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 Cedar Brook Elementary School, which is a part of SPRING BRANCH ISD, with Spring Branch Academic Institute, which is a part of SPRING BRANCH ISD, we noted a slight difference in ratings.
Cedar Brook Elementary School has a regular student population of 670 with a 14.2 students/teacher ratio while Spring Branch Academic Institute has 140 students and a student-teacher ratio of 3.8 students/teacher ratio.
Cedar Brook Elementary 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, 89 in school progress and 82 in closing performance gaps. It scored 87 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, Spring Branch Academic Institute performed excellent to earn a State accountability rating of A. The school posted 99 in student achievement, 97 in school progress, 100 in closing performance gaps and 99 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.
It is in this area where the two schools differ. Cedar Brook Elementary School’s two out of seven distinctions are in Science and 25% closing performance gaps. Spring Branch Academic Institute's seven out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, Science, Social Studies, post-secondary, with 25% student progress and 25% closing performance gaps.
Based on Racial/Ethnic Groups, the dominant group in Cedar Brook Elementary School is Hispanics who make up nearly 86.87% of student population, followed by Whites or Caucasians (5.07%), African Americans (4.93%), Two or More Races (1.64%), Asians (1.34%) and Native Americans (0.15%).
The student population at Spring Branch Academic Institute is also predominantly by Whites or Caucasians at 51.43%, followed by Asians (30.00%), Two or More Races (9.29%), Hispanics (7.14%) and African Americans (1.43%). There is no Native Americans student in the school.
Based on household incomes, Cedar Brook Elementary School’s economically disadvantaged students is significantly higher at 74.33% compared to 8.57% at Spring Branch Academic Institute.
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, Cedar Brook Elementary School has a significantly higher number of English Language Learners comprising 62.24% of its student population compared to 2.14% at Spring Branch Academic Institute.
Additionally, Cedar Brook Elementary School has 82.84% bilingual students, 5.22% are in the gifted and talented program, while 10.75% are in the special education program. Spring Branch Academic Institute’s bilingual students comprise 2.14% of student population while 0.71% are in the special education program. Spring Branch Academic Institute bested Cedar Brook Elementary School in one area, with nearly 97.86% of its student population in the gifted and talented program.
47 teachers employed at Cedar Brook Elementary School have been teaching in the school for an average of about 7.8 years with individual teaching experience averaging 10.4 years. The 37 teachers at Spring Branch Academic Institute have been serving the school for an average of 8.3 years with individual teaching experience averaging 13.2 years.
Of its teaching staff, Cedar Brook Elementary School has two teachers serving the school for over 30 years, has four teachers serving the school for 20-30 years, 14 teachers have worked for 11-20 years, ten teachers have worked for 6-10 years, while 14 teachers have been serving the school for over 1-5 years, including three beginning teachers. Spring Branch Academic Institute has one teacher only serving the school for over 30 years, has four teachers serving the school for 20-30 years, 16 teachers have worked for 11-20 years, ten teachers have worked for 6-10 years, while five teachers have been serving the school for over 1-5 years, including one beginning teacher only.
In both schools, female teachers outnumber the male teachers. At Cedar Brook Elementary School there are 43 female teachers and four male teachers. Of its teaching staff, two special education teachers are being assisted by 13 teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and eight more working as school support staff.
At Spring Branch Academic Institute there are 22 female teachers and 15 male teachers. Of its teaching staff, one teacher is in special education without any assistance. 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.
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