Choosing the best possible elementary school is critical to a child’s foundational development. In Texas, public school districts adopt curriculum standards set by the State Board of Education. The current standards, called Texas Essential Knowledge and Skills, outline what students should be able to learn and do in each course or grade. The curriculum is structured around the fundamentals of mathematics, science, social studies, language arts, music and reading.
When we compared Linton Elementary School, which is a part of NORTHSIDE ISD, with Nichols Elementary School, which is a part of NORTHSIDE ISD, we noted a slight difference in ratings.
Linton Elementary School has a regular student population of 471 with a 12.4 students/teacher ratio while Nichols Elementary School has 395 students and a student-teacher ratio of 13 students/teacher ratio.
Linton Elementary School earned a State accountability rating of C (70-79) based on three domains: student achievement, school progress and closing the gaps. Scores are scaled from 0 to 100 to align with letter grades. The school scored 53 in student achievement, 83 in school progress and 71 in closing performance gaps. It scored 79 overall in post-secondary readiness, a broad term that refers to student preparedness to undertake multiple pathways after graduation, or specifically, their preparedness for college education.
On the other hand, Nichols Elementary School earned a State accountability rating of B. The school posted 75 in student achievement, 88 in school progress, 78 in closing performance gaps and 85 overall in post-secondary readiness.
A distinction designation acknowledges districts and campuses for outstanding achievement based on the outcomes of several performance indicators. Distinction designations are awarded for achievement in several areas and are based on performance relative to a group of campuses of similar type, size, grade span, and student demographics.
Distinction Designations for Linton Elementary School and Nichols Elementary School are not applicable as neither one earned a recognition for outstanding achievement in seven categories.
Based on Racial/Ethnic Groups, the dominant group in Linton Elementary School is Hispanics who make up nearly 82.80% of student population, followed by Whites or Caucasians (7.43%), African Americans (7.22%), Two or More Races (1.70%) and Asians (0.64%). There is no Native Americans student in the school.
At Nichols Elementary School, Hispanics make up 70.13% of student population, followed by Whites or Caucasians (22.78%), African Americans (3.54%), Two or More Races (3.04%) and Native Americans (0.25%). There is no Asians student in the school.
Based on household incomes, Linton Elementary School’s economically disadvantaged students is significantly higher at 90.23% compared to 38.99% at Nichols Elementary School.
In terms of Limited English Proficiency (LEP), a term used in the United States that refers to a person who is not fluent in the English Language, mainly because it is not their native language, Linton Elementary School has 7 English Language Learners or ELLS or about 1.49% of student population. Nichols Elementary School has more ELLs at 14 or about 3.54% of student population.
In addition, Linton Elementary School has 0.21% bilingual students, 2.76% are in the gifted and talented program, while 16.77% are in the special education program. This stacks up against Nichols Elementary School with 1.27% bilingual students, 4.05% gifted and talented students and 18.99% students in the special education program.
38 teachers employed at Linton Elementary School have been teaching in the school for an average of about 10.1 years with individual teaching experience averaging 11.6 years. The 30 teachers at Nichols Elementary School have been serving the school for an average of 12.1 years with individual teaching experience averaging 14.7 years.
Of its teaching staff, Linton Elementary School no teacher serving the school for over 30 years, has eight teachers serving the school for 20-30 years, 12 teachers have worked for 11-20 years, five teachers have worked for 6-10 years, while ten teachers have been serving the school for over 1-5 years, including three beginning teachers. Nichols Elementary School has three teachers serving the school for over 30 years, has seven teachers serving the school for 20-30 years, nine teachers have worked for 11-20 years, three teachers have worked for 6-10 years, while six teachers have been serving the school for over 1-5 years, including three beginning teachers.
In both schools, female teachers outnumber the male teachers. At Linton Elementary School there are 32 female teachers and six male teachers. Of its teaching staff, four special education teachers are being assisted by 12 teachers aides or paraprofessionals. In addition to its teaching staff, the school has one staff members in the school administration department and six more working as school support staff.
At Nichols Elementary School there are 27 female teachers and three male teachers. Of its teaching staff, five special education teachers are being assisted by 15 teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and five more working as school support staff.
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