Choosing the right middle school for your children can prove to be a daunting task. Middle school is when children start to flex their growing independence. This is a critical transition period for students. As they assert their independence, their responsibilities increase, they attend multiple classes and their academic performance are closely monitored and graded. Schools focus on preparing them for the more rigorous academic grind in high school.
We are making this task easier for you by comparing two excellent middle schools: Collins Intermediate and Clark Intermediate. We compiled relevant data for you to be able to make an informed decision. Both schools are under the jurisdiction of the CONROE ISD.
Collins Intermediate performed excellent to earn a State accountability rating of A (90-100) 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 95 in student achievement, 90 in school progress and 94 in closing performance gaps. It scored 95 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, Clark Intermediate also performed excellent to earn a State accountability rating of A. The school posted 93 in student achievement, 88 in school progress, 90 in closing performance gaps and 92 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. Collins Intermediate's five out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, Science, post-secondary and with 25% student progress. Clark Intermediate’s two out of seven distinctions are in Mathematics and post-secondary.
Based on Racial/Ethnic Groups, Whites or Caucasians comprise the biggest group at Collins Intermediate. They make up for 57.06% of student population, followed by Hispanics (20.71%), Asians (10.43%), African Americans (5.62%), Two or More Races (5.21%) and Native Americans (0.55%).
At Clark Intermediate, Whites or Caucasians are the biggest group, comprising 55.94% of student population, followed by Hispanics (23.85%), African Americans (11.55%), Asians (4.28%), Two or More Races (3.53%) and Native Americans (0.21%).
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, Collins Intermediate has 32 English Language Learners or ELLS or about 4.39% of student population. Clark Intermediate has more ELLs at 34 or about 3.64% of student population.
Collins Intermediate’s bilingual students comprise 4.25%, gifted and talented students, 20.85%, while 5.62% are in the special education program. Clark Intermediate bilingual students comprise 3.64%, gifted and talented students, 12.51%, and 7.70% are in the special education program.
Collins Intermediate's 41 teachers have been working at the campus for an average of 5.9 years with individual teaching experience averaging 10.4 years. Teachers at Clark Intermediate, numbering 51 teachers, have been serving the school for an average of 7.6 years with individual teaching experience averaging 12.9 years.
Of its teaching staff, Collins Intermediate has one teacher only serving the school for over 30 years, has four teachers serving the school for 20-30 years, ten teachers have worked for 11-20 years, 15 teachers have worked for 6-10 years, while ten teachers have been serving the school for over 1-5 years, including one beginning teacher only. Clark Intermediate has one teacher only serving the school for over 30 years, has eight teachers serving the school for 20-30 years, 21 teachers have worked for 11-20 years, 12 teachers have worked for 6-10 years, while nine 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 Collins Intermediate there are 36 female teachers and five male teachers. Of its teaching staff, three special education teachers are being assisted by nine teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and eight more working as school support staff.
At Clark Intermediate there are 41 female teachers and ten male teachers. Of its teaching staff, five 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 eight more working as school support staff.
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