Compare Shotwell Middle School with Teague Middle School

Shotwell Middle 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 60 in student achievement, 80 in school progress and 70 in closing performance gaps. It scored 77 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, Teague Middle School not rated a State accountability rating of Not Rated: SB 1365. The school posted 54 in student achievement, 59 in school progress, 69 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.

Distinction Designations for Shotwell Middle School and Teague Middle School are not applicable as neither one earned a recognition for outstanding achievement in seven categories.

Based on Racial/Ethnic Groups, the dominant group in Shotwell Middle School is Hispanics who make up nearly 72.58% of student population, followed by African Americans (21.85%), Asians (3.11%), Whites or Caucasians (1.10%), Two or More Races (1.10%) and Native Americans (0.18%).

At Teague Middle School, Hispanics are the biggest group, comprising 64.94% of student population, followed by African Americans (30.49%), Whites or Caucasians (1.75%), Two or More Races (1.14%), Asians (1.07%) and Native Americans (0.53%).

Based on household incomes, Shotwell Middle School’s economically disadvantaged students is higher at 90.22% compared to 89.79% at Teague 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, Shotwell Middle School has a higher number of English Language Learners comprising 42.41% of its student population compared to 35.21% at Teague Middle School.

Shotwell Middle School’s bilingual students comprise 41.32%, gifted and talented students, 6.40%, while 10.05% are in the special education program. Teague Middle School bilingual students comprise 34.53%, gifted and talented students, 2.82%, and 10.90% are in the special education program.

Shotwell Middle School's 78 teachers have been working at the campus for an average of 6.7 years with individual teaching experience averaging 9.6 years. Teachers at Teague Middle School, numbering 77 teachers, have been serving the school for an average of 4.5 years with individual teaching experience averaging 7.3 years.

Of its teaching staff, Shotwell Middle School has three teachers serving the school for over 30 years, has six teachers serving the school for 20-30 years, 23 teachers have worked for 11-20 years, ten teachers have worked for 6-10 years, while 31 teachers have been serving the school for over 1-5 years, including six beginning teachers. Teague Middle School no teacher serving the school for over 30 years, has seven teachers serving the school for 20-30 years, 12 teachers have worked for 11-20 years, 17 teachers have worked for 6-10 years, while 30 teachers have been serving the school for over 1-5 years, including 11 beginning teachers.

In both schools, female teachers outnumber the male teachers. At Shotwell Middle School there are 59 female teachers and 19 male teachers. Of its teaching staff, seven special education teachers are being assisted by four teachers aides or paraprofessionals. In addition to its teaching staff, the school has four staff members in the school administration department and seven more working as school support staff.

At Teague Middle School there are 47 female teachers and 29 male teachers. Of its teaching staff, ten special education teachers are being assisted by nine teachers aides or paraprofessionals. In addition to its teaching staff, the school has five staff members in the school administration department and ten more working as school support staff.