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 Davis Elementary School, which is a part of CARROLLTON-FARMERS BRANCH ISD, with Thompson Elementary School, which is a part of CARROLLTON-FARMERS BRANCH ISD, we noted a slight difference in ratings.
Davis Elementary School has a regular student population of 464 with a 13 students/teacher ratio while Thompson Elementary School has 428 students and a student-teacher ratio of 12.2 students/teacher ratio.
Davis Elementary School earned a State accountability rating of B (80-89) 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 74 in student achievement, 81 in school progress and 78 in closing performance gaps. It scored 80 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, Thompson Elementary School performed excellent to earn a State accountability rating of A. The school posted 79 in student achievement, 92 in school progress, 90 in closing performance gaps and 91 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. Davis Elementary School’s two out of seven distinctions are in Reading/English Language Arts (ELA) and post-secondary. Thompson Elementary School's three out of seven distinctions are in Mathematics, Science and 25% closing performance gaps.
Based on Racial/Ethnic Groups, the dominant group in Davis Elementary School is Hispanics who make up nearly 76.08% of student population, followed by African Americans (10.99%), Whites or Caucasians (6.68%), Asians (3.88%), Two or More Races (1.72%) and Native Americans (0.65%).
At Thompson Elementary School, Hispanics make up 79.44% of student population, followed by Whites or Caucasians (9.81%), African Americans (7.01%), Asians (2.10%), Two or More Races (1.17%) and Native Americans (0.47%).
Based on household incomes, Davis Elementary School’s economically disadvantaged students is significantly higher at 80.17% compared to 67.29% at Thompson 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, Davis Elementary School has a significantly higher number of English Language Learners comprising 65.95% of its student population compared to 42.99% at Thompson Elementary School.
In addition, Davis Elementary School has 67.24% bilingual students, 2.80% are in the gifted and talented program, while 13.79% are in the special education program. This stacks up against Thompson Elementary School with 59.11% bilingual students, 4.67% gifted and talented students and 20.79% students in the special education program.
35 teachers employed at Davis Elementary School have been teaching in the school for an average of about 2.7 years with individual teaching experience averaging 4.4 years. The 35 teachers at Thompson Elementary School have been serving the school for an average of 4.4 years with individual teaching experience averaging 6.9 years.
Of its teaching staff, Davis Elementary School has one teacher only serving the school for over 30 years, no teacher serving the school for 20-30 years, three teachers have worked for 11-20 years, four teachers have worked for 6-10 years, while 18 teachers have been serving the school for over 1-5 years, including ten beginning teachers. Thompson Elementary School no teacher serving the school for over 30 years, has one teacher only serving the school for 20-30 years, six teachers have worked for 11-20 years, 12 teachers have worked for 6-10 years, while 12 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 Davis Elementary School there are 31 female teachers and four male teachers. Of its teaching staff, one special education teacher is being assisted by three teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and five more working as school support staff.
At Thompson Elementary School there are 34 female teachers and one male teacher only. Of its teaching staff, five special education teachers are being assisted by six teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and five more working as school support staff.
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