Compare Ford Elementary School with Milam Elementary School

Ford Elementary 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 73 in student achievement, 74 in school progress and 73 in closing performance gaps. It scored 74 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, Milam Elementary School also earned a State accountability rating of C. The school posted 73 in student achievement, 81 in school progress, 72 in closing performance gaps and 78 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 Ford Elementary School and Milam 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 Ford Elementary School. They make up for 51.91% of student population, followed by Whites or Caucasians (26.50%), African Americans (16.25%), Two or More Races (2.84%), Asians (1.31%) and Native Americans (0.55%).

The student population at Milam Elementary School is also predominantly by Hispanics at 52.49%, followed by Whites or Caucasians (41.55%), Two or More Races (3.38%), African Americans (1.59%), Native Americans (0.80%) and Asians (0.20%).

Based on household incomes, the Ford Elementary School’s economically disadvantaged students is significantly lower at 62.81% compared to 83.30% at Milam 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, Ford Elementary School has a significantly higher number of English Language Learners comprising 33.59% of its student population compared to 33.80% at Milam Elementary School.

Ford Elementary School’s bilingual students comprise 33.15%, gifted and talented students, 3.38%, while 10.14% are in the special education program. Milam Elementary School bilingual students comprise 33.20%, gifted and talented students, 1.19%, and 12.92% are in the special education program.

60 teachers employed at Ford Elementary School have been teaching in the school for an average of about 5.5 years with individual teaching experience averaging 9.5 years. The 38 teachers at Milam Elementary School have been serving the school for an average of 6.6 years with individual teaching experience averaging 9.3 years.

Of its teaching staff, Ford Elementary School no teacher serving the school for over 30 years, has seven teachers serving the school for 20-30 years, 17 teachers have worked for 11-20 years, 13 teachers have worked for 6-10 years, while 19 teachers have been serving the school for over 1-5 years, including four beginning teachers. Milam Elementary School has one teacher only serving the school for over 30 years, has three teachers serving the school for 20-30 years, ten teachers have worked for 11-20 years, five teachers have worked for 6-10 years, while 18 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 Ford Elementary School there are 54 female teachers and six male teachers. Of its teaching staff, seven special education teachers are being assisted by 18 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 Milam Elementary School there are 37 female teachers and one male teacher only. Of its teaching staff, five 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.