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.
We are making this task easier for you by comparing two excellent elementary schools: Cornelius Elementary School and Harvard Elementary School. We compiled relevant data for you to be able to make an informed decision. Both schools are under the jurisdiction of the HOUSTON ISD.
Cornelius Elementary School has a regular student population of 800 with a 18.4 students/teacher ratio while Harvard Elementary School has 677 students and a student-teacher ratio of 18.3 students/teacher ratio.
Cornelius Elementary School 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 83 in student achievement, 95 in school progress and 98 in closing performance gaps. It scored 96 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, Harvard Elementary School also performed excellent to earn a State accountability rating of A. The school posted 92 in student achievement, 94 in school progress, 100 in closing performance gaps and 96 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 four distinction designations or awards for outstanding performance. For Cornelius Elementary School these are in Science, post-secondary, with 25% student progress and 25% closing performance gaps while Harvard Elementary School secured in Reading/English Language Arts (ELA), Mathematics, with 25% student progress and 25% closing performance gaps.
Based on Racial/Ethnic Groups, the dominant group in Cornelius Elementary School is Hispanics who make up nearly 83.00% of student population, followed by African Americans (14.13%), Whites or Caucasians (1.25%), Asians (0.88%), Two or More Races (0.63%) and Native Americans (0.13%).
The student population at Harvard Elementary School is also predominantly by Whites or Caucasians at 51.70%, followed by Hispanics (28.80%), Two or More Races (7.68%), Asians (6.35%), African Americans (5.32%) and Native Americans (0.15%).
Based on household incomes, Cornelius Elementary School’s economically disadvantaged students is significantly higher at 94.63% compared to 19.50% at Harvard 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, Cornelius Elementary School has a significantly higher number of English Language Learners comprising 49.25% of its student population compared to 4.43% at Harvard Elementary School.
In addition, Cornelius Elementary School has 41.13% bilingual students, 7.25% are in the gifted and talented program, while 4.25% are in the special education program. This stacks up against Harvard Elementary School with 4.73% bilingual students, 28.66% gifted and talented students and 4.73% students in the special education program.
43 teachers employed at Cornelius Elementary School have been teaching in the school for an average of about 6.2 years with individual teaching experience averaging 7.4 years. The 37 teachers at Harvard Elementary School have been serving the school for an average of 6.5 years with individual teaching experience averaging 8.8 years.
Of its teaching staff, Cornelius Elementary School no teacher serving the school for over 30 years, has four teachers serving the school for 20-30 years, six teachers have worked for 11-20 years, six teachers have worked for 6-10 years, while 25 teachers have been serving the school for over 1-5 years, including two beginning teachers. Harvard Elementary School no teacher serving the school for over 30 years, has three teachers serving the school for 20-30 years, ten teachers have worked for 11-20 years, nine teachers have worked for 6-10 years, while 13 teachers have been serving the school for over 1-5 years, including two beginning teachers.
In both schools, female teachers outnumber the male teachers. At Cornelius Elementary School there are 39 female teachers and four male teachers. Of its teaching staff, eight teachers are aides or paraprofessionals. In addition to its teaching staff, the school has zero staff members in the school administration department and nine more working as school support staff.
At Harvard Elementary School there are 33 female teachers and four male teachers. Of its teaching staff, two teachers are aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and four more working as school support staff.
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