Compare Dunn Elementary School with Sammons Elementary School

Dunn 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 56 in student achievement, 77 in school progress and 71 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, Sammons Elementary School earned a State accountability rating of B. The school posted 64 in student achievement, 88 in school progress, 75 in closing performance gaps and 84 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 Dunn Elementary School and Sammons 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 Dunn Elementary School is Hispanics who make up nearly 67.18% of student population, followed by African Americans (25.95%), Whites or Caucasians (3.56%), Two or More Races (1.40%), Asians (0.76%) and Native Americans (0.51%).

At Sammons Elementary School, Hispanics make up 75.89% of student population, followed by African Americans (15.23%), Asians (4.57%), Whites or Caucasians (3.05%) and Two or More Races (1.27%). There is no Native Americans student in the school.

Based on household incomes, the Dunn Elementary School’s economically disadvantaged students is lower at 88.68% compared to 88.83% at Sammons 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, Dunn Elementary School has a significantly higher number of English Language Learners comprising 45.42% of its student population compared to 55.58% at Sammons Elementary School.

Dunn Elementary School’s bilingual students comprise 49.36%, gifted and talented students, 2.93%, while 10.81% are in the special education program. Sammons Elementary School bilingual students comprise 54.06%, gifted and talented students, 2.54%, and 14.72% are in the special education program.

45 teachers employed at Dunn Elementary School have been teaching in the school for an average of about 6.7 years with individual teaching experience averaging 10.9 years. The 28 teachers at Sammons Elementary School have been serving the school for an average of 8.3 years with individual teaching experience averaging 9.6 years.

Of its teaching staff, Dunn Elementary School has three teachers serving the school for over 30 years, has five teachers serving the school for 20-30 years, eight teachers have worked for 11-20 years, seven teachers have worked for 6-10 years, while 13 teachers have been serving the school for over 1-5 years, including eight beginning teachers. Sammons Elementary School no teacher serving the school for over 30 years, has two 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 eight 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 Dunn Elementary School there are 39 female teachers and five male teachers. Of its teaching staff, six special education teachers are being assisted by 14 teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and six more working as school support staff.

At Sammons Elementary School there are 24 female teachers and three male teachers. Of its teaching staff, three special education teachers are being assisted by ten teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and six more working as school support staff.