Compare Bowie Middle School with Travis Middle School

Bowie Middle 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 74 in student achievement, 84 in school progress and 74 in closing performance gaps. It scored 81 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, Travis Middle School earned a State accountability rating of C. The school posted 70 in student achievement, 80 in school progress, 72 in closing performance gaps and 78 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.

Bowie Middle School's one out of seven distinction is in with 25% student progress. Travis Middle School did not earn any distinction.

Based on Racial/Ethnic Groups, the dominant group in Bowie Middle School is Hispanics who make up nearly 77.13% of student population, followed by Whites or Caucasians (17.43%), African Americans (2.60%), Asians (1.48%), Two or More Races (0.87%) and Native Americans (0.49%).

At Travis Middle School, Hispanics are the biggest group, comprising 56.75% of student population, followed by African Americans (16.56%), Asians (15.64%), Whites or Caucasians (9.05%), Two or More Races (1.38%) and Native Americans (0.31%).

Based on household incomes, the Bowie Middle School’s economically disadvantaged students is slightly lower at 82.20% compared to 87.58% at Travis Middle 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, Bowie Middle School has 207 English Language Learners or ELLS or about 25.59% of student population. Travis Middle School has significantly more ELLs at 246 or about 37.73% of student population.

Bowie Middle School’s bilingual students comprise 25.59%, gifted and talented students, 6.92%, while 15.57% are in the special education program. Travis Middle School bilingual students comprise 37.73%, gifted and talented students, 4.14%, and 11.96% are in the special education program.

Bowie Middle School's 52 teachers have been working at the campus for an average of 7.7 years with individual teaching experience averaging 11.5 years. Teachers at Travis Middle School, numbering 50 teachers, have been serving the school for an average of 4.6 years with individual teaching experience averaging 6.1 years.

Of its teaching staff, Bowie Middle School has two teachers serving the school for over 30 years, has nine teachers serving the school for 20-30 years, 11 teachers have worked for 11-20 years, 11 teachers have worked for 6-10 years, while 17 teachers have been serving the school for over 1-5 years, including two beginning teachers. Travis Middle School no teacher serving the school for over 30 years, has two teachers serving the school for 20-30 years, six teachers have worked for 11-20 years, ten teachers have worked for 6-10 years, while 28 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 Bowie Middle School there are 32 female teachers and 19 male teachers. Of its teaching staff, 14 special education teachers are being assisted by eight teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and four more working as school support staff.

At Travis Middle School there are 35 female teachers and 15 male teachers. Of its teaching staff, five special education teachers are being assisted by six teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and four more working as school support staff.