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 Zavala Elementary School, which is a part of HOUSTON ISD, with Long Academy, which is a part of HOUSTON ISD, we noted a slight difference in ratings.
De Zavala Elementary School has a regular student population of 453 with a 15 students/teacher ratio while Long Academy has 833 students and a student-teacher ratio of 17.5 students/teacher ratio.
De Zavala 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, 94 in school progress and an impressive100 in closing performance gaps. It scored 96 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 Academy earned a State accountability rating of B. The school posted 79 in student achievement, 86 in school progress, 74 in closing performance gaps and 82 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 Zavala Elementary School's four out of seven distinctions are in Reading/English Language Arts (ELA), post-secondary, with 25% student progress and 25% closing performance gaps. Long Academy did not earn any distinction.
Based on Racial/Ethnic Groups, the dominant group in De Zavala Elementary School is Hispanics who make up nearly 98.01% of student population, followed by African Americans (1.32%), Asians (0.44%) and Whites or Caucasians (0.22%). There is no Native Americans and Two or More Racesstudents in the school.
At Long Academy, Hispanics make up 72.27% of student population, followed by African Americans (15.37%), Asians (8.16%), Whites or Caucasians (3.72%), Two or More Races (0.36%) and Native Americans (0.12%).
Based on household incomes, the De Zavala Elementary School’s economically disadvantaged students is lower at 96.03% compared to 98.32% at Long 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, De Zavala Elementary School has 218 English Language Learners or ELLS or about 48.12% of student population. Long Academy has significantly more ELLs at 535 or about 64.23% of student population.
De Zavala Elementary School’s bilingual students comprise 46.58%, gifted and talented students, 16.11%, while 7.28% are in the special education program. Long Academy bilingual students comprise 63.51%, gifted and talented students, 8.52%, and 7.92% are in the special education program.
30 teachers employed at De Zavala Elementary School have been teaching in the school for an average of about 12.7 years with individual teaching experience averaging 14.8 years. The 47 teachers at Long Academy have been serving the school for an average of 5.2 years with individual teaching experience averaging 9.3 years.
Of its teaching staff, De Zavala Elementary School has two teachers serving the school for over 30 years, has eight teachers serving the school for 20-30 years, eight teachers have worked for 11-20 years, eight teachers have worked for 6-10 years, while three teachers have been serving the school for over 1-5 years, including one beginning teacher only. Long Academy has two teachers serving the school for over 30 years, has three teachers serving the school for 20-30 years, 12 teachers have worked for 11-20 years, ten teachers have worked for 6-10 years, while 16 teachers have been serving the school for over 1-5 years, including five beginning teachers.
In both schools, female teachers outnumber the male teachers. At De Zavala Elementary School there are 24 female teachers and six male teachers. Of its teaching staff, two special education teachers are being assisted by four teachers aides or paraprofessionals. In addition to its teaching staff, the school has one staff members in the school administration department and two more working as school support staff.
At Long Academy there are 27 female teachers and 20 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 eight more working as school support staff.
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