Compare Wunderlich Intermediate with Klein Intermediate

Wunderlich Intermediate was accorded 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 70 in student achievement, 77 in school progress and 71 in closing performance gaps. It scored 75 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, Klein Intermediate also earned a State accountability rating of C. The school posted 71 in student achievement, 81 in school progress, 74 in closing performance gaps and 79 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.

Klein Intermediate's one out of seven distinction is in Social Studies. Wunderlich Intermediate has no distinction.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Wunderlich Intermediate. They make up for 63.34% of student population, followed by African Americans (22.51%), Asians (7.18%), Whites or Caucasians (3.67%), Two or More Races (2.79%) and Native Americans (0.51%).

At Klein Intermediate, Hispanics make up 73.75% of student population, followed by African Americans (18.46%), Asians (4.23%), Whites or Caucasians (2.21%), Native Americans (0.67%) and Two or More Races (0.67%).

Based on household incomes, the Wunderlich Intermediate’s economically disadvantaged students is significantly lower at 76.98% compared to 89.81% at Klein Intermediate.

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, 30.43% of students at Wunderlich Intermediate are English Language Learners (ELL). On the other hand, Klein Intermediate’s ELL comprise 39.90% of the school’s student population.

Wunderlich Intermediate’s bilingual students comprise 29.62%, gifted and talented students, 4.47%, while 12.83% are in the special education program. Klein Intermediate bilingual students comprise 39.42%, gifted and talented students, 2.40%, and 10.96% are in the special education program.

Wunderlich Intermediate's 104 teachers have been working at the campus for an average of 5.4 years with individual teaching experience averaging 9.5 years. Teachers at Klein Intermediate, numbering 83 teachers, have been serving the school for an average of 5.2 years with individual teaching experience averaging 8.5 years.

Of its teaching staff, Wunderlich Intermediate no teacher serving the school for over 30 years, has 12 teachers serving the school for 20-30 years, 27 teachers have worked for 11-20 years, 21 teachers have worked for 6-10 years, while 32 teachers have been serving the school for over 1-5 years, including 12 beginning teachers. Klein Intermediate has two teachers serving the school for over 30 years, has four teachers serving the school for 20-30 years, 16 teachers have worked for 11-20 years, 22 teachers have worked for 6-10 years, while 27 teachers have been serving the school for over 1-5 years, including 13 beginning teachers.

In both schools, female teachers outnumber the male teachers. At Wunderlich Intermediate there are 79 female teachers and 24 male teachers. Of its teaching staff, six special education teachers are being assisted by nine teachers aides or paraprofessionals. In addition to its teaching staff, the school has six staff members in the school administration department and 13 more working as school support staff.

At Klein Intermediate there are 56 female teachers and 27 male teachers. Of its teaching staff, two special education teachers are being assisted by eight teachers aides or paraprofessionals. In addition to its teaching staff, the school has eight staff members in the school administration department and 13 more working as school support staff.