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 Greenwood Forest Elementary School, which is a part of KLEIN ISD, with French Elementary School, which is a part of KLEIN ISD, we noted a big difference in ratings.
Greenwood Forest Elementary School has a regular student population of 680 with a 13.7 students/teacher ratio while French Elementary School has 858 students and a student-teacher ratio of 16 students/teacher ratio.
Greenwood Forest 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 71 in student achievement, 80 in school progress and 74 in closing performance gaps. It scored 78 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, French Elementary School performed excellent to earn a State accountability rating of A. The school posted 93 in student achievement, 94 in school progress, 100 in closing performance gaps and 96 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.
French Elementary School's four out of seven distinctions are in Mathematics, post-secondary, with 25% student progress and 25% closing performance gaps. Greenwood Forest Elementary School has no distinction.
Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Greenwood Forest Elementary School. They make up for 61.62% of student population, followed by African Americans (24.41%), Asians (5.00%), Whites or Caucasians (4.85%), Two or More Races (3.97%) and Native Americans (0.15%).
The student population at French Elementary School is also predominantly by Whites or Caucasians at 53.03%, followed by Hispanics (21.33%), African Americans (11.54%), Asians (8.74%), Two or More Races (4.90%) and Native Americans (0.23%).
Based on household incomes, Greenwood Forest Elementary School’s economically disadvantaged students is significantly higher at 70.88% compared to 16.78% at French 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, Greenwood Forest Elementary School has a significantly higher number of English Language Learners comprising 32.21% of its student population compared to 8.04% at French Elementary School.
In addition, Greenwood Forest Elementary School has 32.35% bilingual students, 1.47% are in the gifted and talented program, while 14.56% are in the special education program. This stacks up against French Elementary School with 7.34% bilingual students, 8.51% gifted and talented students and 9.91% students in the special education program.
49 teachers employed at Greenwood Forest Elementary School have been teaching in the school for an average of about 5.4 years with individual teaching experience averaging 9 years. The 53 teachers at French Elementary School have been serving the school for an average of 6.7 years with individual teaching experience averaging 11.1 years.
Of its teaching staff, Greenwood Forest Elementary School has one teacher only serving the school for over 30 years, has three teachers serving the school for 20-30 years, 17 teachers have worked for 11-20 years, six teachers have worked for 6-10 years, while 18 teachers have been serving the school for over 1-5 years, including five beginning teachers. 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.
In both schools, female teachers outnumber the male teachers. At Greenwood Forest Elementary School there are 44 female teachers and five male teachers. Of its teaching staff, seven special education teachers are being assisted by ten 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 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.
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