Compare Ben Milam Elementary School with Long Elementary School

Ben Milam 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 64 in student achievement, 96 in school progress and 74 in closing performance gaps. It scored 89 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, Long Elementary School also earned a State accountability rating of B. The school posted 72 in student achievement, 92 in school progress, 82 in closing performance gaps and 89 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. Except for Mathematics, Ben Milam Elementary School earned one out of seven distinctions. Long Elementary School's two out of seven distinctions are in Mathematics and 25% closing performance gaps.

Based on Racial/Ethnic Groups, the dominant group in Ben Milam Elementary School is Hispanics who make up nearly 97.56% of student population, followed by Whites or Caucasians (1.96%), African Americans (0.24%) and Native Americans (0.24%). There is no Asians and Two or More Racesstudents in the school.

At Long Elementary School, Hispanics make up 94.87% of student population, followed by Whites or Caucasians (3.85%), African Americans (0.73%), Asians (0.37%) and Native Americans (0.18%). There is no Two or More Races student in the school.

Based on household incomes, Ben Milam Elementary School’s economically disadvantaged students is slightly higher at 83.86% compared to 79.12% at Long 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, Ben Milam Elementary School has a significantly higher number of English Language Learners comprising 22.25% of its student population compared to 7.69% at Long Elementary School.

In addition, Ben Milam Elementary School has 79.46% bilingual students, 3.42% are in the gifted and talented program, while 15.16% are in the special education program. This stacks up against Long Elementary School with 7.14% bilingual students, 6.04% gifted and talented students and 9.34% students in the special education program.

27 teachers employed at Ben Milam Elementary School have been teaching in the school for an average of about 8.5 years with individual teaching experience averaging 11.6 years. The 37 teachers at Long Elementary School have been serving the school for an average of 11.4 years with individual teaching experience averaging 13.8 years.

Of its teaching staff, Ben Milam Elementary School has one teacher only serving the school for over 30 years, has four teachers serving the school for 20-30 years, five teachers have worked for 11-20 years, 14 teachers have worked for 6-10 years, while one teacher only has been serving the school for over 1-5 years, including two beginning teachers. Long Elementary School has two teachers serving the school for over 30 years, has seven teachers serving the school for 20-30 years, 13 teachers have worked for 11-20 years, seven teachers have worked for 6-10 years, while five teachers have been serving the school for over 1-5 years, including three beginning teachers.

In both schools, female teachers outnumber the male teachers. At Ben Milam Elementary School there are 25 female teachers and one male teacher only. Of its teaching staff, two special education teachers are being assisted by 13 teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and four more working as school support staff.

At Long Elementary School there are 32 female teachers and five male teachers. Of its teaching staff, six special education teachers are being assisted by 12 teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and four more working as school support staff.