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 Codwell Elementary School, which is a part of HOUSTON ISD, with Roosevelt Elementary School, which is a part of HOUSTON ISD, we noted a slight difference in ratings.
Codwell Elementary School has a regular student population of 337 with a 13.5 students/teacher ratio while Roosevelt Elementary School has 433 students and a student-teacher ratio of 15.3 students/teacher ratio.
Codwell 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 59 in student achievement, 89 in school progress and 75 in closing performance gaps. It scored 85 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, Roosevelt Elementary School performed excellent to earn a State accountability rating of A. The school posted 75 in student achievement, 91 in school progress, 100 in closing performance gaps and 94 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.
Both schools garnered only one distinction designation or award for performance. For Codwell Elementary School this is in with 25% student progress while Roosevelt Elementary School secured one for 25% closing performance gaps.
Based on Racial/Ethnic Groups, the dominant group in Codwell Elementary School is African Americans who make up nearly 89.02% of student population, followed by Hispanics (9.20%), Two or More Races (0.59%), Whites or Caucasians (0.30%) and Native Americans (0.30%). There is no Asians student in the school.
At Roosevelt Elementary School, Hispanics make up 92.61% of student population, followed by African Americans (5.08%), Whites or Caucasians (2.08%) and Asians (0.23%). There is no Native Americans and Two or More Racesstudents in the school.
Based on household incomes, Codwell Elementary School’s economically disadvantaged students is slightly higher at 94.36% compared to 86.61% at Roosevelt 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, Codwell Elementary School has 14 English Language Learners or ELLS or about 4.15% of student population. Roosevelt Elementary School has significantly more ELLs at 165 or about 38.11% of student population.
In addition, Codwell Elementary School has 3.56% bilingual students, 2.67% are in the gifted and talented program, while 9.79% are in the special education program. This stacks up against Roosevelt Elementary School with 55.66% bilingual students, 15.24% gifted and talented students and 6.93% students in the special education program.
24 teachers employed at Codwell Elementary School have been teaching in the school for an average of about 8.3 years with individual teaching experience averaging 10.6 years. The 28 teachers at Roosevelt Elementary School have been serving the school for an average of 7.1 years with individual teaching experience averaging 8.9 years.
Of its teaching staff, Codwell Elementary School has one teacher only serving the school for over 30 years, has one teacher only serving the school for 20-30 years, seven teachers have worked for 11-20 years, nine teachers have worked for 6-10 years, while six teachers have been serving the school for over 1-5 years, including one beginning teacher only. Roosevelt Elementary School has two teachers serving the school for over 30 years, has three teachers serving the school for 20-30 years, four teachers have worked for 11-20 years, two teachers have worked for 6-10 years, while 17 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 Codwell Elementary School there are 22 female teachers and two male teachers. Of its teaching staff, two special education teachers are being assisted by five teachers aides or paraprofessionals. In addition to its teaching staff, the school has one staff members in the school administration department and seven more working as school support staff.
At Roosevelt Elementary School there are 24 female teachers and four male teachers. Of its teaching staff, one special education teacher is being assisted by four teachers aides or paraprofessionals. In addition to its teaching staff, the school has zero staff members in the school administration department and four more working as school support staff.
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