Compare Gonzales Early Childhood Campus with Franklin Elementary School

Gonzales Early Childhood Campus earned a State accountability rating of B (80-89). It scored 89 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 only.

On the other hand, Franklin Elementary School also earned a State accountability rating of B. The school posted 72 in student achievement, 92 in school progress, 83 in closing performance gaps and 89 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 Gonzales Early Childhood Campus and Franklin 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 Gonzales Early Childhood Campus is Hispanics who make up nearly 86.67% of student population, followed by Whites or Caucasians (9.17%), African Americans (1.67%), Asians (0.83%), Native Americans (0.83%) and Two or More Races (0.83%).

At Franklin Elementary School, Hispanics make up 98.08% of student population, followed by Whites or Caucasians (1.37%), African Americans (0.27%) and Native Americans (0.27%). There is no Asians and Two or More Racesstudents in the school.

Based on household incomes, the Gonzales Early Childhood Campus’s economically disadvantaged students is significantly lower at 65.83% compared to 94.25% at Franklin 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, Gonzales Early Childhood Campus has 19 English Language Learners or ELLS or about 15.83% of student population. Franklin Elementary School has significantly more ELLs at 160 or about 43.84% of student population.

Gonzales Early Childhood Campus has no gifted and talented student, while 10.83% are in the special education program, and bilingual students comprise 32.50% students. Franklin Elementary School 12.33% are in the special education program, 4.11% are in the gifted and talented program, and bilingual students comprise 45.75% students.

seven teachers employed at Gonzales Early Childhood Campus have been teaching in the school for an average of about 9.6 years with individual teaching experience averaging 9.7 years. The 26 teachers at Franklin Elementary School have been serving the school for an average of 10.4 years with individual teaching experience averaging 11.4 years.

Of its teaching staff, Gonzales Early Childhood Campus no teacher serving the school for over 30 years, no teacher serving the school for 20-30 years, three teachers have worked for 11-20 years, two teachers have worked for 6-10 years, while two teachers have been serving the school for over 1-5 years, and school has no beginning teacher. Franklin Elementary School has one teacher only serving the school for over 30 years, has five teachers serving the school for 20-30 years, six teachers have worked for 11-20 years, three teachers have worked for 6-10 years, while six teachers have been serving the school for over 1-5 years, including five beginning teachers.

In both schools, female teachers outnumber the male teachers. Gonzales Early Childhood Campus has an all-female teaching staff. Of its teaching staff, one special education teacher is being assisted by 11 teachers aides or paraprofessionals. In addition to its teaching staff, the school has one staff members in the school administration department and one more working as school support staff.

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