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 Baranoff Elementary School, which is a part of AUSTIN ISD, with Wooten Elementary School, which is a part of AUSTIN ISD, we noted a slight difference in ratings.
Baranoff Elementary School has a regular student population of 783 with a 15.4 students/teacher ratio while Wooten Elementary School has 393 students and a student-teacher ratio of 12.4 students/teacher ratio.
Baranoff Elementary School performed excellent to earn a State accountability rating of A (90-100) 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 92 in student achievement, 94 in school progress and 96 in closing performance gaps. It scored 95 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, Wooten Elementary School earned a State accountability rating of B. The school posted 67 in student achievement, 93 in school progress, 78 in closing performance gaps and 89 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.
Baranoff Elementary School's two out of seven distinctions are in Reading/English Language Arts (ELA) and with 25% student progress. Wooten Elementary School did not earn any distinction.
Based on Racial/Ethnic Groups, Whites or Caucasians comprise the biggest group at Baranoff Elementary School. They make up for 65.26% of student population, followed by Hispanics (26.44%), Two or More Races (4.60%), Asians (2.17%) and African Americans (1.53%). There is no Native Americans student in the school.
At Wooten Elementary School, Hispanics make up 87.02% of student population, followed by Whites or Caucasians (5.34%), African Americans (3.82%), Two or More Races (2.04%) and Asians (1.78%). There is no Native Americans student in the school.
Based on household incomes, the Baranoff Elementary School’s economically disadvantaged students is significantly lower at 8.81% compared to 91.60% at Wooten 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, Baranoff Elementary School has 35 English Language Learners or ELLS or about 4.47% of student population. Wooten Elementary School has significantly more ELLs at 284 or about 72.26% of student population.
Baranoff Elementary School’s bilingual students comprise 4.60%, gifted and talented students, 9.45%, while 9.96% are in the special education program. Wooten Elementary School bilingual students comprise 73.54%, gifted and talented students, 2.04%, and 17.81% are in the special education program.
51 teachers employed at Baranoff Elementary School have been teaching in the school for an average of about 8.1 years with individual teaching experience averaging 10.8 years. The 31 teachers at Wooten Elementary School have been serving the school for an average of 8.9 years with individual teaching experience averaging 11.2 years.
Of its teaching staff, Baranoff Elementary School no teacher serving the school for over 30 years, has 15 teachers serving the school for 20-30 years, 12 teachers have worked for 11-20 years, nine teachers have worked for 6-10 years, while 11 teachers have been serving the school for over 1-5 years, including four beginning teachers. Wooten Elementary School has two teachers serving the school for over 30 years, has three teachers serving the school for 20-30 years, 16 teachers have worked for 11-20 years, four teachers have worked for 6-10 years, while five teachers have been serving the school for over 1-5 years, including one beginning teacher only.
In both schools, female teachers outnumber the male teachers. At Baranoff Elementary School there are 47 female teachers and three male teachers. Of its teaching staff, seven special education teachers are being assisted by four teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and four more working as school support staff.
At Wooten Elementary School there are 24 female teachers and seven male teachers. Of its teaching staff, eight special education teachers are being assisted by eight teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and two more working as school support staff.
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