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.
We are making this task easier for you by comparing two excellent elementary schools: French Elementary School and Kuehnle Elementary School. We compiled relevant data for you to be able to make an informed decision. Both schools are under the jurisdiction of the KLEIN ISD.
French Elementary School has a regular student population of 858 with a 16 students/teacher ratio while Kuehnle Elementary School has 753 students and a student-teacher ratio of 15.3 students/teacher ratio.
French 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 93 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, Kuehnle Elementary School also performed excellent to earn a State accountability rating of A. The school posted 91 in student achievement, 92 in school progress, 98 in closing performance gaps and 94 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.
It is in this area where the two schools differ. French Elementary School’s four out of seven distinctions are in Mathematics, post-secondary, with 25% student progress and 25% closing performance gaps. Kuehnle Elementary School's five out of seven distinctions are in Mathematics, Science, post-secondary, with 25% student progress and 25% closing performance gaps.
Based on Racial/Ethnic Groups, Whites or Caucasians comprise the biggest group at French Elementary School. They make up for 53.03% of student population, followed by Hispanics (21.33%), African Americans (11.54%), Asians (8.74%), Two or More Races (4.90%) and Native Americans (0.23%).
The student population at Kuehnle Elementary School is also predominantly by Whites or Caucasians at 35.99%, followed by Hispanics (26.29%), African Americans (19.26%), Asians (12.22%), Two or More Races (6.11%) and Native Americans (0.13%).
Based on household incomes, the French Elementary School’s economically disadvantaged students is significantly lower at 16.78% compared to 33.33% at Kuehnle 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, French Elementary School has 69 English Language Learners or ELLS or about 8.04% of student population. Kuehnle Elementary School has more ELLs at 79 or about 10.49% of student population.
French Elementary School’s bilingual students comprise 7.34%, gifted and talented students, 8.51%, while 9.91% are in the special education program. Kuehnle Elementary School bilingual students comprise 10.23%, gifted and talented students, 6.11%, and 12.08% are in the special education program.
53 teachers employed at French Elementary School have been teaching in the school for an average of about 6.7 years with individual teaching experience averaging 11.1 years. The 49 teachers at Kuehnle Elementary School have been serving the school for an average of 8.2 years with individual teaching experience averaging 12.1 years.
Of its teaching staff, French Elementary School no teacher serving the school for over 30 years, has eight teachers serving the school for 20-30 years, 21 teachers have worked for 11-20 years, nine teachers have worked for 6-10 years, while eight teachers have been serving the school for over 1-5 years, including eight beginning teachers. Kuehnle Elementary School no teacher serving the school for over 30 years, has nine teachers serving the school for 20-30 years, 19 teachers have worked for 11-20 years, 11 teachers have worked for 6-10 years, while nine teachers have been serving the school for over 1-5 years, including one beginning teacher only.
In both schools, female teachers outnumber the male teachers. At French Elementary School there are 52 female teachers and one male teacher only. Of its teaching staff, nine 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 four more working as school support staff.
At Kuehnle Elementary School there are 46 female teachers and three male teachers. Of its teaching staff, six special education teachers are being assisted by nine teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and four more working as school support staff.
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