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 Charles Nash Elementary School, which is a part of FORT WORTH ISD, with Como Elementary School, which is a part of FORT WORTH ISD, we noted a slight difference in ratings.
Charles Nash Elementary School has a regular student population of 237 with a 14.4 students/teacher ratio while Como Elementary School has 381 students and a student-teacher ratio of 11 students/teacher ratio.
Charles Nash Elementary School earned 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 62 in student achievement, 75 in school progress and 77 in closing performance gaps. It scored 76 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, Como Elementary School earned a State accountability rating of B. The school posted 64 in student achievement, 89 in school progress, 76 in closing performance gaps and 85 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 Charles Nash Elementary School and Como Elementary School are not applicable as neither one earned a recognition for outstanding achievement in seven categories.
Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Charles Nash Elementary School. They make up for 61.18% of student population, followed by African Americans (26.16%), Whites or Caucasians (8.02%), Two or More Races (2.95%), Asians (0.84%) and Native Americans (0.84%).
The student population at Como Elementary School is also predominantly by African Americans at 48.82%, followed by Hispanics (40.94%), Whites or Caucasians (4.99%), Asians (2.89%) and Two or More Races (2.36%). There is no Native Americans student in the school.
Based on household incomes, the Charles Nash Elementary School’s economically disadvantaged students is slightly lower at 85.65% compared to 95.28% at Como 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, Charles Nash Elementary School has 53 English Language Learners or ELLS or about 22.36% of student population. Como Elementary School has significantly more ELLs at 123 or about 32.28% of student population.
Charles Nash Elementary School’s bilingual students comprise 39.66%, gifted and talented students, 7.59%, while 6.33% are in the special education program. Como Elementary School bilingual students comprise 30.71%, gifted and talented students, 4.72%, and 8.14% are in the special education program.
16 teachers employed at Charles Nash Elementary School have been teaching in the school for an average of about 4 years with individual teaching experience averaging 6.7 years. The 34 teachers at Como Elementary School have been serving the school for an average of 7.9 years with individual teaching experience averaging 11.5 years.
Of its teaching staff, Charles Nash Elementary School no teacher serving the school for over 30 years, has one teacher only serving the school for 20-30 years, three teachers have worked for 11-20 years, five teachers have worked for 6-10 years, while six teachers have been serving the school for over 1-5 years, including two beginning teachers. Como Elementary School no teacher serving the school for over 30 years, has six teachers serving the school for 20-30 years, 12 teachers have worked for 11-20 years, five teachers have worked for 6-10 years, while 11 teachers have been serving the school for over 1-5 years, and school has no beginning teacher.
In both schools, female teachers outnumber the male teachers. At Charles Nash Elementary School there are 12 female teachers and four male teachers. Of its teaching staff, two special education teachers are being assisted by two 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 Como Elementary School there are 29 female teachers and four male teachers. Of its teaching staff, four teachers are aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and 14 more working as school support staff.
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