Compare O Henry Middle School with Dobie Middle School

O Henry Middle School earned a State accountability rating of B (80-89) 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 85 in student achievement, 79 in school progress and 81 in closing performance gaps. It scored 84 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, Dobie Middle School not rated a State accountability rating of Not Rated: SB 1365. The school posted 48 in student achievement, 56 in school progress, 66 in closing performance gaps and 59 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.

O Henry Middle School's one out of seven distinction is in Mathematics. Dobie Middle School did not earn any distinction.

Based on Racial/Ethnic Groups, Whites or Caucasians comprise the biggest group at O Henry Middle School. They make up for 54.17% of student population, followed by Hispanics (38.85%), African Americans (3.06%), Two or More Races (2.33%), Asians (1.47%) and Native Americans (0.12%).

At Dobie Middle School, Hispanics make up 82.09% of student population, followed by African Americans (11.06%), Whites or Caucasians (4.21%), Asians (1.71%), Two or More Races (0.62%) and Native Americans (0.31%).

Based on household incomes, the O Henry Middle School’s economically disadvantaged students is significantly lower at 28.19% compared to 97.35% at Dobie Middle 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, O Henry Middle School has 83 English Language Learners or ELLS or about 10.17% of student population. Dobie Middle School has significantly more ELLs at 444 or about 69.16% of student population.

O Henry Middle School’s bilingual students comprise 9.68%, gifted and talented students, 15.44%, while 13.36% are in the special education program. Dobie Middle School bilingual students comprise 69.16%, gifted and talented students, 5.76%, and 18.69% are in the special education program.

O Henry Middle School's 57 teachers have been working at the campus for an average of 8.7 years with individual teaching experience averaging 11.6 years. Teachers at Dobie Middle School, numbering 51 teachers, have been serving the school for an average of 5.2 years with individual teaching experience averaging 9.4 years.

Of its teaching staff, O Henry Middle School has two teachers serving the school for over 30 years, has eight teachers serving the school for 20-30 years, 18 teachers have worked for 11-20 years, 12 teachers have worked for 6-10 years, while 15 teachers have been serving the school for over 1-5 years, including three beginning teachers. Dobie Middle School has one teacher only serving the school for over 30 years, has seven teachers serving the school for 20-30 years, seven teachers have worked for 11-20 years, 15 teachers have worked for 6-10 years, while 18 teachers have been serving the school for over 1-5 years, including three beginning teachers.

In both schools, female teachers outnumber the male teachers. At O Henry Middle School there are 36 female teachers and 21 male teachers. Of its teaching staff, 14 special education teachers are being assisted by nine teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and three more working as school support staff.

At Dobie Middle School there are 39 female teachers and 11 male teachers. Of its teaching staff, 13 special education teachers are being assisted by seven teachers aides or paraprofessionals. In addition to its teaching staff, the school has five staff members in the school administration department and two more working as school support staff.