Mcgill Elementary School earned a State accountability rating of D (60-69) 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 57 in student achievement, 68 in school progress and 64 in closing performance gaps. It scored 67 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, Bowie Elementary School earned a State accountability rating of C. The school posted 59 in student achievement, 75 in school progress, 73 in closing performance gaps and 74 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 Mcgill Elementary School and Bowie Elementary 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 Mcgill Elementary School is Hispanics who make up nearly 73.91% of student population, followed by Whites or Caucasians (21.15%), Two or More Races (3.36%), African Americans (1.38%) and Asians (0.20%). There is no Native Americans student in the school.

The student population at Bowie Elementary School is also predominantly by Hispanics at 51.76%, followed by Whites or Caucasians (36.47%), Two or More Races (5.29%), African Americans (5.00%) and Asians (1.47%). There is no Native Americans student in the school.

Based on household incomes, Mcgill Elementary School’s economically disadvantaged students is significantly higher at 74.70% compared to 62.06% at Bowie 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, Mcgill Elementary School has a slightly higher number of English Language Learners comprising 3.95% of its student population compared to 2.65% at Bowie Elementary School.

In addition, Mcgill Elementary School has 3.95% bilingual students, 0.59% are in the gifted and talented program, while 14.23% are in the special education program. This stacks up against Bowie Elementary School with 2.65% bilingual students, 1.76% gifted and talented students and 12.65% students in the special education program.

29 teachers employed at Mcgill Elementary School have been teaching in the school for an average of about 11.3 years with individual teaching experience averaging 15.8 years. The 22 teachers at Bowie Elementary School have been serving the school for an average of 9.6 years with individual teaching experience averaging 10.8 years.

Of its teaching staff, Mcgill Elementary School has three teachers serving the school for over 30 years, has seven teachers serving the school for 20-30 years, eight teachers have worked for 11-20 years, six teachers have worked for 6-10 years, while six teachers have been serving the school for over 1-5 years, including one beginning teacher only. Bowie Elementary School no teacher serving the school for over 30 years, has five teachers serving the school for 20-30 years, four teachers have worked for 11-20 years, five teachers have worked for 6-10 years, while six teachers have been serving the school for over 1-5 years, including two beginning teachers.

In both schools, female teachers outnumber the male teachers. At Mcgill Elementary School there are 27 female teachers and two male teachers. Of its teaching staff, one special education teacher is being assisted by eight teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and two more working as school support staff.

At Bowie Elementary School there are 21 female teachers and one male teacher only. Of its teaching staff, one special education teacher is being assisted by three teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and two more working as school support staff.