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 De Chaumes Elementary School, which is a part of HOUSTON ISD, with Mading Elementary School, which is a part of HOUSTON ISD, we noted a slight difference in ratings.
De Chaumes Elementary School has a regular student population of 736 with a 15.8 students/teacher ratio while Mading Elementary School has 374 students and a student-teacher ratio of 15.8 students/teacher ratio.
De Chaumes Elementary School performed excellent to earn a State accountability rating of A (90-100) 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 77 in student achievement, 96 in school progress and 89 in closing performance gaps. It scored 94 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, Mading Elementary School earned a State accountability rating of B. The school posted 59 in student achievement, 89 in school progress, 74 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.
De Chaumes Elementary School's four out of seven distinctions are in Mathematics, post-secondary, with 25% student progress and 25% closing performance gaps. Mading Elementary School did not earn any distinction.
Based on Racial/Ethnic Groups, the dominant group in De Chaumes Elementary School is Hispanics who make up nearly 98.78% of student population, followed by African Americans (0.68%) and Whites or Caucasians (0.54%). There is no Asians, Native Americans and Two or More Racesstudents in the school.
At Mading Elementary School, African Americans are the biggest group, comprising 65.24% of student population, followed by Hispanics (32.62%), Two or More Races (1.34%) and Whites or Caucasians (0.80%). There is no Asians and Native Americansstudents in the school.
Based on household incomes, the De Chaumes Elementary School’s economically disadvantaged students is lower at 97.28% compared to 98.13% at Mading 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, De Chaumes Elementary School has a significantly higher number of English Language Learners comprising 56.79% of its student population compared to 24.33% at Mading Elementary School.
De Chaumes Elementary School’s bilingual students comprise 54.35%, gifted and talented students, 5.30%, while 7.74% are in the special education program. Mading Elementary School bilingual students comprise 33.16%, gifted and talented students, 1.87%, and 7.49% are in the special education program.
46 teachers employed at De Chaumes Elementary School have been teaching in the school for an average of about 7.8 years with individual teaching experience averaging 9.3 years. The 23 teachers at Mading Elementary School have been serving the school for an average of 9.7 years with individual teaching experience averaging 12.7 years.
Of its teaching staff, De Chaumes Elementary School no teacher serving the school for over 30 years, has six teachers serving the school for 20-30 years, 11 teachers have worked for 11-20 years, ten teachers have worked for 6-10 years, while 18 teachers have been serving the school for over 1-5 years, including two beginning teachers. Mading Elementary School no teacher serving the school for over 30 years, has seven teachers serving the school for 20-30 years, five teachers have worked for 11-20 years, five teachers have worked for 6-10 years, while four teachers have been serving the school for over 1-5 years, including three beginning teachers.
In both schools, female teachers outnumber the male teachers. At De Chaumes Elementary School there are 37 female teachers and nine male teachers. Of its teaching staff, two special education teachers are being assisted by six 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.
At Mading Elementary School there are 15 female teachers and seven male teachers. Of its teaching staff, two special education teachers are being assisted by six 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.
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