The Best Public Elementary School in Dallas

No child will be left behind, but some kids will have a head start. From Mesquite to Highland Park, these are the 248 schools that are outpacing their peers.

THE OVERALL TOP 10 SCHOOLS

Finding the best public elementary school in Dallas-Fort Worth area is no easy feat. The people who really know, the ones who are on the inside—the kids—won’t give the answers that you, the parents, want. They’ll tell you who’s got the best playground and the longest recess. They’ll point out which cafeteria serves the worst meatloaf and which teachers give out the most homework. And if you ask them about TAAS tests, they’re liable to say, “I’ve got a Man-Eater Bug!”

Fortunately, we found a group of professionals who evaluate schools on a much more scientific, objective basis, one that’s not as meatloaf-centric and that doesn’t involve Yu-Gi-Oh! cards. Just for the Kids (www.just4kids.org), a nonprofit group trying to improve the country’s public schools, has created a powerful way to compare different schools in different areas (see “How We Did It” on p. 76). For instance, many schools in DISD are in low-income neighborhoods with a low percentage of native English speakers. Just for the Kids believes in making fair and accurate comparisons among schools, so a Prada-clad fifth grader with a private tutor in Highland Park isn’t being compared to an inner-city fourth grader whose parents speak English as a second language.

The organization ranks the schools, not against each other, but against the 10 best schools in Texas with similar demographics. Hence, Highland Park’s Armstrong, arguably the best elementary in all of North Texas, comes in at number six (because it’s actually being compared to similarly wealthy schools across the state). This year’s outcome is a telling measure of how our city’s schools stack up—with surprising results. In D Magazine’s May 2001 report on public elementary schools using the same methodology, not one DISD school made the top 15. Two years later, DISD fills the top four spots.

Just for the Kids attributes DISD’s improvement to a change in curriculum. In the fall of 2001, the district began the gradual process of introducing a new curriculum, with the help of educational consultant Margaret Kilgo, to improve student performance and raise test scores. Textbooks were also reviewed, and, probably most important, DISD zeroed in on achieving a consistent curriculum throughout the district. With a 30 percent mobility rate, DISD students move from school to school frequently. “We wanted to make sure we have consistency as a schoolhouse, even if students don’t have consistency within their own house, so they can continue lesson plans even when they move to a new school,” says Carol Francois, DISD’s chief of staff.

Chrys Dougherty, director of research for Just for the Kids, says DISD officials have come to them in the past year seeking advice. The organization has told them to start with a practice known as “alignment,” in which schools link curriculum and coordinate teaching between grades so that third-grade math prepares students for what they’ll be expected to know and learn in fourth-grade math.

“If you’re not even teaching the kids what the next teacher expects them to have already learned, you’ve got a problem,” Dougherty says. “In advantaged areas, parents come in and fill the holes and hire tutors. In disadvantaged areas, like Dallas, that’s not the case, so alignment is most important.”

Dougherty says another key difference in the district’s performance lies in its management. “They now have leadership that can manage a school district,” he says. “Before, they had trouble moving in any direction. There was so much racial squabbling, they couldn’t find out if the kids were even reading. Now, they’re back to focusing on the core business of learning.”

DISD’s recent success is also due to a higher impetus on not only increasing test scores, but also being able to measure that improvement. Since superintendent Mike Moses took office in 2001, one of his top goals has been improving student achievement. “We have been very focused on data—finding out what it is that our students do or don’t know,” Francois says. In trying to be a “data-driven district,” DISD has hunkered down on analyzing where the students are succeeding and, when they are not, addressing those weaknesses.

Whatever DISD is doing, it’s working (or at least it’s working better than it was in 2001).

School Snapshots
At these elementaries, good practices—no matter the income level—lead to success. We profiled the best school from the top three districts in each economic tier.

UPPER-INCOME SCHOOLS

Click here to see upper-income school rankings.

Kent
Carrollton-FB ISD
Grades: K-5
Enrollment: 580

Principal Linda Hawkins says her school is a “system built on positives.” By teaching students responsibility and focusing on positive reinforcement, Carrollton’s Kent Elementary has had enormous success and captured the number one spot on our list for upper-class schools (see p. 71). “We have a continual focus on responsibility and your job as a student at this school,” Hawkins says. “There are not a lot of negatives here. We tell the kids, ’This is what happens when you make a good choice.’” One way Kent has been able to instill such qualities in her students is through a weekly program called “Leaders for Life.” Every Friday, different grade levels meet to do a variety of projects. “Our special teachers from art, music, and P.E. meet with the kids and deal with different scenarios that provide leadership abilities to the kids,” Hawkins says. With a fairly large population of ESL students (almost 25 percent), Kent is known for handling each student on an individual level suited to his or her own needs and working with children in small groups. In the Red Bird reading program, older elementary students tutor and read with the younger kids, which often helps many of the ESL students with their reading progression. The results are obvious. In addition to their high TAAS proficiency percentages, Kent was honored as a National Blue Ribbon school in 1993-1994.

Armstrong
Grades: K-4
Enrollment: 510 

Highland Park’s Armstrong Elementary students live and learn in a truly “hands on” environment. Dr. Mary Richey, who has served as principal for seven years, says her students “get their hands as well as their heads into everything,” from studying science in an outdoor science lab to molding clay in the school’s art studio. “They don’t just read about science. They actually experience science. They don’t just read about different media of fine art. They actually do it,” Dr. Richey says. “It truly makes a difference.” The Armstrong difference is also the result of generous support from parents and the Highland Park community, whose donations have helped fund the school’s many unique building projects. The school’s outdoor science lab has a hummingbird and butterfly garden. “It isn’t just a pretty garden,” Dr. Richey says. “It was planted, built, and is maintained to study migrating insects and birds.” The school’s art studio is equally impressive. All students visit the studio once or twice a week and take classes in everything from art history, fine arts, and perspective to weaving, sculpting, and ceramics—the studio even has a kiln for firing ceramic pots and sculptures. Dr. Richey is rightfully proud of her school and thankful for the community that surrounds it. “We have a great learning community here,” Dr. Richey says. “The students feel this school is part of their home environment. This is their extended home, and our school belongs to the community.”

Brentfield
Richardson ISD
Grades: K-6
Enrollment: 540 

Brentfield is a school that believes in helping others to succeed. In the four years Principal Fran Gratt has been at the school, Brentfield’s community service activities have gone from one sixth-grade project per year to a school-wide commitment. “Every grade level is involved in some sort of a community project,” Gratt says. “I’m a strong believer in community service.” From kindergartners collecting stuffed animals for underprivileged kids to fourth-graders raising money for the SPCA, Brentfield students all get involved in helping others. The school has also partnered with Dobie Elementary, a less fortunate primary school in Richardson. The Brentfield students help out with everything from sending the Dobie kids books to making and sending them valentines. Gratt also says the school is starting to brainstorm ideas to approach community service on a more global scale next year. “We try to connect with not only neighborhood schools, but also the greater community at large,” she says. The projects help teach Brentfield students the value of service and responsibility to others. And Brentfield’s efforts have not gone unnoticed. The school was recently one of 42 elementary schools statewide awarded Honor Roll status by the Texas Business and Education Coalition and Just for the Kids.

Middle-Income Schools

Click here to see middle-income school rankings.

Range
Mesquite ISD
Grades:k-6
Enrollment:500

Range elementary values literacy, as evidenced by the school librarian’s daily announcements wherein she extols the library’s wide range of offerings. Range is one of several of Mesquite elementary schools that receive federal funding because of the number of students from low-income households. Much of that federal funding goes to buying books for the classrooms. With about 5,100 books in circulation, Range boasts the highest number of titles in the district. Additionally, the campus’s accountability rating is “exemplary,” an increase from 1998. Principal Sherrie Beard says that extensive tutoring programs and Range Rooters, a one-on-one mentoring program, give the kids motivation and an extra academic boost. Beard, a first-year principal who is a proud graduate of the school, says she’s been told that Range students are genuinely more interested in learning than most other students. A lot of that can be attributed to parent outreach. Twice a year, the school hosts a family fun night and builds a solid rapport with parents. Also twice a year, parents must visit the school to pick up their child’s report card and speak to teachers. Beard says it’s that quest for community involvement that has helped her students achieve such positive results. —Colleen Casey

DeGolyer
DISD
Grades: K-6
Enrollment: 410

Northwest Dallas’ Everette L. DeGolyer Elementary proves that education doesn’t have to be boring to be effective. “Everything is centered around learning while you have fun,” says Principal Thelma Lott Jones. This philosophy is evident in the variety of extracurricular activities offered, from a scrapbooking group to a book club. Science and math lessons come to life through the Ham Radio Club, where students become licensed ham radio operators. Students maintain the DeGolyer web site, drawing the artwork, writing the text, and building the pages. Even morning announcements are fun. This year, the school launched an in-house cable TV station that broadcasts the announcements to every classroom. Each room takes charge for a week by planning, producing, and starring in the segments. “The children love it,” Jones says. “They can be as creative as they like.” Positive reinforcement also contributes to the DeGolyer experience. “Being Dolphin proud” is a phrase used to recognize students’ achievements inside and outside of school. Also, students receive patches for accomplishments such as perfect attendance, which they wear on Dolphin Spirit Fridays. Dolphin pride lasts after children continue to middle and high school. “If we hear something good about any former Dolphin, we’re Dolphin proud of them, too,” Jones says. —Bethany McCormack

Roach
Garland ISD
Grades: PreK-5
Enrollment: 450 

Faculty members at Roach Elementary in Garland have high expectations for their students. Although more than half of the students are considered economically disadvantaged, the school has scored an exemplary rating with the TEA for the past nine years. “You will not find a similar population with that record,” says Jeanette O’Neal, who is serving her 12th year as principal. Their success is due, in part, to the expectation that all students perform at their grade level. Every teacher spends additional time before and after school working with children who need extra help. For many of the students, school is their only opportunity to work on computers. Teachers recognized the need for classroom computers and kept their budgets “to the bare bones,” O’Neal says, which helped Roach gradually acquire computers. Every classroom has four or five computers now, and children visit the computer lab daily. The school is very diverse, with 31 percent of its students being white, 29 percent black, and 40 percent Hispanic. “Everyone in this building treats each other with respect,” O’Neal says. Teachers model an attitude of respect that they pass on to the children. When students feel good about their environment, school becomes something they enjoy, O’Neal says. Even with such high expectations, the Roach Elementary community is rarely disappointed. —B.M.

LOWER-INCOME SCHOOLS

Click here to see lower-income school rankings.

Frazier
DISD
Grades: K-3
Enrollment: 230

At the beginning of each school year, Principal Rachel George and her staff go knocking on doors. “When everyone talks about ’No Child Left Behind,’ that’s the concept we’ve been dealing with from the very beginning,” says George, who’s in her seventh year at Frazier. “We don’t want any excuses. All we need is a willing body and a willing mind. If you haven’t been to school in two days, I’ll be by your house. If you’re sick in the hospital, we go visit. We tell the children all the time, ’We love you. You belong to us.’” George’s generous attitude is contagious, considering the plight of her students—JCF’s low-income population accounts for almost 96 percent of the student body, and the school is directly across the street from the Frazier Courts housing projects. The school fared best on our list when compared to its peers statewide, with almost 92 percent of students scoring an 85 or above on TAAS. George says her students’ high scores are due in large part to the tutoring efforts of the school. Tutoring in reading and math is offered in the morning, from 7 to 8 a.m. (along with breakfast). Three days a week, the children are not released from school until 4 p.m., allowing for an extra hour of learning. By knocking on those doors in August and cultivating a relationship with parents, George says that she has tried to make her school a “safe haven” that the students can depend on. So far, the system is working.

RISD Academy
Richardson ISD
Grades: 2-6
Enrollment: 920

Principal Rita Latimer says it is the goal of RISD Academy to help its students live out the American Dream. The majority of RISD’s students are first-generation Americans and immigrant students who, as a group, speak more than 15 different languages, which means 67 percent of the students are limited English proficient. The school’s mission is to help students “become caring, responsible citizens who will succeed in facing the world through classrooms filled with cultural diversity.” RISD accomplishes this goal with strict policies that involve the students, their families, and teachers setting and reaching individual and school goals. “We don’t accept any excuses for not learning or succeeding,” Latimer says. “We don’t coddle our students.” Instead, RISD Academy calls the parents or guardians as soon as they see a problem with students. “We don’t send them to detention a couple of times and then start thinking about their problems,” Latimer says. “As soon as we have a problem, we sit down with the student, their families, and teachers, and we work on it.” The school doesn’t rely on punishing students, but instead keeps communication open between all parties involved. The result, Latimer says, is students who obey the rules, who know right from wrong, and who will flourish as they enter the world outside the classroom.

HELBING
Fort Worth ISD
Grades: PreK-5
Enrollment: 560

IF YOU’RE A STUDENT AT HELBING ELEMENTARY and you don’t show up to a mandatory Saturday tutoring session, don’t be surprised if the principal arrives at your doorstep to pick you up. Principal Betty Sandley says Helbing is committed to giving its students extra help, and if they’re not at school, then they can’t get that help. The school doesn’t take no for an answer, but that’s only effective with heavy involvement from parents. The school is located on the north side of Fort Worth, and about 85 percent of its students are economically disadvantaged. And every teacher in grades three, four, and five must participate in after-school tutoring programs at least twice a week. Helbing has received an “exemplary” rating, an increase of two positions since 1998, and its students’ reading scores especially have been recognized for exemplary improvement. Sandley says it’s very important for the students to be able to communicate. The committed administration spends every weekend looking at students’ writing, and every Monday they have conferences with the students that need improvement. She says the school instills in every child the belief that just making a passing grade is not good enough. —C.C.

HOW WE DID IT

Just for the Kids, a nonprofit educational resource based in Austin and founded in 1995 by Dallas civic leader Tom Luce, helped analyze data from more than 590 public elementary schools from our readership area—including Fort Worth and Dallas, plus Collin, northeast Tarrant, and southeast Denton counties. For the top 10 list on pages 69 and 70, we ranked the schools based on “opportunity gaps” (more on that later), ignoring their income levels. For the big charts on pages 71, 73, and 75, we chose the top 248 schools and then separated them into three economic tiers—upper, middle, and lower—based on the percentage of students in each school who come from low-income households (based on the Texas Education Agency’s eligibility guidelines for free and reduced-price school meals).

Within those three tiers, a school’s ranking is determined primarily by its opportunity gap, a measure unique to Just for the Kids, that takes into account the demographics of each school. With the opportunity gap, an individual school is not compared to the 589 other schools in our area but rather to the top 10 schools in the state that are similar—those with an equal or higher percentage of low-income and limited-English-proficiency students.

A positive opportunity gap means a school is outperforming its peer schools in the state; a negative opportunity gap means the school’s performance falls short of the performances of its peers statewide. Opportunity gaps greater than or equal to minus 10 are considered top tier; gaps between minus 10 and minus 40 are considered “moderate”; and any school below minus 40 is headed for trouble.

Another key component of a school’s rating is its TAAS proficiency percentage for both the reading and math tests. Those percentages reflect the number of students who scored an 85 or better on the Texas Learning Index (TLI) for the TAAS test. This score, as opposed to a passing score of 70, reflects a stronger grasp and knowledge of the material. Such a score signifies that a student is ready to move on to the next grade level and take on more challenging ideas and concepts. Basically, relying on the proficiency score instead of a passing score raises the bar for schools. It also shows a more accurate picture of how well the schools are educating their students. In the case where two schools had the same opportunity gap, the school with the higher average of the proficiency percentages for math and reading received the higher ranking.

Ranking a school by its opportunity gap is a more telling and fair measure of how the schools on our lists stack up because it compares apples to apples. For example, if we just took a school’s average TAAS proficiency score as the sole indicator for our rankings, then McKinney’s Valley Creek Elementary would have been number one on our upper-class list. But that wouldn’t be the best representation of the school’s performance. Valley Creek’s students are advantaged in every way—only 1.2 percent of its students are low-income. Carrollton’s Kent Elementary (which captured our top spot on that list) may have lower TAAS proficiency scores than Valley Creek, but 24 percent of its students are LEP (limited English proficient) and 16 percent are economically disadvantaged. We didn’t compare the two schools; we compared them to their statewide peers. And that comparison shows that Kent outperforms Valley Creek. Our rankings simply show which schools are doing the best given the type of students they have.

It is up to parents to use this information and decide which type of school is best suited for their child. For more information on Just for the Kids and how their information can help improve your child’s school, visit www.just4kids.org.

A CUT ABOVE THE REST

Seven of Dallas-Fort Worth’s best elementary schools receive Blue Ribbon honors.

 Since 1982, the U.S. Department of Education has awarded the country’s most outstanding schools with the Blue Ribbon Schools Program. In coordination with state education agencies, schools are first nominated at the state level and then selected to go on for consideration on a national level. As part of the No Child Left Behind Act, Secretary of Education Rod Paige announced in July 2002 new criteria for assessment of Blue Ribbon status. For schools to be recognized, they must either 1) have at least 40 percent of their students from disadvantaged backgrounds and “dramatically improve student performance in accordance with state assessment systems” or 2) score in the top 10 percent on state assessment tests.

Of the 3,784 schools the Department of Education has recognized since the program began, 61 public and private elementary schools in the Dallas-Fort Worth area have received the honor. Local schools designated for 2000-2001 National Blue Ribbon status include Carroll Intermediate School, Southlake; Glenhope Elementary School, Colleyville; Heritage Elementary School, Highland Village; John R. Good Elementary School, Irving; Mathews Elementary School, Plano; Timberline Elementary School, Grapevine; and DISD’s James Bowie Elementary School. The Blue Ribbon awards for elementary schools are only given in alternate years, so Secretary Paige will announce the 2002-2003 winners on September 8.