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.
We are making this task easier for you by comparing two above average elementary schools: Bowden Academy and Douglass Elementary School. We compiled relevant data for you to be able to make an informed decision. Both schools are under the jurisdiction of the SAN ANTONIO ISD.
Bowden Academy has a regular student population of 474 with a 12.6 students/teacher ratio while Douglass Elementary School has 159 students and a student-teacher ratio of 9.2 students/teacher ratio.
Bowden Academy earned a State accountability rating of B (80-89) 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 56 in student achievement, 88 in school progress and 75 in closing performance gaps. It scored 84 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, Douglass Elementary School also earned a State accountability rating of B. The school posted 56 in student achievement, 89 in school progress, 73 in closing performance gaps and 84 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.
Douglass Elementary School's one out of seven distinction is in with 25% student progress. Bowden Academy has no distinction.
Based on Racial/Ethnic Groups, the dominant group in Bowden Academy is Hispanics who make up nearly 87.13% of student population, followed by African Americans (6.96%), Whites or Caucasians (4.22%) and Two or More Races (1.48%). There is no Asians and Native Americansstudents in the school.
At Douglass Elementary School, Hispanics make up 86.79% of student population, followed by African Americans (8.81%), Whites or Caucasians (3.14%) and Two or More Races (1.26%). There is no Asians and Native Americansstudents in the school.
Based on household incomes, the Bowden Academy’s economically disadvantaged students is slightly lower at 93.04% compared to 96.86% at Douglass 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, Bowden Academy has a significantly higher number of English Language Learners comprising 21.73% of its student population compared to 10.69% at Douglass Elementary School.
Bowden Academy’s bilingual students comprise 24.05%, gifted and talented students, 4.43%, while 16.67% are in the special education program. Douglass Elementary School bilingual students comprise 9.43%, gifted and talented students, 4.40%, and 15.09% are in the special education program.
37 teachers employed at Bowden Academy have been teaching in the school for an average of about 4.3 years with individual teaching experience averaging 6.9 years. The 17 teachers at Douglass Elementary School have been serving the school for an average of 3.3 years with individual teaching experience averaging 3.5 years.
Of its teaching staff, Bowden Academy no teacher serving the school for over 30 years, has one teacher only serving the school for 20-30 years, ten teachers have worked for 11-20 years, seven teachers have worked for 6-10 years, while nine teachers have been serving the school for over 1-5 years, including 11 beginning teachers. Douglass Elementary School no teacher serving the school for over 30 years, no teacher serving the school for 20-30 years, two 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 eight beginning teachers.
In both schools, female teachers outnumber the male teachers. At Bowden Academy there are 29 female teachers and seven male teachers. Of its teaching staff, six special education teachers are being assisted by 11 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 Douglass Elementary School there are 13 female teachers and three male teachers. Of its teaching staff, one special education teacher is being assisted by five teachers aides or paraprofessionals. In addition to its teaching staff, the school has one staff members in the school administration department and four more working as school support staff.
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