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.
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, Cryar Intermediate earned a State accountability rating of B. The school posted 84 in student achievement, 87 in school progress, 82 in closing performance gaps and 86 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. Cryar 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%).
The student population at Cryar Intermediate is also predominantly by Hispanics at 38.98%, followed by Whites or Caucasians (37.80%), African Americans (14.44%), Asians (4.07%), Two or More Races (3.94%) and Native Americans (0.79%).
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. Cryar Intermediate has significantly more ELLs at 135 or about 17.72% 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. Cryar Intermediate bilingual students comprise 17.32%, gifted and talented students, 7.74%, and 11.02% 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 Cryar Intermediate, numbering 51 teachers, have been serving the school for an average of 3.8 years with individual teaching experience averaging 6.7 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. Cryar Intermediate no teacher serving the school for over 30 years, has five teachers serving the school for 20-30 years, seven teachers have worked for 11-20 years, ten teachers have worked for 6-10 years, while 27 teachers have been serving the school for over 1-5 years, including three beginning teachers.
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 Cryar Intermediate there are 42 female teachers and nine male teachers. Of its teaching staff, ten special education teachers are being assisted by ten teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and ten more working as school support staff.
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