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 Bonham Academy, which is a part of SAN ANTONIO ISD, with Mark Twain Dual Language Academy, which is a part of SAN ANTONIO ISD, we noted a slight difference in ratings.
Bonham Academy has a regular student population of 633 with a 14.6 students/teacher ratio while Mark Twain Dual Language Academy has 532 students and a student-teacher ratio of 15.7 students/teacher ratio.
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, Mark Twain Dual Language Academy performed excellent to earn a State accountability rating of A. The school posted 89 in student achievement, 94 in school progress, 100 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.
Mark Twain Dual Language Academy's four out of seven distinctions are in Reading/English Language Arts (ELA), post-secondary, with 25% student progress and 25% closing performance gaps. Bonham Academy has no distinction.
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 Mark Twain Dual Language Academy, Hispanics make up 91.54% of student population, followed by Whites or Caucasians (5.83%), Two or More Races (1.13%), African Americans (0.94%) and Asians (0.38%). There is no Native Americans student in the school.
Based on household incomes, Bonham Academy’s economically disadvantaged students is higher at 61.14% compared to 58.27% at Mark Twain Dual Language Academy.
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 193 English Language Learners or ELLS or about 30.49% of student population. Mark Twain Dual Language Academy has significantly more ELLs at 248 or about 46.62% of student population.
Bonham Academy’s bilingual students comprise 67.61%, gifted and talented students, 13.74%, while 7.58% are in the special education program. Mark Twain Dual Language Academy bilingual students comprise 92.48%, gifted and talented students, 11.84%, and 8.46% 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 33 teachers at Mark Twain Dual Language Academy have been serving the school for an average of 4.2 years with individual teaching experience averaging 8.9 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. Mark Twain Dual Language Academy no teacher serving the school for over 30 years, no teacher serving the school for 20-30 years, 14 teachers have worked for 11-20 years, eight teachers have worked for 6-10 years, while six teachers have been serving the school for over 1-5 years, including six 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 Mark Twain Dual Language Academy there are 30 female teachers and three male teachers. Of its teaching staff, two special education teachers are being assisted by seven teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and five more working as school support staff.
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