Compare Alief Middle School with Klentzman Intermediate

Alief Middle School was accorded 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 69 in student achievement, 79 in school progress and 73 in closing performance gaps. It scored 77 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, Klentzman Intermediate also earned a State accountability rating of C. The school posted 55 in student achievement, 77 in school progress, 72 in closing performance gaps and 76 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.

Alief Middle School's four out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, Science and post-secondary. Klentzman Intermediate did not earn any distinction.

Based on Racial/Ethnic Groups, the dominant group in Alief Middle School is Hispanics who make up nearly 69.90% of student population, followed by African Americans (14.27%), Asians (12.49%), Whites or Caucasians (1.67%), Native Americans (1.11%) and Two or More Races (0.56%).

At Klentzman Intermediate, Hispanics make up 73.98% of student population, followed by African Americans (18.13%), Whites or Caucasians (3.33%), Asians (2.96%), Native Americans (1.23%) and Two or More Races (0.25%).

Based on household incomes, Alief Middle School’s economically disadvantaged students is slightly higher at 87.29% compared to 82.86% at Klentzman Intermediate.

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, Alief Middle School has 554 English Language Learners or ELLS or about 61.76% of student population. Klentzman Intermediate has more ELLs at 557 or about 68.68% of student population.

Alief Middle School’s bilingual students comprise 61.32%, gifted and talented students, 4.46%, while 11.15% are in the special education program. Klentzman Intermediate bilingual students comprise 68.68%, gifted and talented students, 3.70%, and 15.54% are in the special education program.

Alief Middle School's 72 teachers have been working at the campus for an average of 9.4 years with individual teaching experience averaging 11.3 years. Teachers at Klentzman Intermediate, numbering 69 teachers, have been serving the school for an average of 8.8 years with individual teaching experience averaging 12.1 years.

Of its teaching staff, Alief Middle School has one teacher only serving the school for over 30 years, has 11 teachers serving the school for 20-30 years, 21 teachers have worked for 11-20 years, 16 teachers have worked for 6-10 years, while 18 teachers have been serving the school for over 1-5 years, including five beginning teachers. Klentzman Intermediate has three teachers serving the school for over 30 years, has eight teachers serving the school for 20-30 years, 25 teachers have worked for 11-20 years, 15 teachers have worked for 6-10 years, while 16 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 Alief Middle School there are 48 female teachers and 23 male teachers. Of its teaching staff, two special education teachers are being assisted by 11 teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and seven more working as school support staff.

At Klentzman Intermediate there are 53 female teachers and 15 male teachers. Of its teaching staff, six special education teachers are being assisted by 15 teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and six more working as school support staff.