Compare Fondren Middle School with Cullen Middle School

Fondren Middle 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 55 in student achievement, 69 in school progress and 71 in closing performance gaps. It scored 70 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, Cullen Middle School also earned a State accountability rating of C. The school posted 55 in student achievement, 69 in school progress, 72 in closing performance gaps and 70 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 Fondren Middle School and Cullen 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 Fondren Middle School is Hispanics who make up nearly 67.11% of student population, followed by African Americans (29.06%), Asians (1.65%), Whites or Caucasians (1.14%), Two or More Races (0.72%) and Native Americans (0.31%).

At Cullen Middle School, African Americans make up 73.73% of student population, followed by Hispanics (21.49%), Whites or Caucasians (2.09%), Two or More Races (1.79%) and Asians (0.90%). There is no Native Americans student in the school.

Based on household incomes, the Fondren Middle School’s economically disadvantaged students is slightly lower at 92.86% compared to 97.61% at Cullen 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, Fondren Middle School has a significantly higher number of English Language Learners comprising 52.53% of its student population compared to 9.55% at Cullen Middle School.

Fondren Middle School’s bilingual students comprise 51.60%, gifted and talented students, 8.89%, while 8.89% are in the special education program. Cullen Middle School bilingual students comprise 9.55%, gifted and talented students, 1.49%, and 18.21% are in the special education program.

Fondren Middle School's 52 teachers have been working at the campus for an average of 4.9 years with individual teaching experience averaging 7.3 years. Teachers at Cullen Middle School, numbering 33 teachers, have been serving the school for an average of 6.7 years with individual teaching experience averaging 9.5 years.

Of its teaching staff, Fondren Middle School no teacher serving the school for over 30 years, has five teachers serving the school for 20-30 years, eight teachers have worked for 11-20 years, eight teachers have worked for 6-10 years, while 22 teachers have been serving the school for over 1-5 years, including ten beginning teachers. Cullen Middle School no teacher serving the school for over 30 years, has two teachers serving the school for 20-30 years, seven teachers have worked for 11-20 years, eight teachers have worked for 6-10 years, while 12 teachers have been serving the school for over 1-5 years, including five beginning teachers.

In both schools, female teachers outnumber the male teachers. At Fondren Middle School there are 33 female teachers and 19 male teachers. Of its teaching staff, four special education teachers are being assisted by three 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 Cullen Middle School there are 19 female teachers and 14 male teachers. Of its teaching staff, five special education teachers are being assisted by three teachers aides or paraprofessionals. In addition to its teaching staff, the school has zero staff members in the school administration department and six more working as school support staff.