Choosing the best possible elementary school is critical to a child’s foundational development. In Texas, public school districts adopt curriculum standards set by the State Board of Education. The current standards, called Texas Essential Knowledge and Skills, outline what students should be able to learn and do in each course or grade. The curriculum is structured around the fundamentals of mathematics, science, social studies, language arts, music and reading.
When we compared Atherton Elementary School, which is a part of HOUSTON ISD, with Osborne Elementary School, which is a part of HOUSTON ISD, we noted a slight difference in ratings.
Atherton Elementary School has a regular student population of 446 with a 15.8 students/teacher ratio while Osborne Elementary School has 298 students and a student-teacher ratio of 15 students/teacher ratio.
Atherton 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 65 in student achievement, 91 in school progress and 78 in closing performance gaps. It scored 87 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, Osborne Elementary School performed excellent to earn a State accountability rating of A. The school posted 77 in student achievement, 98 in school progress, 90 in closing performance gaps and 96 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. Atherton Elementary School’s two out of seven distinctions are in with 25% student progress and 25% closing performance gaps. Osborne Elementary School's six out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, Science, post-secondary, with 25% student progress and 25% closing performance gaps.
Based on Racial/Ethnic Groups, the dominant group in Atherton Elementary School is African Americans who make up nearly 71.97% of student population, followed by Hispanics (26.01%), Whites or Caucasians (1.12%), Two or More Races (0.67%) and Native Americans (0.22%). There is no Asians student in the school.
At Osborne Elementary School, African Americans are the biggest group, comprising 54.70% of student population, followed by Hispanics (43.62%), Whites or Caucasians (0.67%), Two or More Races (0.67%) and Native Americans (0.34%). There is no Asians student in the school.
Based on household incomes, the Atherton Elementary School’s economically disadvantaged students is lower at 96.86% compared to 98.66% at Osborne 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, Atherton Elementary School has 50 English Language Learners or ELLS or about 11.21% of student population. Osborne Elementary School has significantly more ELLs at 92 or about 30.87% of student population.
Atherton Elementary School’s bilingual students comprise 5.61%, gifted and talented students, 2.02%, while 8.74% are in the special education program. Osborne Elementary School bilingual students comprise 29.87%, gifted and talented students, 1.34%, and 16.11% are in the special education program.
28 teachers employed at Atherton Elementary School have been teaching in the school for an average of about 13.4 years with individual teaching experience averaging 21.1 years. The 19 teachers at Osborne Elementary School have been serving the school for an average of 9.4 years with individual teaching experience averaging 12.5 years.
Of its teaching staff, Atherton Elementary School has seven teachers serving the school for over 30 years, has ten teachers serving the school for 20-30 years, five teachers have worked for 11-20 years, three teachers have worked for 6-10 years, while three teachers have been serving the school for over 1-5 years, and school has no beginning teacher. Osborne Elementary School has one teacher only serving the school for over 30 years, has three teachers serving the school for 20-30 years, eight teachers have worked for 11-20 years, one teacher only has worked for 6-10 years, while three 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 Atherton Elementary School there are 23 female teachers and five male teachers. Of its teaching staff, one special education teacher is being assisted by five teachers aides or paraprofessionals. In addition to its teaching staff, the school has one staff members in the school administration department and four more working as school support staff.
At Osborne Elementary School there are 16 female teachers and three male teachers. 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 one staff members in the school administration department and two more working as school support staff.
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