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: Sampson Elementary School and Swenke Elementary School. We compiled relevant data for you to be able to make an informed decision. Both schools are under the jurisdiction of the CYPRESS-FAIRBANKS ISD.
Sampson Elementary School has a regular student population of 860 with a 17.9 students/teacher ratio while Swenke Elementary School has 1,007 students and a student-teacher ratio of 16.9 students/teacher ratio.
Sampson 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 94 in student achievement, 89 in school progress and an impressive100 in closing performance gaps. It scored 96 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, Swenke Elementary School also performed excellent to earn a State accountability rating of A. The school posted 94 in student achievement, 92 in school progress, 98 in closing performance gaps and 95 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. Sampson Elementary School's three out of seven distinctions are in Science, post-secondary and 25% closing performance gaps. Swenke Elementary School’s only distinction designation is in Science.
Based on Racial/Ethnic Groups, Whites or Caucasians comprise the biggest group at Sampson Elementary School. They make up for 54.53% of student population, followed by Hispanics (20.70%), Asians (14.19%), Two or More Races (5.23%), African Americans (5.12%) and Native Americans (0.23%).
At Swenke Elementary School, Whites or Caucasians are the biggest group, comprising 59.48% of student population, followed by Hispanics (20.16%), Asians (8.54%), African Americans (5.96%), Two or More Races (5.56%) and Native Americans (0.30%).
Based on household incomes, Sampson Elementary School’s economically disadvantaged students is higher at 11.98% compared to 10.72% at Swenke 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, Sampson Elementary School has a slightly higher number of English Language Learners comprising 6.28% of its student population compared to 4.27% at Swenke Elementary School.
Sampson Elementary School’s bilingual students comprise 5.81%, gifted and talented students, 11.16%, while 9.30% are in the special education program. Swenke Elementary School bilingual students comprise 3.87%, gifted and talented students, 7.35%, and 11.82% are in the special education program.
47 teachers employed at Sampson Elementary School have been teaching in the school for an average of about 14.9 years with individual teaching experience averaging 16.3 years. The 59 teachers at Swenke Elementary School have been serving the school for an average of 11.2 years with individual teaching experience averaging 14.2 years.
Of its teaching staff, Sampson Elementary School has one teacher only serving the school for over 30 years, has 16 teachers serving the school for 20-30 years, 18 teachers have worked for 11-20 years, six teachers have worked for 6-10 years, while seven teachers have been serving the school for over 1-5 years, and school has no beginning teacher. Swenke Elementary School has one teacher only serving the school for over 30 years, has 11 teachers serving the school for 20-30 years, 28 teachers have worked for 11-20 years, 15 teachers have worked for 6-10 years, while four teachers have been serving the school for over 1-5 years, including one beginning teacher only.
In both schools, female teachers outnumber the male teachers. At Sampson Elementary School there are 45 female teachers and two male teachers. Of its teaching staff, two 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 Swenke Elementary School there are 56 female teachers and three male teachers. Of its teaching staff, seven special education teachers are being assisted by 21 teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and nine more working as school support staff.
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