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 The Grace England Early Childhood/Pre-K Center, which is a part of KLEIN ISD, with French Elementary School, which is a part of KLEIN ISD, we noted a slight difference in ratings.
The Grace England Early Childhood/Pre-K Center has a regular student population of 336 with a 17.7 students/teacher ratio while French Elementary School has 858 students and a student-teacher ratio of 16 students/teacher ratio.
The Grace England Early Childhood/Pre-K Center earned a State accountability rating of B (80-89). It scored 89 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 only.
On the other hand, French Elementary School performed excellent to earn a State accountability rating of A. The school posted 93 in student achievement, 94 in school progress, 100 in closing performance gaps and 96 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.
French Elementary School's four out of seven distinctions are in Mathematics, post-secondary, with 25% student progress and 25% closing performance gaps. The Grace England Early Childhood/Pre-K Center has no distinction.
Based on Racial/Ethnic Groups, the dominant group in The Grace England Early Childhood/Pre-K Center is Hispanics who make up nearly 67.26% of student population, followed by African Americans (21.43%), Asians (5.95%), Two or More Races (2.98%) and Whites or Caucasians (2.38%). There is no Native Americans student in the school.
The student population at French Elementary School is also predominantly by Whites or Caucasians at 53.03%, followed by Hispanics (21.33%), African Americans (11.54%), Asians (8.74%), Two or More Races (4.90%) and Native Americans (0.23%).
Based on household incomes, The Grace England Early Childhood/Pre-K Center’s economically disadvantaged students is significantly higher at 94.05% compared to 16.78% at French 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, The Grace England Early Childhood/Pre-K Center has a significantly higher number of English Language Learners comprising 52.98% of its student population compared to 8.04% at French Elementary School.
The Grace England Early Childhood/Pre-K Center has no gifted and talented student, while 10.12% are in the special education program, and bilingual students comprise 52.98% students. French Elementary School 9.91% are in the special education program, 8.51% are in the gifted and talented program, and bilingual students comprise 7.34% students.
19 teachers employed at The Grace England Early Childhood/Pre-K Center have been teaching in the school for an average of about 5.2 years with individual teaching experience averaging 11.8 years. The 53 teachers at French Elementary School have been serving the school for an average of 6.7 years with individual teaching experience averaging 11.1 years.
Of its teaching staff, The Grace England Early Childhood/Pre-K Center no teacher serving the school for over 30 years, has three teachers serving the school for 20-30 years, seven teachers have worked for 11-20 years, one teacher only has worked for 6-10 years, while six teachers have been serving the school for over 1-5 years, including two beginning teachers. French Elementary School no teacher serving the school for over 30 years, has eight teachers serving the school for 20-30 years, 21 teachers have worked for 11-20 years, nine teachers have worked for 6-10 years, while eight teachers have been serving the school for over 1-5 years, including eight beginning teachers.
In both schools, female teachers outnumber the male teachers. The Grace England Early Childhood/Pre-K Center has an all-female teaching staff. Of its teaching staff, four special education teachers are being assisted by 22 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.
At French Elementary School there are 52 female teachers and one male teacher only. Of its teaching staff, nine special education teachers are being assisted by six teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and four more working as school support staff.
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