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GreatSchools Rating

Waxahachie Faith Family Academy

Charter | 9-12 | 69 students

 

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Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
Based on 2 ratings
2012:
No new ratings
2011:
No new ratings

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14 reviews of this school


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Posted June 19, 2013

WFFA is a good starter school for children pre-3-6 grade....the teachers are really excellent and they really care about the students. My daughter loved her teacher Mrs. Flores for kindergarten and my son well although he thinks he is not learning something... lol... he truly is because he stay on the A-B honor roll... He play sports so that was the only reason I thinking of moving him to another school so could play various sports to earn scholarships for college. The administrative staff is better and are nice. They really do try to assist the children and parents in every thing. It is an AWESOME school... my daughter will start Pre-K for their dual language program.
—Submitted by a parent


Posted April 26, 2013

We started this school in 2011 and love it. All three of my children attended for the "smaller class sizes" and more intimate campus setting. However this year I have been sorely disappointed. There is a huge teacher turn over rate, poor principle leadership, and the campus is quickly deteriorating. There have been nothing but problems this year for us, so we will be moving to public schools, which have smaller class sizes than FFA.
—Submitted by a parent


Posted October 27, 2010

Love this school! We started at Waxahachie Faith Family in the middle of last year. My son is now a 7th grader. I cant tell you how great it is to drop your child off in the morning and have them excited about school. As a parent I know he is happy and being taken care of.. He is receiving an outstanding education and his best interest is always considered. Ms. Backus is fabulous. I love this school!
—Submitted by a parent


Posted November 3, 2007

Waxahachie Faith Family has been an enormous boost for our 6th grader. She has always done well academically and loved school until 5th grade at Red Oak Intermediate. ROI is too crowded and the discipline system is too adversarial. Also, all students must listen to repeated behavior lectures wheter or not they are a problem. At Faith Family, the teachers know my child by name and treat her as an in
—Submitted by a parent


Posted August 8, 2006

I have been going to Faith Family for 2 years, I came from Duncanville, where we would have 40 students in our english class, here it is much more one on one, there are great people, and most importantly its a place where you want to get up and go to school, not neccesarily to learn but more importantly you enjoy it due to the people, I think if anyone is considering our school, dont think sign up, and become an Eagle!
—Submitted by a student


Posted May 19, 2006

I have been going to WFFA for 2 years. it is a good school, we have a very good theater program. Our old principal was not very involved but know Mrs. Killenen is very much involved and supportive. I would highly reccomend our school you know everyone and they are all very friendly
—Submitted by a student


Posted March 26, 2006

Offered: betaclub, basketball, theater, football, baseball, videogameclub, softball pros: we love the small community atmosphere. Most teachers know all students by name, no matter the grade. My children love and respect 99% of their teachers. Most go way above the call. The kids know they're safe and can go to their teachers for anything. Many parents volunteer and/or work there and are available to the students also. Cons: no gym- exercise outside bathrooms need work for privacy!
—Submitted by a parent


Posted January 11, 2006

Considering our options WFFA is better than MISD for our HS son. His teachers know his learning strenghts and weaknesses. He gets academic attention that MISD was not capable of. Since attending WFFA his self esteem has soared. The school does have administration problems and HS parent involevment is very low. I give my son's teachers an A for caring, A B in academic quality, Administration a C-, Extracirricular a B, parent involvement a C. They have several extracirricul choices for HS students; art, computer, music, basketball, ROTC. Football & Baseball is through a volunteer coaching program, which consist of several overworked and underpaid teachers. Again these teachers really care about thier students.
—Submitted by a parent


Posted October 1, 2005

From what I've seen, the administration (from superintendent on down) is not connected with their staff and shows poor instructional leadership. There is too much change. I definitely see that administratioin wants improvement, but the changes have gotten to be too many, too often, and not in the best interest of their students. Teachers seem to have great ideas but aren't allowed to implement them, stifled creativity. My kid's teachers have been great (actually excellent), but you can tell that even they are frustrated. I am an involved parent who asks a lot of questions. The more I learn the more I fear for the educational growth of not just my own children, but all the students. I don't think most parents are truly aware the issues at WFFA. Needless to say, my children do not attend this school anymore.
—Submitted by a parent


Posted September 16, 2005

The school is overall a good schol. I like the teachers, they really inter act with the kids and get down on there level. But the principal and the nurse could work on being a little more friendly.
—Submitted by a parent


Posted April 1, 2005

Both of my school aged children attend WFFA and we have been very happy with it. The biggest eye opener for me has been the exceptional manners from about 98% of the kids you pass in the halls. It's something that you just don't see these days.
—Submitted by a parent


Posted February 9, 2005

I think the quality of academics is no different than any other school. They provide the same materials and books as other schools in the area. They also provide tutoring everyday after school for any student. In fact they encourage it. As far as sports, they have football, basketball, softball and golf. Parent involvement is always welcomed. They would love to have more parents involved. They have music, art, drama,BETA club for honor students and robotics. I have 4 kids that go to WFFA and 2 of them are in high school.My two kids that are in high school came from public school and decided that they were tired of the things that were happening in there school and wanted to go to another school. This school has been great for them. There is more discipline here. Over all, I think this is a great school.
—Submitted by a parent


Posted September 2, 2004

I have been pleased with the Pre-K program, I don't necessarily think the problem lies with the instructors as it does with the environment most of the children attending the school are coming from. Granted, if a child needs special help etc. I am not aware of that program and if it is sufficient because my son is only 3. I have enjoyed hearing his joy with the interaction he has had with his teacher and the interest he has in learning the activities that are set forth.
—Submitted by a parent


Posted August 4, 2004

This school is not fit to be a school because of its educational problems. It has a very low testing score in its Tax test. Its unsanitary, its not worth going to school. I would not recamend any one to put there kid in this school. The special education department is not good because the teachers do not know anything because they lack intellect. They refuse to help when you have like a math problem that delt with high school. So dont try this school move on to the next.
—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.

18 students were tested at this school in 2011.

2011

 
 
89%

2010

 
 
95%
Math

The state average for Math was 70% in 2011.

19 students were tested at this school in 2011.

2011

 
 
63%

2010

 
 
63%
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.

14 students were tested at this school in 2011.

2011

 
 
86%

2010

 
 
82%
Math

The state average for Math was 74% in 2011.

13 students were tested at this school in 2011.

2011

 
 
62%

2010

 
 
73%
Science

The state average for Science was 76% in 2011.

13 students were tested at this school in 2011.

2011

 
 
69%

2010

 
 
58%
Social Studies

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

13 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
82%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

2013

 
 
n/a

2012

 
 
100%

2011

 
 
100%

2010

 
 
88%
Math

The state average for Math was 89% in 2013.

2013

 
 
n/a

2012

 
 
93%

2011

 
 
85%

2010

 
 
86%
Science

The state average for Science was 95% in 2013.

2013

 
 
n/a

2012

 
 
100%

2011

 
 
79%

2010

 
 
64%
Social Studies

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

2013

 
 
n/a

2012

 
 
100%

2011

 
 
93%

2010

 
 
80%
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 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

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

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.

18 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
75%
Algebra II

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

2013

 
 
n/a

2012

 
 
n/a
Biology I

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

19 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
93%
Chemistry

The state average for Chemistry was 84% in 2013.

10 students were tested at this school in 2013.

2013

 
 
30%

2012

 
 
n/a
English I Reading

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

25 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
64%
English I Writing

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

27 students were tested at this school in 2013.

2013

 
 
19%

2012

 
 
50%
English II Reading

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

9 students were tested at this school in 2013.

2013

 
 
44%

2012

 
 
n/a
English II Writing

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

9 students were tested at this school in 2013.

2013

 
 
22%

2012

 
 
n/a
English III Reading

The state average for English III Reading was 63% in 2013.

2013

 
 
n/a

2012

 
 
50%
English III Writing

The state average for English III Writing was 42% in 2013.

2013

 
 
n/a

2012

 
 
36%
Geometry

The state average for Geometry was 86% in 2013.

9 students were tested at this school in 2013.

2013

 
 
67%

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.

21 students were tested at this school in 2013.

2013

 
 
52%

2012

 
 
86%
World History

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

8 students were tested at this school in 2013.

2013

 
 
75%

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 Students44%
Female31%
Male80%
Black or African Americann/a
Asiann/a
Hispanic40%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White46%
Economically disadvantagedn/a
Not economically disadvantaged36%
Special educationn/a
Not special education41%
Limited English proficient (LEP)n/a
Proficient in English47%
Migrantn/a
Non-migrant44%
Gifted/talentedn/a
Non-Gifted44%
Bilingualn/a

Algebra II

All Studentsn/a
Femalen/a
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special educationn/a
Limited English proficient (LEP)n/a
Proficient in Englishn/a
Migrantn/a
Non-migrantn/a
Gifted/talentedn/a
Non-Giftedn/a
Bilingualn/a

Biology I

All Students63%
Female64%
Male60%
Black or African Americann/a
Asiann/a
Hispanic60%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White64%
Economically disadvantaged80%
Not economically disadvantaged57%
Special educationn/a
Not special education67%
Limited English proficient (LEP)n/a
Proficient in English67%
Migrantn/a
Non-migrant63%
Gifted/talentedn/a
Non-Gifted63%
Bilingualn/a

Chemistry

All Students30%
Femalen/a
Male17%
Black or African Americann/a
Asiann/a
Hispanic20%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White40%
Economically disadvantaged17%
Not economically disadvantagedn/a
Special educationn/a
Not special education38%
Limited English proficient (LEP)n/a
Proficient in English30%
Migrantn/a
Non-migrant30%
Gifted/talentedn/a
Non-Gifted30%
Bilingualn/a

English I Reading

All Students40%
Female41%
Male38%
Black or African Americann/a
Asiann/a
Hispanic25%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White50%
Economically disadvantaged43%
Not economically disadvantaged39%
Special educationn/a
Not special education45%
Limited English proficient (LEP)n/a
Proficient in English42%
Migrantn/a
Non-migrant40%
Gifted/talentedn/a
Non-Gifted40%
Bilingualn/a

English I Writing

All Students19%
Female24%
Male10%
Black or African Americann/a
Asiann/a
Hispanic0%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White28%
Economically disadvantaged11%
Not economically disadvantaged22%
Special educationn/a
Not special education22%
Limited English proficient (LEP)n/a
Proficient in English19%
Migrantn/a
Non-migrant19%
Gifted/talentedn/a
Non-Gifted19%
Bilingualn/a

English II Reading

All Students44%
Femalen/a
Male33%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White80%
Economically disadvantaged17%
Not economically disadvantagedn/a
Special educationn/a
Not special education38%
Limited English proficient (LEP)n/a
Proficient in English44%
Migrantn/a
Non-migrant44%
Gifted/talentedn/a
Non-Gifted44%
Bilingualn/a

English II Writing

All Students22%
Femalen/a
Male0%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White40%
Economically disadvantaged0%
Not economically disadvantagedn/a
Special educationn/a
Not special education25%
Limited English proficient (LEP)n/a
Proficient in English22%
Migrantn/a
Non-migrant22%
Gifted/talentedn/a
Non-Gifted22%
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 Students67%
Femalen/a
Male57%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White60%
Economically disadvantaged80%
Not economically disadvantagedn/a
Special educationn/a
Not special education86%
Limited English proficient (LEP)n/a
Proficient in English67%
Migrantn/a
Non-migrant67%
Gifted/talentedn/a
Non-Gifted67%
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 Students52%
Female53%
Male50%
Black or African Americann/a
Asiann/a
Hispanic14%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White71%
Economically disadvantaged43%
Not economically disadvantaged57%
Special educationn/a
Not special education50%
Limited English proficient (LEP)n/a
Proficient in English55%
Migrantn/a
Non-migrant52%
Gifted/talentedn/a
Non-Gifted52%
Bilingualn/a

World History

All Students75%
Femalen/a
Male67%
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 disadvantaged60%
Not economically disadvantagedn/a
Special educationn/a
Not special education71%
Limited English proficient (LEP)n/a
Proficient in English75%
Migrantn/a
Non-migrant75%
Gifted/talentedn/a
Non-Gifted75%
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 59% 31%
Hispanic 31% 50%
Black 8% 13%
Hawaiian Native/Pacific Islander 2% 0%
American Indian/Alaska Native 0% 0%
Asian 0% 3%
Two or more races 0% 2%
Source: NCES, 2010-2011

Oops! We currently do not have any teacher information for this school. We rely on the state Department of Education, the National Center for Education Statistics (NCES), and in some cases school administrators such as registrars and principals for this data.

What makes a great teacher? Study after study shows the single most important factor determining the quality of the education a child receives is the quality of his teacher. Here are some characteristics to look for »

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School basics

School Leader's name
  • Eric Lejeune
Fax number
  • (972) 937-5806

Resources

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

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701 Ovilla Rd
Waxahachie, TX 75165
Website: Click here
Phone: (972) 936-3998

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