Compare Bonham Academy with Pershing 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, Pershing Elementary School also earned a State accountability rating of B. The school posted 53 in student achievement, 85 in school progress, 74 in closing performance gaps and 82 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 Pershing 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 Pershing Elementary School, Hispanics make up 78.13% of student population, followed by African Americans (18.13%), Whites or Caucasians (1.56%), Two or More Races (0.94%), Asians (0.63%) and Native Americans (0.63%).

Based on household incomes, the Bonham Academy’s economically disadvantaged students is significantly lower at 61.14% compared to 97.81% at Pershing 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 37.19% at Pershing 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. Pershing Elementary School bilingual students comprise 37.19%, gifted and talented students, 1.88%, and 10.63% 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 Pershing Elementary School have been serving the school for an average of 5.7 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. Pershing Elementary School no teacher serving the school for over 30 years, has four 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 ten 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 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 Pershing Elementary School there are 21 female teachers and five male teachers. Of its teaching staff, three special education teachers are 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 five more working as school support staff.