Compare Bowden Academy with Gonzales Early Childhood Campus

Bowden 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 56 in student achievement, 88 in school progress and 75 in closing performance gaps. It scored 84 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, Gonzales Early Childhood Campus also earned a State accountability rating of B. The school posted only 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 Bowden Academy and Gonzales Early Childhood Campus are not applicable as neither one earned a recognition for outstanding achievement in seven categories.

Based on Racial/Ethnic Groups, the dominant group in Bowden Academy is Hispanics who make up nearly 87.13% of student population, followed by African Americans (6.96%), Whites or Caucasians (4.22%) and Two or More Races (1.48%). There is no Asians and Native Americansstudents in the school.

At Gonzales Early Childhood Campus, Hispanics make up 86.67% of student population, followed by Whites or Caucasians (9.17%), African Americans (1.67%), Asians (0.83%), Native Americans (0.83%) and Two or More Races (0.83%).

Based on household incomes, Bowden Academy’s economically disadvantaged students is significantly higher at 93.04% compared to 65.83% at Gonzales Early Childhood Campus.

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, Bowden Academy has a significantly higher number of English Language Learners comprising 21.73% of its student population compared to 15.83% at Gonzales Early Childhood Campus.

Bowden Academy 16.67% are in the special education program, 4.43% are in the gifted and talented program, and bilingual students comprise 24.05% students. Gonzales Early Childhood Campus has no gifted and talented student, while 10.83% are in the special education program, and bilingual students comprise 32.50% students.

37 teachers employed at Bowden Academy have been teaching in the school for an average of about 4.3 years with individual teaching experience averaging 6.9 years. The seven teachers at Gonzales Early Childhood Campus have been serving the school for an average of 9.6 years with individual teaching experience averaging 9.7 years.

Of its teaching staff, Bowden Academy no teacher serving the school for over 30 years, has one teacher only serving the school for 20-30 years, ten teachers have worked for 11-20 years, seven teachers have worked for 6-10 years, while nine teachers have been serving the school for over 1-5 years, including 11 beginning teachers. Gonzales Early Childhood Campus no teacher serving the school for over 30 years, no teacher serving the school for 20-30 years, three teachers have worked for 11-20 years, two teachers have worked for 6-10 years, while two teachers have been serving the school for over 1-5 years, and school has no beginning teacher.

In both schools, female teachers outnumber the male teachers. At Bowden Academy there are 29 female teachers and seven male teachers. Of its teaching staff, six special education teachers are being assisted by 11 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.

On the other hand, Gonzales Early Childhood Campus has an all-female teaching staff. Of its teaching staff, one special education teacher is being assisted by 11 teachers aides or paraprofessionals. In addition to its teaching staff, the school has one staff members in the school administration department and one more working as school support staff.