Compare Bonham Academy with Franklin Elementary School

Bonham Academy 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 62 in student achievement, 86 in school progress and 76 in closing performance gaps. It scored 83 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, Franklin Elementary School also earned a State accountability rating of B. The school posted 72 in student achievement, 92 in school progress, 83 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.

Distinction Designations for Bonham Academy and Franklin 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 Bonham Academy is Hispanics who make up nearly 90.68% of student population, followed by Whites or Caucasians (6.64%), African Americans (1.42%), Asians (0.47%), Two or More Races (0.47%) and Native Americans (0.16%).

At Franklin Elementary School, Hispanics make up 98.08% of student population, followed by Whites or Caucasians (1.37%), African Americans (0.27%) and Native Americans (0.27%). There is no Asians and Two or More Racesstudents in the school.

Based on household incomes, the Bonham Academy’s economically disadvantaged students is significantly lower at 61.14% compared to 94.25% at Franklin 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, Bonham Academy has a significantly higher number of English Language Learners comprising 30.49% of its student population compared to 43.84% at Franklin Elementary School.

Bonham Academy’s bilingual students comprise 67.61%, gifted and talented students, 13.74%, while 7.58% are in the special education program. Franklin Elementary School bilingual students comprise 45.75%, gifted and talented students, 4.11%, and 12.33% are in the special education program.

43 teachers employed at Bonham Academy have been teaching in the school for an average of about 7.5 years with individual teaching experience averaging 9.4 years. The 26 teachers at Franklin Elementary School have been serving the school for an average of 10.4 years with individual teaching experience averaging 11.4 years.

Of its teaching staff, Bonham Academy has two teachers serving the school for over 30 years, has two teachers serving the school for 20-30 years, nine teachers have worked for 11-20 years, 11 teachers have worked for 6-10 years, while 12 teachers have been serving the school for over 1-5 years, including seven beginning teachers. Franklin Elementary School has one teacher only serving the school for over 30 years, has five teachers serving the school for 20-30 years, six teachers have worked for 11-20 years, three teachers have worked for 6-10 years, while six 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 Bonham Academy there are 35 female teachers and eight male teachers. Of its teaching staff, three special education teachers are being assisted by two teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and seven more working as school support staff.

At Franklin Elementary School there are 24 female teachers and two male teachers. Of its teaching staff, three special education teachers are being assisted by seven teachers aides or paraprofessionals. In addition to its teaching staff, the school has one staff members in the school administration department and three more working as school support staff.