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: Roberts Elementary School and Love Elementary School. We compiled relevant data for you to be able to make an informed decision. Both schools are under the jurisdiction of the HOUSTON ISD.
Roberts Elementary School has a regular student population of 676 with a 16.7 students/teacher ratio while Love Elementary School has 325 students and a student-teacher ratio of 14 students/teacher ratio.
Roberts 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 96 in student achievement, 95 in school progress and an impressive100 in closing performance gaps. It scored 97 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, Love Elementary School also performed excellent to earn a State accountability rating of A. The school posted 77 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.
It is in this area where the two schools differ. Roberts Elementary School's six out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, Science, post-secondary, with 25% student progress and 25% closing performance gaps. Love Elementary School’s three out of seven distinctions are in post-secondary, with 25% student progress and 25% closing performance gaps.
Based on Racial/Ethnic Groups, Whites or Caucasians comprise the biggest group at Roberts Elementary School. They make up for 35.36% of student population, followed by Asians (28.70%), Hispanics (14.20%), African Americans (13.46%), Two or More Races (7.99%) and Native Americans (0.30%).
At Love Elementary School, Hispanics make up 80.92% of student population, followed by Whites or Caucasians (9.23%), African Americans (7.08%), Asians (1.23%), Two or More Races (1.23%) and Native Americans (0.31%).
Based on household incomes, the Roberts Elementary School’s economically disadvantaged students is significantly lower at 17.16% compared to 75.69% at Love 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, Roberts Elementary School has 121 English Language Learners or ELLS or about 17.90% of student population. Love Elementary School has slightly more ELLs at 140 or about 43.08% of student population.
Roberts Elementary School’s bilingual students comprise 17.60%, gifted and talented students, 34.02%, while 7.40% are in the special education program. Love Elementary School bilingual students comprise 77.54%, gifted and talented students, 8.00%, and 9.23% are in the special education program.
40 teachers employed at Roberts Elementary School have been teaching in the school for an average of about 7.7 years with individual teaching experience averaging 10.8 years. The 23 teachers at Love Elementary School have been serving the school for an average of 13.1 years with individual teaching experience averaging 14.7 years.
Of its teaching staff, Roberts Elementary School has one teacher only serving the school for over 30 years, has three teachers serving the school for 20-30 years, 11 teachers have worked for 11-20 years, 12 teachers have worked for 6-10 years, while 11 teachers have been serving the school for over 1-5 years, including two beginning teachers. Love Elementary School has two teachers serving the school for over 30 years, has five teachers serving the school for 20-30 years, five teachers have worked for 11-20 years, five teachers have worked for 6-10 years, while six teachers have been serving the school for over 1-5 years, and school has no beginning teacher.
In both schools, female teachers outnumber the male teachers. At Roberts Elementary School there are 36 female teachers and four male teachers. Of its teaching staff, one special education teacher is being assisted by one teacher only aides or paraprofessionals. In addition to its teaching staff, the school has zero staff members in the school administration department and three more working as school support staff.
At Love Elementary School there are 18 female teachers and five male teachers. Of its teaching staff, one special education teacher is being assisted by five teachers aides or paraprofessionals. In addition to its teaching staff, the school has zero staff members in the school administration department and four more working as school support staff.
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