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Bright Ideas Charter School

Charter | K-12 | 192 students

 

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Living in Wichita Falls

Situated in a suburban neighborhood. The median home value is $110,500. The average monthly rent for a 2 bedroom apartment is $780.

Source: Sperling's Best Places
 
Last modified
Community Rating

3 stars

Community Rating by Year
2014:
No new ratings
2013:
No new ratings
2012:
Based on 3 ratings
2011:
Based on 4 ratings

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29 reviews of this school


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Posted November 13, 2012

My two small boys went a year at Bright Ideas. We unfortunately had to move out of state. I enrolled my children into public school and they were bored. Bright Ideas allowed my kids to advance without having restrictions. I have since found a private school that allows this also. I hope to move back and go back to Bright Ideas.
—Submitted by a parent


Posted October 26, 2012

Bright Ideas is my alma mater, and was one of the best decisions my parents ever made for me. I attended for three years (10th - 12th), and my brother attended from elementary through high school. For kids who can be self reliant, are truly interested in college, and will ask for help and guidance when they need it, this school is an amazing opportunity. Two of my teachers there still stand out as some of the brightest people I've ever met, both had Master's degrees. I began going to the university, MSU, part time my junior year and full time senior year. I was completely ready for that transition through my work at Bright Ideas, as were my other 3 friends who began college courses with me. All four of us went on to get Master's degrees in our respective fields. You don't have to be a genius to go here, I'm certainly not (mostly A's and B's - a couple C's). But no one will stand over you and make you work either. If you can take advantage of the freedom they offer and focus your ambitions, you will have an invaluable experience. Bright Ideas paid half my tuition expenses, and before my brother graduated, I believe they started paying full tuition. Great school!


Posted March 28, 2012

What an embarrassment to the school system! Bright Ideas=very disorganized, unclean and chaotic environment. Their curriculum is lacking to say the least. The school is sub-par by any US standard. How do I know? I had the misfortune of teaching there for a brief time. I could not bare to be a part of the organization thus resigned along with several other concerned teachers this school year. They continue to go through teachers almost as frequently as they sweep up flies in their lunchroom . Yes, they have a pest problem (flies, rodents, etc) and do not seem to have solutions for the issue. The kids literally have to fight the flies while eating their lunch. I could go on and on but suffice it to say this school is unacceptable and in my opinion unworthy of state funds.
—Submitted by a teacher


Posted December 22, 2011

this is not a school you want your kids to go to all the negative remarks are absoutley correct if your kids can work on their own then they will be find, if they go back to public schools they will be very far behind,
—Submitted by a parent


Posted May 16, 2011

I am a first year teacher at Bright Ideas Charter School and have found the staff to be among the best I have worked with. All of the faculty stress the importance of education to their students and strive to see that they are successful! It is a small school and therefore, the classes are small giving teachers the time to provide extra attention to those that need it! I am impressed with the care and attention the students receive!
—Submitted by a teacher


Posted May 13, 2011

Sometimes I feel like the education in the Wichita Falls area is like choosing between the devil and the deep blue sea. Area public schools are over-challenged and under-funded. BICS has the opportunity to make a real impact in this area but consistently fails to do so. The facility is very safe and attractive even though there is no cafeteria. There is day care at a reasonable cost and it is very reliable. The classes are small which is great! Unfortunately they have failed to attract inspirational instructors and when one surfaces, they seem to leave soon. My child has been fortunate to have a wonderful teacher this year who has been organized, consistent, fair, humorous and sensitive. She exemplifies the best first experience that a child can have with school. I hope and pray that the administration feels this way as well. She is a step in the right direction and in my opinion, she deserves to be cloned. Bright Ideas start with Bright Teachers. Heads up to Administration!
—Submitted by a parent


Posted January 3, 2011

All I can say is..."WHAT A JOKE"... My child will not be attend this school next year.. The teachers are sucha Joke.. they dont help the children one bit.. always on the cell phones.. n they dont commuicate with parents at all.. I have called to set up mets and i always get a call back saying .. we have to reschedule the meeting and they never do.. the teachers n staff are very rude..they yell at the children and all that comes out of the teachers mouths are disrespectful run laps.. or d hall the kids cant open mouths with out getting into some trouble... or they are aleays takin one childs word over another.... I will be going to the local paper and hopefully they will hear me out and i can let everyone in town know just how bad this school is....... DONT SEND YOUR CHILD HERE.......
—Submitted by a parent


Posted November 13, 2010

This is not a school you want your child to attend if you are interested in the well being of your child. The principal and the school board are an embarassment to any other school system. This is where you send your child if you do not care.
—Submitted by a parent


Posted September 28, 2010

Bright Ideas is AMAZING! Our children have been there for three weeks now and I can already see a huge difference in the education that they are receiving. While the educational aspect is the most important aspect, Bright ideas goes above and beyond in other areas as well. They are geared toward helping both students and parents. A great education and all the extra thoughtful touches too! What more could a parent ask for.
—Submitted by a parent


Posted September 25, 2010

As a graduate of Bright Ideas, I'd like to share a few things about my experience. The teachers at BICS go above and beyone for their students. Many of them work from 7am-6pm, and are available by phone in the evenings and on the weekends to help their students with work. I felt as though my teachers really and truly cared about my education. Some of the lessons I learned from them I will carry wiith me the rest of my life. BICS also allowed me to go to college at the age of 16. This is different from taking AP courses. I actually got to attend MSU classes with other college kids, and really got a jump start on my college education. I have never ever regretted the time I spent at BICS. Send your kids here!


Posted August 16, 2010

After never being able to receive answers or help from anybody at this school, I am placing my children in other schools. They have now both been held back and have little hope of graduating before they're 20. If your child can learn everything on there own, Bright Ideas is a fine place for them.
—Submitted by a parent


Posted August 8, 2010

This school is truly a joke. The teachers come to school in what looks like their pajamas. The teaching skills go as far as to let the kids do whatever they want even if its taking naps under their desk, like the principal does in her office. The teaching degrees they posses must have come from crackerjack boxes. I would never send my child back to this school. Please beware of this school it is dangerous to the development of our children.


Posted June 8, 2009

This year was the first year my two children went to Bright Ideas. The promises were great, the reality was not. They have turned my staight A honor Roll student into a failing child based on there curriclum, but he is still making exemplary status on all of his state mandated test. There is no structure, no motivation, and no teacher based resposiblilty. The staff never knows what is going on. I see adverstisements all over town anout Dance classes and Judo, but the Judo is only available to certain age groups and they say that the dance class just didn't work out this year. We will be going to another school next year.
—Submitted by a parent


Posted September 18, 2008

My kids were left behind. The students are physical, very verbal and un respectful to each other and to the teachers. Few teachers were good, but needed to be professional including the principal. My child got physically abused from a student and the school had not punished the student. No sports activities, no cafeteria, no gym, no library and no special needs programs. Most of the students are flunkies and too old to be in the same grade twice or more. I had transfered my kids to a better, structured school. Please tour the tiny, un structured school. You will know what I mean. parent
—Submitted by a parent


Posted May 25, 2007

The teachers are great at parent communication. My son was just a number at all the public schools he ever attended. He just wasn't motivated or held accountable for his school performance. While this school isn't for everyone, thankfully it is for kids that are bright and need motivation.
—Submitted by a parent


Posted August 30, 2006

This school's program isn't really that much more spectacular than any other school. With that said there is nothing else that sets this school within a high standard that we expect for our children.
—Submitted by a parent


Posted August 7, 2006

As with any school there are positives and negatives; however, the positives are diffinately the overpowering.Bright Ideas has some really great teachers on staff that will do anything and everything to help your child succeed. They do not make it easy on the student and therefore some students leave because it is too hard, but those that stay receive a great comprehensive education along with love and positive self-esteem. If they have something that isn't working for the kids, then they look for something better. You won't see that in other schools - they will just always do it the same and hope your kid performs.Although some find the demands too rough or too structured; we find that they are helping create responsible adults who can think on their own and problem solve. Students who will be leaders of the future.
—Submitted by a parent


Posted May 8, 2006

I first took my daughter to Bright Ideas because the elementary in our zone was poor and unruly. They promise so much when you go for the tour. Make it sound like your child will be in this wonderful environment of pure learning with advanced and special teachings. After 6 months there I have seen a decline in my daughter's motivation, spelling, penmanship, etc. She is a 2nd grader but her 'homeroom' class is 1st, 2nd and 3rd graders all in one. When she does classwork the teacher doesn't help her with spelling just says do the best you can. So her work comes home unreadable and grammatically incorrect and graded 100. The setup of the school is too loose. There is no HOT lunch offered, bring your own. All these extra opportunities that were talked about I have never seen. No extracur. activities during school. I will be changing!
—Submitted by a parent


Posted October 18, 2005

Hi, my name is Staci Voris and I go to Bright Ideas Charter School. This is my third year going here and this is what I have to say about it. Last year I was discussing the possibility of changing schools. I have thought about it lately and listenedto my friends that go to other schools complain how bad their school is. I used to go home and tell my friends that Bright Ideas Charter School is the dumbest school I have ever been to, but in reality it is the best school I have ever been to. My mom and I were talking this morning and i said, 'If I was given the choice of staying here or going to Burk. I wouldn't leave because I can get an education here and feel safe.' Bright Ideas Charter School is the best school in Wichita Falls.
—Submitted by a student


Posted October 12, 2005

My three childern have gone to bright ideas for 4 years.They loved this school until 2004 and the rules started changing.I really don't know what is going on at this school but after last year I wouldn't recommend this school to anyone.If all the teachers could get back the enthusiasm on actually teaching the students then just letting the students teaching them selfs.Then it would be the school my childern had fallen love with the first 3 years they were there.
—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.

13 students were tested at this school in 2011.

2011

 
 
92%

2010

 
 
86%
Math

The state average for Math was 87% in 2011.

13 students were tested at this school in 2011.

2011

 
 
69%

2010

 
 
57%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

10 students were tested at this school in 2011.

2011

 
 
50%

2010

 
 
100%
Math

The state average for Math was 88% in 2011.

10 students were tested at this school in 2011.

2011

 
 
30%

2010

 
 
83%
Writing

The state average for Writing was 90% in 2011.

10 students were tested at this school in 2011.

2011

 
 
80%

2010

 
 
100%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

The state average for English Language Arts was 82% in 2011.

10 students were tested at this school in 2011.

2011

 
 
70%

2010

 
 
85%
Math

The state average for Math was 81% in 2011.

10 students were tested at this school in 2011.

2011

 
 
70%

2010

 
 
77%
Science

The state average for Science was 87% in 2011.

8 students were tested at this school in 2011.

2011

 
 
88%

2010

 
 
54%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

13 students were tested at this school in 2011.

2011

 
 
62%

2010

 
 
92%
Math

The state average for Math was 83% in 2011.

13 students were tested at this school in 2011.

2011

 
 
54%

2010

 
 
83%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

12 students were tested at this school in 2011.

2011

 
 
100%

2010

 
 
81%
Math

The state average for Math was 81% in 2011.

12 students were tested at this school in 2011.

2011

 
 
83%

2010

 
 
56%
Writing

The state average for Writing was 94% in 2011.

12 students were tested at this school in 2011.

2011

 
 
83%

2010

 
 
92%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

22 students were tested at this school in 2011.

2011

 
 
91%

2010

 
 
100%
Math

The state average for Math was 73% in 2011.

22 students were tested at this school in 2011.

2011

 
 
45%

2010

 
 
67%
Science

The state average for Science was 79% in 2011.

22 students were tested at this school in 2011.

2011

 
 
64%

2010

 
 
67%
Social Studies

The state average for Social Studies was 95% in 2011.

22 students were tested at this school in 2011.

2011

 
 
95%

2010

 
 
100%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

11 students were tested at this school in 2011.

2011

 
 
100%

2010

 
 
100%
Math

The state average for Math was 70% in 2011.

12 students were tested at this school in 2011.

2011

 
 
67%

2010

 
 
73%
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.

15 students were tested at this school in 2011.

2011

 
 
100%

2010

 
 
83%
Math

The state average for Math was 74% in 2011.

13 students were tested at this school in 2011.

2011

 
 
54%

2010

 
 
41%
Science

The state average for Science was 76% in 2011.

12 students were tested at this school in 2011.

2011

 
 
75%

2010

 
 
63%
Social Studies

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

12 students were tested at this school in 2011.

2011

 
 
75%

2010

 
 
95%
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.

11 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
90%

2011

 
 
86%

2010

 
 
88%
Math

The state average for Math was 89% in 2013.

10 students were tested at this school in 2013.

2013

 
 
80%

2012

 
 
70%

2011

 
 
89%

2010

 
 
79%
Science

The state average for Science was 95% in 2013.

2013

 
 
n/a

2012

 
 
100%

2011

 
 
74%

2010

 
 
100%
Social Studies

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

10 students were tested at this school in 2013.

2013

 
 
100%

2012

 
 
100%

2011

 
 
94%

2010

 
 
100%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

12 students were tested at this school in 2013.

2013

 
 
75%

2012

 
 
50%
Math

The state average for Math was 69% in 2013.

12 students were tested at this school in 2013.

2013

 
 
42%

2012

 
 
30%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

8 students were tested at this school in 2013.

2013

 
 
38%

2012

 
 
58%
Math

The state average for Math was 68% in 2013.

9 students were tested at this school in 2013.

2013

 
 
67%

2012

 
 
23%
Writing

The state average for Writing was 71% in 2013.

8 students were tested at this school in 2013.

2013

 
 
0%

2012

 
 
50%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

11 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
62%
Math

The state average for Math was 75% in 2013.

11 students were tested at this school in 2013.

2013

 
 
64%

2012

 
 
50%
Science

The state average for Science was 73% in 2013.

11 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
50%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

7 students were tested at this school in 2013.

2013

 
 
57%

2012

 
 
50%
Math

The state average for Math was 74% in 2013.

6 students were tested at this school in 2013.

2013

 
 
50%

2012

 
 
33%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

9 students were tested at this school in 2013.

2013

 
 
78%

2012

 
 
100%
Math

The state average for Math was 71% in 2013.

11 students were tested at this school in 2013.

2013

 
 
73%

2012

 
 
73%
Writing

The state average for Writing was 70% in 2013.

9 students were tested at this school in 2013.

2013

 
 
89%

2012

 
 
69%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

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

18 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
88%
Math

The state average for Math was 77% in 2013.

18 students were tested at this school in 2013.

2013

 
 
72%

2012

 
 
65%
Science

The state average for Science was 75% in 2013.

16 students were tested at this school in 2013.

2013

 
 
69%

2012

 
 
69%
Social Studies

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

16 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
75%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

Algebra I

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

17 students were tested at this school in 2013.

2013

 
 
65%

2012

 
 
59%
Algebra II

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

6 students were tested at this school in 2013.

2013

 
 
67%

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

 
 
79%

2012

 
 
71%
Chemistry

The state average for Chemistry was 84% in 2013.

13 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
n/a
English I Reading

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

16 students were tested at this school in 2013.

2013

 
 
63%

2012

 
 
52%
English I Writing

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

16 students were tested at this school in 2013.

2013

 
 
56%

2012

 
 
38%
English II Reading

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

13 students were tested at this school in 2013.

2013

 
 
46%

2012

 
 
n/a
English II Writing

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

13 students were tested at this school in 2013.

2013

 
 
31%

2012

 
 
n/a
English III Reading

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

2013

 
 
n/a

2012

 
 
45%
English III Writing

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

2013

 
 
n/a

2012

 
 
50%
Geometry

The state average for Geometry was 86% in 2013.

14 students were tested at this school in 2013.

2013

 
 
79%

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.

11 students were tested at this school in 2013.

2013

 
 
55%

2012

 
 
n/a
World Geography

The state average for World Geography was 75% in 2013.

10 students were tested at this school in 2013.

2013

 
 
40%

2012

 
 
65%
World History

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

25 students were tested at this school in 2013.

2013

 
 
32%

2012

 
 
35%
Scale: % meeting or exceeding standards

About the tests


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

Source: Texas Education Agency

English Language Arts

All Students75%
Femalen/a
Male63%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged88%
Not economically disadvantagedn/a
Special educationn/a
Not special education70%
Limited English proficient (LEP)n/a
Proficient in English73%
Migrantn/a
Non-migrant73%
Gifted/talentedn/a
Non-Gifted73%
Bilingualn/a

Math

All Students42%
Femalen/a
Male50%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White43%
Economically disadvantaged38%
Not economically disadvantagedn/a
Special educationn/a
Not special education40%
Limited English proficient (LEP)n/a
Proficient in English36%
Migrantn/a
Non-migrant36%
Gifted/talentedn/a
Non-Gifted36%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students38%
Femalen/a
Male40%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White50%
Economically disadvantaged20%
Not economically disadvantagedn/a
Special educationn/a
Not special education43%
Limited English proficient (LEP)n/a
Proficient in English38%
Migrantn/a
Non-migrant38%
Gifted/talentedn/a
Non-Gifted38%
Bilingualn/a

Math

All Students67%
Femalen/a
Male80%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White71%
Economically disadvantaged83%
Not economically disadvantagedn/a
Special educationn/a
Not special education75%
Limited English proficient (LEP)n/a
Proficient in English67%
Migrantn/a
Non-migrant67%
Gifted/talentedn/a
Non-Gifted67%
Bilingualn/a

Writing

All Students0%
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
White0%
Economically disadvantaged0%
Not economically disadvantagedn/a
Special educationn/a
Not special education0%
Limited English proficient (LEP)n/a
Proficient in English0%
Migrantn/a
Non-migrant0%
Gifted/talentedn/a
Non-Gifted0%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students73%
Female63%
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White67%
Economically disadvantaged67%
Not economically disadvantagedn/a
Special educationn/a
Not special education70%
Limited English proficient (LEP)n/a
Proficient in English70%
Migrantn/a
Non-migrant70%
Gifted/talentedn/a
Non-Gifted70%
Bilingualn/a

Math

All Students64%
Female50%
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White50%
Economically disadvantaged50%
Not economically disadvantagedn/a
Special educationn/a
Not special education60%
Limited English proficient (LEP)n/a
Proficient in English60%
Migrantn/a
Non-migrant60%
Gifted/talentedn/a
Non-Gifted60%
Bilingualn/a

Science

All Students55%
Female38%
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White67%
Economically disadvantaged33%
Not economically disadvantagedn/a
Special educationn/a
Not special education44%
Limited English proficient (LEP)n/a
Proficient in English44%
Migrantn/a
Non-migrant44%
Gifted/talentedn/a
Non-Gifted44%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students57%
Female50%
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White80%
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special education57%
Limited English proficient (LEP)n/a
Proficient in English57%
Migrantn/a
Non-migrant57%
Gifted/talentedn/a
Non-Gifted57%
Bilingualn/a

Math

All Students50%
Female60%
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White60%
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special education50%
Limited English proficient (LEP)n/a
Proficient in English50%
Migrantn/a
Non-migrant50%
Gifted/talentedn/a
Non-Gifted50%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students78%
Female75%
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 disadvantaged71%
Not economically disadvantagedn/a
Special educationn/a
Not special education78%
Limited English proficient (LEP)n/a
Proficient in English78%
Migrantn/a
Non-migrant78%
Gifted/talentedn/a
Non-Gifted78%
Bilingualn/a

Math

All Students73%
Female88%
Malen/a
Black or African Americann/a
Asiann/a
Hispanic80%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
Whiten/a
Economically disadvantaged86%
Not economically disadvantagedn/a
Special educationn/a
Not special education89%
Limited English proficient (LEP)n/a
Proficient in English73%
Migrantn/a
Non-migrant73%
Gifted/talentedn/a
Non-Gifted73%
Bilingualn/a

Writing

All Students89%
Female100%
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 disadvantaged100%
Not economically disadvantagedn/a
Special educationn/a
Not special education100%
Limited English proficient (LEP)n/a
Proficient in English88%
Migrantn/a
Non-migrant88%
Gifted/talentedn/a
Non-Gifted88%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students72%
Female58%
Male100%
Black or African Americann/a
Asiann/a
Hispanic86%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged67%
Not economically disadvantaged88%
Special educationn/a
Not special education80%
Limited English proficient (LEP)n/a
Proficient in English76%
Migrantn/a
Non-migrant76%
Gifted/talentedn/a
Non-Gifted76%
Bilingualn/a

Math

All Students72%
Female58%
Male100%
Black or African Americann/a
Asiann/a
Hispanic71%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White100%
Economically disadvantaged67%
Not economically disadvantaged88%
Special educationn/a
Not special education80%
Limited English proficient (LEP)n/a
Proficient in English76%
Migrantn/a
Non-migrant76%
Gifted/talentedn/a
Non-Gifted76%
Bilingualn/a

Science

All Students69%
Female55%
Male100%
Black or African Americann/a
Asiann/a
Hispanic67%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged43%
Not economically disadvantaged88%
Special educationn/a
Not special education77%
Limited English proficient (LEP)n/a
Proficient in English67%
Migrantn/a
Non-migrant67%
Gifted/talentedn/a
Non-Gifted67%
Bilingualn/a

Social Studies

All Students56%
Female45%
Male80%
Black or African Americann/a
Asiann/a
Hispanic50%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged29%
Not economically disadvantaged88%
Special educationn/a
Not special education69%
Limited English proficient (LEP)n/a
Proficient in English60%
Migrantn/a
Non-migrant60%
Gifted/talentedn/a
Non-Gifted60%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

Algebra I

All Students65%
Female69%
Malen/a
Black or African Americann/a
Asiann/a
Hispanic33%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White88%
Economically disadvantaged63%
Not economically disadvantaged63%
Special educationn/a
Not special education64%
Limited English proficient (LEP)n/a
Proficient in English63%
Migrantn/a
Non-migrant63%
Gifted/talentedn/a
Non-Gifted63%
Bilingualn/a

Algebra II

All Students67%
Femalen/a
Male80%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White67%
Economically disadvantagedn/a
Not economically disadvantagedn/a
Special educationn/a
Not special education67%
Limited English proficient (LEP)n/a
Proficient in English67%
Migrantn/a
Non-migrant67%
Gifted/talentedn/a
Non-Gifted67%
Bilingualn/a

Biology I

All Students79%
Female86%
Male60%
Black or African Americann/a
Asiann/a
Hispanic60%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White90%
Economically disadvantaged86%
Not economically disadvantaged80%
Special educationn/a
Not special education81%
Limited English proficient (LEP)n/a
Proficient in English82%
Migrantn/a
Non-migrant82%
Gifted/talentedn/a
Non-Gifted82%
Bilingualn/a

Chemistry

All Students46%
Female20%
Male63%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White44%
Economically disadvantagedn/a
Not economically disadvantaged50%
Special educationn/a
Not special education60%
Limited English proficient (LEP)n/a
Proficient in English50%
Migrantn/a
Non-migrant50%
Gifted/talentedn/a
Non-Gifted50%
Bilingualn/a

English I Reading

All Students63%
Female67%
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White86%
Economically disadvantaged86%
Not economically disadvantaged60%
Special educationn/a
Not special education75%
Limited English proficient (LEP)n/a
Proficient in English75%
Migrantn/a
Non-migrant75%
Gifted/talentedn/a
Non-Gifted75%
Bilingualn/a

English I Writing

All Students56%
Female67%
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White63%
Economically disadvantaged86%
Not economically disadvantaged50%
Special educationn/a
Not special education67%
Limited English proficient (LEP)n/a
Proficient in English69%
Migrantn/a
Non-migrant69%
Gifted/talentedn/a
Non-Gifted69%
Bilingualn/a

English II Reading

All Students46%
Female40%
Male67%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White50%
Economically disadvantagedn/a
Not economically disadvantaged43%
Special educationn/a
Not special education67%
Limited English proficient (LEP)n/a
Proficient in English55%
Migrantn/a
Non-migrant55%
Gifted/talentedn/a
Non-Gifted55%
Bilingualn/a

English II Writing

All Students31%
Female33%
Male29%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White30%
Economically disadvantaged33%
Not economically disadvantaged29%
Special educationn/a
Not special education36%
Limited English proficient (LEP)n/a
Proficient in English31%
Migrantn/a
Non-migrant31%
Gifted/talentedn/a
Non-Gifted31%
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 Students79%
Female57%
Male100%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White80%
Economically disadvantagedn/a
Not economically disadvantaged80%
Special educationn/a
Not special education83%
Limited English proficient (LEP)n/a
Proficient in English79%
Migrantn/a
Non-migrant79%
Gifted/talentedn/a
Non-Gifted79%
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 Students55%
Female20%
Male83%
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
White50%
Economically disadvantaged40%
Not economically disadvantaged67%
Special educationn/a
Not special education67%
Limited English proficient (LEP)n/a
Proficient in English55%
Migrantn/a
Non-migrant55%
Gifted/talentedn/a
Non-Gifted55%

World Geography

All Students40%
Female33%
Malen/a
Black or African Americann/a
Asiann/a
Hispanicn/a
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White67%
Economically disadvantagedn/a
Not economically disadvantaged43%
Special educationn/a
Not special education40%
Limited English proficient (LEP)n/a
Proficient in English40%
Migrantn/a
Non-migrant40%
Gifted/talentedn/a
Non-Gifted40%
Bilingualn/a

World History

All Students32%
Female35%
Male25%
Black or African Americann/a
Asiann/a
Hispanic33%
Multiracialn/a
American Indian or Alaska Nativen/a
Native Hawaiian/Pacific Islandern/a
White27%
Economically disadvantaged50%
Not economically disadvantaged27%
Special educationn/a
Not special education33%
Limited English proficient (LEP)n/a
Proficient in English35%
Migrantn/a
Non-migrant35%
Gifted/talentedn/a
Non-Gifted35%
Bilingualn/a
Scale: % meeting or exceeding standards

About the tests


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

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

Source: Texas Education Agency

English Language Arts

All Students100%
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 Students80%
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 Students100%
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 Unacceptable".
  • In 2009-2010, this school was rated "Recognized".
  • 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

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 70% 31%
Hispanic 16% 50%
Black 5% 13%
Two or more races 5% 2%
American Indian/Alaska Native 3% 0%
Asian 1% 3%
Hawaiian Native/Pacific Islander 0% 0%
Source: NCES, 2010-2011

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School basics

School Leader's name
  • Lynda Plummer
Fax number
  • (940) 767-1904

Resources

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

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2617 Plaza Pkwy Unit 720
Wichita Falls, TX 76308
Phone: (940) 767-1561 x13

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