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.
When we compared Cullen Middle School, which is a part of HOUSTON ISD, with Soar Ctr, which is a part of HOUSTON ISD, we noted a huge gap in ratings.
Cullen Middle School’s regular student population is 335 with a 10 students/teacher ratio. The student population at Soar Ctr is 71 students and a -2 students/teacher ratio.
Cullen Middle School earned a State accountability rating of C (70-79) 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 55 in student achievement, 69 in school progress and 72 in closing performance gaps. It scored 70 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, the performance indicators not applicable for Soar Ctr due to the on-going impact from the COVID-19 pandemic.
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.
Distinction Designations for Cullen Middle School and Soar Ctr are not applicable as neither one earned a recognition for outstanding achievement in seven categories.
Based on Racial/Ethnic Groups, the dominant group in Cullen Middle School is African Americans who make up nearly 73.73% of student population, followed by Hispanics (21.49%), Whites or Caucasians (2.09%), Two or More Races (1.79%) and Asians (0.90%). There is no Native Americans student in the school.
The student population at Soar Ctr is also predominantly by Whites or Caucasians at 45.07%, followed by Hispanics (38.03%), African Americans (12.68%), Asians (2.82%) and Two or More Races (1.41%). There is no Native Americans student in the school.
Based on household incomes, Cullen Middle School’s economically disadvantaged students is significantly higher at 97.61% compared to 9.86% at Soar Ctr.
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, Cullen Middle School has a significantly higher number of English Language Learners comprising 9.55% of its student population compared to 1.41% at Soar Ctr.
Cullen Middle School’s bilingual students comprise 9.55%, gifted and talented students, 1.49%, while 18.21% are in the special education program. Soar Ctr bilingual students comprise 4.23%, gifted and talented students, 1.41%, and 77.46% are in the special education program.
Cullen Middle School's 33 teachers have been working at the campus for an average of 6.7 years with individual teaching experience averaging 9.5 years. Teachers at Soar Ctr, numbering one teacher only, has been serving the school for an average of 8 years with individual teaching experience averaging 13 years.
Of its teaching staff, Cullen Middle School no teacher serving the school for over 30 years, has two teachers serving the school for 20-30 years, seven teachers have worked for 11-20 years, eight teachers have worked for 6-10 years, while 12 teachers have been serving the school for over 1-5 years, including five beginning teachers. Soar Ctr no teacher serving the school for over 30 years, no teacher serving the school for 20-30 years, one teacher only has worked for 11-20 years, school has no teacher serving 6-10 years, no teacher serving the school for 1-5 years, and school has no beginning teacher.
In both schools, female teachers outnumber the male teachers. At Cullen Middle School there are 19 female teachers and 14 male teachers. Of its teaching staff, five special education teachers are being assisted by three teachers aides or paraprofessionals. In addition to its teaching staff, the school has zero staff members in the school administration department and six more working as school support staff.
On the other hand, Soar Ctr has an all-female teaching staff. Of its teaching staff, one teacher is in special education without any assistance.
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