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 Woodard Elementary School, which is a part of CYPRESS-FAIRBANKS ISD, with Copeland Elementary School, which is a part of CYPRESS-FAIRBANKS ISD, we noted a slight difference in ratings.
Woodard Elementary School has a regular student population of 1,092 with a 17.5 students/teacher ratio while Copeland Elementary School has 934 students and a student-teacher ratio of 16.2 students/teacher ratio.
Woodard 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 89 in student achievement, 90 in school progress and 92 in closing performance gaps. It scored 91 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, Copeland Elementary School earned a State accountability rating of B. The school posted 89 in student achievement, 86 in school progress, 90 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. Woodard Elementary School's three out of seven distinctions are in Reading/English Language Arts (ELA), post-secondary and 25% closing performance gaps. Copeland Elementary School’s only distinction designation is in Science.
Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Woodard Elementary School. They make up for 33.79% of student population, followed by Whites or Caucasians (24.18%), Asians (19.23%), African Americans (18.41%), Two or More Races (3.85%) and Native Americans (0.46%).
The student population at Copeland Elementary School is also predominantly by Hispanics at 35.01%, followed by Whites or Caucasians (26.12%), African Americans (22.16%), Asians (12.10%), Two or More Races (4.39%) and Native Americans (0.21%).
Based on household incomes, Woodard Elementary School’s economically disadvantaged students is significantly higher at 54.95% compared to 44.65% at Copeland 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, Woodard Elementary School has a slightly higher number of English Language Learners comprising 13.55% of its student population compared to 14.13% at Copeland Elementary School.
In addition, Woodard Elementary School has 13.19% bilingual students, 5.95% are in the gifted and talented program, while 8.61% are in the special education program. This stacks up against Copeland Elementary School with 13.06% bilingual students, 6.96% gifted and talented students and 16.81% students in the special education program.
62 teachers employed at Woodard Elementary School have been teaching in the school for an average of about 6.4 years with individual teaching experience averaging 7.3 years. The 57 teachers at Copeland Elementary School have been serving the school for an average of 11.9 years with individual teaching experience averaging 14.4 years.
Of its teaching staff, Woodard Elementary School has one teacher only serving the school for over 30 years, has one teacher only serving the school for 20-30 years, 17 teachers have worked for 11-20 years, 14 teachers have worked for 6-10 years, while 21 teachers have been serving the school for over 1-5 years, including eight beginning teachers. Copeland Elementary School has three teachers serving the school for over 30 years, has 14 teachers serving the school for 20-30 years, 21 teachers have worked for 11-20 years, eight teachers have worked for 6-10 years, while ten 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 Woodard Elementary School there are 58 female teachers and four male teachers. Of its teaching staff, nine special education teachers are being assisted by 24 teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and eight more working as school support staff.
At Copeland Elementary School there are 55 female teachers and two male teachers. Of its teaching staff, seven special education teachers are being assisted by 26 teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and ten more working as school support staff.
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