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 Law Elementary School, which is a part of HOUSTON ISD, with Macgregor Elementary School, which is a part of HOUSTON ISD, we noted a slight difference in ratings.
Law Elementary School has a regular student population of 566 with a 21 students/teacher ratio while Macgregor Elementary School has 475 students and a student-teacher ratio of 17.5 students/teacher ratio.
Law 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 71 in student achievement, 93 in school progress and 83 in closing performance gaps. It scored 90 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, Macgregor Elementary School earned a State accountability rating of B. The school posted 77 in student achievement, 93 in school progress, 81 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.
It is in this area where the two schools differ. Law Elementary School's five out of seven distinctions are in Mathematics, Science, post-secondary, with 25% student progress and 25% closing performance gaps. Macgregor Elementary School’s two out of seven distinctions are in Reading/English Language Arts (ELA) and post-secondary.
Based on Racial/Ethnic Groups, the dominant group in Law Elementary School is African Americans who make up nearly 67.14% of student population, followed by Hispanics (28.80%), Whites or Caucasians (2.12%), Asians (1.06%), Two or More Races (0.71%) and Native Americans (0.18%).
At Macgregor Elementary School, African Americans make up 69.05% of student population, followed by Hispanics (24.21%), Two or More Races (3.58%), Whites or Caucasians (1.68%), Asians (1.05%) and Native Americans (0.42%).
Based on household incomes, Law Elementary School’s economically disadvantaged students is significantly higher at 97.53% compared to 79.79% at Macgregor 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, Law Elementary School has a significantly higher number of English Language Learners comprising 17.67% of its student population compared to 13.05% at Macgregor Elementary School.
In addition, Law Elementary School has 26.50% bilingual students, 2.12% are in the gifted and talented program, while 7.77% are in the special education program. This stacks up against Macgregor Elementary School with 12.63% bilingual students, 8.21% gifted and talented students and 4.42% students in the special education program.
27 teachers employed at Law Elementary School have been teaching in the school for an average of about 8.3 years with individual teaching experience averaging 9.5 years. The 27 teachers at Macgregor Elementary School have been serving the school for an average of 8.8 years with individual teaching experience averaging 10.9 years.
Of its teaching staff, Law Elementary School has two teachers serving the school for over 30 years, no teacher serving the school for 20-30 years, three teachers have worked for 11-20 years, eight teachers have worked for 6-10 years, while 12 teachers have been serving the school for over 1-5 years, including two beginning teachers. Macgregor Elementary School has one teacher only serving the school for over 30 years, has five teachers serving the school for 20-30 years, three teachers have worked for 11-20 years, seven teachers have worked for 6-10 years, while nine 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 Law Elementary School there are 22 female teachers and four male teachers. Of its teaching staff, one special education teacher is being assisted by four 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.
At Macgregor Elementary School there are 23 female teachers and four male teachers. Of its teaching staff, one teacher is 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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