Compare Burnet Elementary School with Long Elementary School

Burnet Elementary School was accorded a State accountability rating of Not Rated: SB 1365 (Not Rated per SB 1365) 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 58 in student achievement, 70 in school progress and 67 in closing performance gaps. It scored 69 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, Long Elementary School also not rated a State accountability rating of Not Rated: SB 1365. The school posted 67 in student achievement, 69 in school progress, 62 in closing performance gaps and 67 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.

Distinction Designations for Burnet Elementary School and Long Elementary School are not applicable as neither one earned a recognition for outstanding achievement in seven categories.

Based on Racial/Ethnic Groups, the dominant group in Burnet Elementary School is Hispanics who make up nearly 87.39% of student population, followed by Whites or Caucasians (6.74%), African Americans (2.83%), Asians (1.96%) and Two or More Races (1.09%). There is no Native Americans student in the school.

At Long Elementary School, Hispanics make up 81.75% of student population, followed by Whites or Caucasians (9.12%), Asians (4.29%), African Americans (2.50%), Two or More Races (1.61%) and Native Americans (0.18%).

Based on household incomes, the Burnet Elementary School’s economically disadvantaged students is significantly lower at 60.43% compared to 71.74% at Long 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, Burnet Elementary School has 174 English Language Learners or ELLS or about 37.83% of student population. Long Elementary School has significantly more ELLs at 254 or about 45.44% of student population.

Burnet Elementary School has no gifted and talented student, while 11.52% are in the special education program, and bilingual students comprise 37.61% students. Long Elementary School has no gifted and talented student, while 10.91% are in the special education program, and bilingual students comprise 45.26% students.

29 teachers employed at Burnet Elementary School have been teaching in the school for an average of about 6.2 years with individual teaching experience averaging 10.9 years. The 35 teachers at Long Elementary School have been serving the school for an average of 9.8 years with individual teaching experience averaging 12.7 years.

Of its teaching staff, Burnet Elementary School no teacher serving the school for over 30 years, has four teachers serving the school for 20-30 years, nine teachers have worked for 11-20 years, five teachers have worked for 6-10 years, while nine teachers have been serving the school for over 1-5 years, including two beginning teachers. Long Elementary School has one teacher only serving the school for over 30 years, has six teachers serving the school for 20-30 years, 13 teachers have worked for 11-20 years, seven teachers have worked for 6-10 years, while eight 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 Burnet Elementary School there are 24 female teachers and four male teachers. Of its teaching staff, four special education teachers are being assisted by five teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and three more working as school support staff.

At Long Elementary School there are 34 female teachers and one male teacher only. Of its teaching staff, two special education teachers are being assisted by 12 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.