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 Bowden Academy, which is a part of SAN ANTONIO ISD, with Young Women's Leadership Academy, which is a part of SAN ANTONIO ISD, we noted a slight difference in ratings.
Bowden Academy has a regular student population of 474 with a 12.6 students/teacher ratio while Young Women's Leadership Academy has 601 students and a student-teacher ratio of 16.2 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, Young Women's Leadership Academy performed excellent to earn a State accountability rating of A. The school posted 97 in student achievement, 95 in school progress, 100 in closing performance gaps and 98 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.
Young Women's Leadership Academy's seven out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, Science, Social Studies, post-secondary, with 25% student progress and 25% closing performance gaps. 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 Young Women's Leadership Academy, Hispanics make up 88.69% of student population, followed by Whites or Caucasians (5.16%), African Americans (3.16%), Asians (1.50%) and Two or More Races (1.50%). There is no Native Americans student in the school.
Based on household incomes, Bowden Academy’s economically disadvantaged students is significantly higher at 93.04% compared to 50.08% at Young Women's Leadership Academy.
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 3.00% at Young Women's Leadership Academy.
In addition, Bowden Academy has 24.05% bilingual students, 4.43% are in the gifted and talented program, while 16.67% are in the special education program. This stacks up against Young Women's Leadership Academy with 2.83% bilingual students, 40.77% gifted and talented students and 0.33% students 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 37 teachers at Young Women's Leadership Academy have been serving the school for an average of 5.2 years with individual teaching experience averaging 10.5 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. Young Women's Leadership Academy has one teacher only serving the school for over 30 years, has six teachers serving the school for 20-30 years, ten teachers have worked for 11-20 years, six teachers have worked for 6-10 years, while eight teachers have been serving the school for over 1-5 years, including seven 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 Young Women's Leadership Academy there are 32 female teachers and five male teachers. Of its teaching staff, one special education teacher is being assisted by one teacher only aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and nine more working as school support staff.
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