Lake Dallas Elementary School 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, 80 in school progress and 78 in closing performance gaps. It scored 79 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, Corinth Elementary School also earned a State accountability rating of C. The school posted 72 in student achievement, 74 in school progress, 77 in closing performance gaps and 75 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 Lake Dallas Elementary School and Corinth Elementary School are not applicable as neither one earned a recognition for outstanding achievement in seven categories.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Lake Dallas Elementary School. They make up for 53.43% of student population, followed by Whites or Caucasians (36.09%), African Americans (5.44%), Two or More Races (2.62%), Asians (1.81%) and Native Americans (0.20%).

The student population at Corinth Elementary School is also predominantly by Whites or Caucasians at 42.24%, followed by Hispanics (30.28%), African Americans (12.15%), Two or More Races (7.85%), Asians (7.10%) and Native Americans (0.19%).

Based on household incomes, Lake Dallas Elementary School’s economically disadvantaged students is significantly higher at 54.44% compared to 40.75% at Corinth 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, Lake Dallas Elementary School has a significantly higher number of English Language Learners comprising 29.23% of its student population compared to 13.27% at Corinth Elementary School.

In addition, Lake Dallas Elementary School has 28.23% bilingual students, 5.04% are in the gifted and talented program, while 19.15% are in the special education program. This stacks up against Corinth Elementary School with 13.08% bilingual students, 5.79% gifted and talented students and 16.64% students in the special education program.

40 teachers employed at Lake Dallas Elementary School have been teaching in the school for an average of about 10.5 years with individual teaching experience averaging 16 years. The 40 teachers at Corinth Elementary School have been serving the school for an average of 6.3 years with individual teaching experience averaging 11.6 years.

Of its teaching staff, Lake Dallas Elementary School has four teachers serving the school for over 30 years, has seven 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 three teachers have been serving the school for over 1-5 years, including two beginning teachers. Corinth Elementary School no teacher serving the school for over 30 years, has nine teachers serving the school for 20-30 years, nine teachers have worked for 11-20 years, 11 teachers have worked for 6-10 years, while 11 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 Lake Dallas Elementary School there are 37 female teachers and three male teachers. Of its teaching staff, two special education teachers are being assisted by nine teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and three more working as school support staff.

On the other hand, Corinth Elementary School has an all-female teaching staff. Of its teaching staff, eight special education teachers are being assisted by nine teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and three more working as school support staff.