
English II Writing

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

648 students were tested at this school in 2013.

2013

 
 
90%

2012

 
 
73%
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.

573 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
100%
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.

619 students were tested at this school in 2013.

2013

 
 
99%

2012

 
 
98%
World History

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

645 students were tested at this school in 2013.

2013

 
 
97%

2012

 
 
n/a
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the State of Texas Assessments of Academic Readiness (STAAR) was used to test students in reading and math in grades 3 through 8; in writing in grades 4 and 7; in science in grades 5 and 8; in social studies in grade 8; and end-of-course assessments for English I, II, and II, Algebra I and II, biology and US History. STAAR is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The goal is for all students to score at or above the state standard.

Source: Texas Education Agency

Algebra I

All Students98%
Female99%
Male98%
Black or African American100%
Asian100%
Hispanic97%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White98%
Economically disadvantaged100%
Not economically disadvantaged98%
Special education93%
Not special education99%
Limited English proficient (LEP)n/a
Proficient in English98%
Migrantn/a
Non-migrant98%
Gifted/talented100%
Non-Gifted98%
Bilingualn/a

Algebra II

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

Biology I

All Students99%
Female99%
Male100%
Black or African American100%
Asian100%
Hispanic96%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged100%
Not economically disadvantaged99%
Special education94%
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant99%
Gifted/talented100%
Non-Gifted99%
Bilingualn/a

Chemistry

All Students100%
Female100%
Male100%
Black or African American100%
Asian100%
Hispanic100%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged100%
Not economically disadvantaged100%
Special education100%
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English100%
Migrantn/a
Non-migrant100%
Gifted/talented100%
Non-Gifted100%
Bilingualn/a

English I Reading

All Students96%
Female98%
Male95%
Black or African American100%
Asian98%
Hispanic88%
Multiracial91%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White97%
Economically disadvantaged83%
Not economically disadvantaged97%
Special education82%
Not special education97%
Limited English proficient (LEP)n/a
Proficient in English97%
Migrantn/a
Non-migrant96%
Gifted/talented100%
Non-Gifted95%
Bilingualn/a

English I Writing

All Students92%
Female95%
Male90%
Black or African American79%
Asian95%
Hispanic84%
Multiracial96%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White93%
Economically disadvantaged64%
Not economically disadvantaged93%
Special education66%
Not special education94%
Limited English proficient (LEP)n/a
Proficient in English93%
Migrantn/a
Non-migrant92%
Gifted/talented100%
Non-Gifted89%
Bilingualn/a

English II Reading

All Students98%
Female98%
Male99%
Black or African American100%
Asian100%
Hispanic93%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White98%
Economically disadvantaged93%
Not economically disadvantaged98%
Special education87%
Not special education99%
Limited English proficient (LEP)n/a
Proficient in English98%
Migrantn/a
Non-migrant98%
Gifted/talented100%
Non-Gifted97%
Bilingualn/a

English II Writing

All Students90%
Female92%
Male88%
Black or African American79%
Asian94%
Hispanic88%
Multiracial94%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged87%
Not economically disadvantaged90%
Special education47%
Not special education92%
Limited English proficient (LEP)n/a
Proficient in English90%
Migrantn/a
Non-migrant90%
Gifted/talented98%
Non-Gifted87%
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 Students99%
Female99%
Male100%
Black or African American100%
Asian100%
Hispanic100%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White99%
Economically disadvantaged100%
Not economically disadvantaged99%
Special education97%
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English99%
Migrantn/a
Non-migrant99%
Gifted/talented100%
Non-Gifted99%
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 Students99%
Female99%
Male99%
Black or African American100%
Asian100%
Hispanic98%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White99%
Economically disadvantaged100%
Not economically disadvantaged99%
Special education94%
Not special education99%
Limited English proficient (LEP)n/a
Proficient in English99%
Migrantn/a
Non-migrant99%
Gifted/talented100%
Non-Gifted99%
Bilingualn/a

World History

All Students97%
Female96%
Male98%
Black or African American90%
Asian100%
Hispanic98%
Multiracial100%
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White97%
Economically disadvantaged87%
Not economically disadvantaged97%
Special education81%
Not special education98%
Limited English proficient (LEP)n/a
Proficient in English97%
Migrantn/a
Non-migrant97%
Gifted/talented100%
Non-Gifted96%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


In 2012-2013, the State of Texas Assessments of Academic Readiness (STAAR) was used to test students in reading and math in grades 3 through 8; in writing in grades 4 and 7; in science in grades 5 and 8; in social studies in grade 8; and end-of-course assessments for English I, II, and II, Algebra I and II, biology and US History. STAAR is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas. The goal is for all students to score at or above the state standard.

The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.

Source: Texas Education Agency

Breaking down the GreatSchools Rating

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 77% 29%
Asian or Pacific Islander 10% 4%
Hispanic 7% 52%
Two or more races 3% 2%
Black 2% 13%
American Indian/Alaska Native 0% 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 experience

  This school District averageState average
Beginning teachers 40%N/AN/A
Source: CRDC, 2011-2012

This school has not yet provided program information.


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2400 North Carroll Avenue
Southlake, TX 76092
Website: Click here
Phone: (817) 949-5600

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