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 Cornelius Elementary School, which is a part of HOUSTON ISD, with Milne Elementary School, which is a part of HOUSTON ISD, we noted a slight difference in ratings.
Cornelius Elementary School has a regular student population of 800 with a 18.4 students/teacher ratio while Milne Elementary School has 516 students and a student-teacher ratio of 19 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, Milne Elementary School earned a State accountability rating of B. The school posted 54 in student achievement, 83 in school progress, 72 in closing performance gaps and 80 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.
Cornelius Elementary School's four out of seven distinctions are in Science, post-secondary, with 25% student progress and 25% closing performance gaps. Milne Elementary School did not earn any distinction.
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 Milne Elementary School is also predominantly by Hispanics at 50.97%, followed by African Americans (45.74%), Whites or Caucasians (2.13%), Two or More Races (0.78%) and Asians (0.39%). There is no Native Americans student in the school.
Based on household incomes, Cornelius Elementary School’s economically disadvantaged students is higher at 94.63% compared to 93.02% at Milne 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 38.37% at Milne Elementary School.
Cornelius Elementary School’s bilingual students comprise 41.13%, gifted and talented students, 7.25%, while 4.25% are in the special education program. Milne Elementary School bilingual students comprise 37.79%, gifted and talented students, 1.94%, and 9.69% are 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 27 teachers at Milne Elementary School have been serving the school for an average of 4.3 years with individual teaching experience averaging 6 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. Milne Elementary School no teacher serving the school for over 30 years, no teacher serving the school for 20-30 years, five teachers have worked for 11-20 years, seven teachers have worked for 6-10 years, while 11 teachers have been serving the school for over 1-5 years, including four 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 Milne Elementary School there are 21 female teachers and six male teachers. Of its teaching staff, two special education teachers are being assisted by three teachers aides or paraprofessionals. In addition to its teaching staff, the school has one staff members in the school administration department and five more working as school support staff.
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