Tom Lea Jr Elementary School earned a State accountability rating of B (80-89) 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 77 in student achievement, 83 in school progress and 87 in closing performance gaps. It scored 84 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, Nixon Elementary School also earned a State accountability rating of B. The school posted 73 in student achievement, 80 in school progress, 84 in closing performance gaps and 81 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.

Nixon Elementary School's one out of seven distinction is in 25% closing performance gaps. Tom Lea Jr Elementary School has no distinction.

Based on Racial/Ethnic Groups, the dominant group in Tom Lea Jr Elementary School is Hispanics who make up nearly 73.92% of student population, followed by Whites or Caucasians (11.01%), African Americans (7.34%), Two or More Races (5.82%), Asians (1.14%) and Native Americans (0.25%).

At Nixon Elementary School, Hispanics make up 71.26% of student population, followed by Whites or Caucasians (12.60%), African Americans (9.25%), Two or More Races (6.30%) and Asians (0.39%). There is no Native Americans student in the school.

Based on household incomes, the Tom Lea Jr Elementary School’s economically disadvantaged students is significantly lower at 55.70% compared to 66.14% at Nixon 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, Tom Lea Jr Elementary School has a significantly higher number of English Language Learners comprising 12.41% of its student population compared to 14.57% at Nixon Elementary School.

Tom Lea Jr Elementary School’s bilingual students comprise 10.63%, gifted and talented students, 9.75%, while 12.15% are in the special education program. Nixon Elementary School bilingual students comprise 11.42%, gifted and talented students, 6.69%, and 15.55% are in the special education program.

49 teachers employed at Tom Lea Jr Elementary School have been teaching in the school for an average of about 8.9 years with individual teaching experience averaging 10.5 years. The 35 teachers at Nixon Elementary School have been serving the school for an average of 9.7 years with individual teaching experience averaging 11.1 years.

Of its teaching staff, Tom Lea Jr Elementary School has one teacher only serving the school for over 30 years, has five teachers serving the school for 20-30 years, 14 teachers have worked for 11-20 years, 15 teachers have worked for 6-10 years, while 12 teachers have been serving the school for over 1-5 years, including two beginning teachers. Nixon Elementary School no teacher serving the school for over 30 years, has six teachers serving the school for 20-30 years, 11 teachers have worked for 11-20 years, five teachers have worked for 6-10 years, while 12 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 Tom Lea Jr Elementary School there are 41 female teachers and eight male teachers. Of its teaching staff, three special education teachers are being assisted by five teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and ten more working as school support staff.

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