Compare Connally Middle School with Ross Middle School

Connally Middle School was accorded 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 76 in student achievement, 75 in school progress and 73 in closing performance gaps. It scored 75 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, Ross Middle School also earned a State accountability rating of C. The school posted 64 in student achievement, 77 in school progress, 75 in closing performance gaps and 76 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.

Connally Middle School's one out of seven distinction is in Science. Ross Middle School did not earn any distinction.

Based on Racial/Ethnic Groups, the dominant group in Connally Middle School is Hispanics who make up nearly 72.75% of student population, followed by Whites or Caucasians (18.63%), African Americans (4.00%), Two or More Races (2.75%), Asians (1.63%) and Native Americans (0.13%).

At Ross Middle School, Hispanics make up 88.03% of student population, followed by Whites or Caucasians (5.12%), African Americans (4.92%), Asians (1.35%), Two or More Races (0.48%) and Native Americans (0.10%).

Based on household incomes, the Connally Middle School’s economically disadvantaged students is significantly lower at 47.13% compared to 86.00% at Ross Middle 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, Connally Middle School has 53 English Language Learners or ELLS or about 6.63% of student population. Ross Middle School has significantly more ELLs at 179 or about 17.28% of student population.

Connally Middle School’s bilingual students comprise 5.50%, gifted and talented students, 12.63%, while 13.25% are in the special education program. Ross Middle School bilingual students comprise 19.21%, gifted and talented students, 8.01%, and 16.60% are in the special education program.

Connally Middle School's 47 teachers have been working at the campus for an average of 8.3 years with individual teaching experience averaging 10.6 years. Teachers at Ross Middle School, numbering 76 teachers, have been serving the school for an average of 7.5 years with individual teaching experience averaging 10.2 years.

Of its teaching staff, Connally Middle School has one teacher only serving the school for over 30 years, has four teachers serving the school for 20-30 years, 16 teachers have worked for 11-20 years, 14 teachers have worked for 6-10 years, while nine teachers have been serving the school for over 1-5 years, including four beginning teachers. Ross Middle School no teacher serving the school for over 30 years, has eight teachers serving the school for 20-30 years, 25 teachers have worked for 11-20 years, 16 teachers have worked for 6-10 years, while 26 teachers have been serving the school for over 1-5 years, including two beginning teachers.

In both schools, female teachers outnumber the male teachers. At Connally Middle School there are 33 female teachers and 14 male teachers. Of its teaching staff, six special education teachers are being assisted by six teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and seven more working as school support staff.

At Ross Middle School there are 56 female teachers and 20 male teachers. Of its teaching staff, nine special education teachers are being assisted by seven teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and 13 more working as school support staff.