Choosing the right middle school for your children can prove to be a daunting task. Middle school is when children start to flex their growing independence. This is a critical transition period for students. As they assert their independence, their responsibilities increase, they attend multiple classes and their academic performance are closely monitored and graded. Schools focus on preparing them for the more rigorous academic grind in high school.
Stockdick J H 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 86 in student achievement, 86 in school progress and 93 in closing performance gaps. It scored 88 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, Garland McMeans J H performed excellent to earn a State accountability rating of A. The school posted 95 in student achievement, 93 in school progress, 100 in closing performance gaps and 97 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. Stockdick J H’s four out of seven distinctions are in Science, post-secondary, with 25% student progress and 25% closing performance gaps. Garland McMeans J H's seven out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, Science, Social Studies, post-secondary, with 25% student progress and 25% closing performance gaps.
Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Stockdick J H. They make up for 47.32% of student population, followed by African Americans (24.64%), Whites or Caucasians (17.63%), Asians (5.73%), Two or More Races (4.14%) and Native Americans (0.23%).
The student population at Garland McMeans J H is also predominantly by Whites or Caucasians at 43.40%, followed by Asians (24.74%), Hispanics (21.57%), African Americans (7.04%) and Two or More Races (3.26%). There is no Native Americans student in the 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, Stockdick J H has a significantly higher number of English Language Learners comprising 14.17% of its student population compared to 10.92% at Garland McMeans J H.
In addition, Stockdick J H has 13.64% bilingual students, 4.07% are in the gifted and talented program, while 15.52% are in the special education program. This stacks up against Garland McMeans J H with 10.92% bilingual students, 17.08% gifted and talented students and 9.24% students in the special education program.
Stockdick J H's 81 teachers have been working at the campus for an average of 5.5 years with individual teaching experience averaging 9.4 years. Teachers at Garland McMeans J H, numbering 76 teachers, have been serving the school for an average of 6.1 years with individual teaching experience averaging 10.4 years.
Of its teaching staff, Stockdick J H no teacher serving the school for over 30 years, has seven teachers serving the school for 20-30 years, 22 teachers have worked for 11-20 years, 17 teachers have worked for 6-10 years, while 30 teachers have been serving the school for over 1-5 years, including five beginning teachers. Garland McMeans J H has one teacher only serving the school for over 30 years, has 11 teachers serving the school for 20-30 years, 19 teachers have worked for 11-20 years, 16 teachers have worked for 6-10 years, while 25 teachers have been serving the school for over 1-5 years, including four beginning teachers.
In both schools, female teachers outnumber the male teachers. At Stockdick J H there are 63 female teachers and 18 male teachers. Of its teaching staff, nine special education teachers are being assisted by 12 teachers aides or paraprofessionals. In addition to its teaching staff, the school has five staff members in the school administration department and 12 more working as school support staff.
At Garland McMeans J H there are 55 female teachers and 21 male teachers. Of its teaching staff, seven special education teachers are being assisted by 11 teachers aides or paraprofessionals. In addition to its teaching staff, the school has four staff members in the school administration department and 12 more working as school support staff.
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