Compare Dawson Elementary School with Early Childhood Development Ctr

Dawson 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 76 in student achievement, 91 in school progress and 83 in closing performance gaps. It scored 89 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, Early Childhood Development Ctr also earned a State accountability rating of B. The school posted 91 in student achievement, 91 in school progress, 77 in closing performance gaps and 87 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 one distinction designation or award for performance. For Dawson Elementary School this is in with 25% student progress while Early Childhood Development Ctr secured one for post-secondary.

Based on Racial/Ethnic Groups, the dominant group in Dawson Elementary School is Hispanics who make up nearly 78.65% of student population, followed by Whites or Caucasians (13.53%), African Americans (4.86%), Two or More Races (1.90%) and Asians (0.63%). There is no Native Americans student in the school.

At Early Childhood Development Ctr, Hispanics make up 86.96% of student population, followed by Whites or Caucasians (7.97%), Two or More Races (3.62%), African Americans (0.72%) and Asians (0.72%). There is no Native Americans student in the school.

Based on household incomes, the Dawson Elementary School’s economically disadvantaged students is lower at 64.48% compared to 65.22% at Early Childhood Development 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, Dawson Elementary School has 24 English Language Learners or ELLS or about 5.07% of student population. Early Childhood Development Ctr has significantly more ELLs at 51 or about 36.96% of student population.

Dawson Elementary School has no gifted and talented student, while 11.21% are in the special education program, and bilingual students comprise 4.23% students. Early Childhood Development Ctr has no gifted and talented student, while 3.62% are in the special education program, and bilingual students comprise 100.00% students.

32 teachers employed at Dawson Elementary School have been teaching in the school for an average of about 14.3 years with individual teaching experience averaging 16.7 years. The eight teachers at Early Childhood Development Ctr have been serving the school for an average of 10 years with individual teaching experience averaging 12.4 years.

Of its teaching staff, Dawson Elementary School has three teachers serving the school for over 30 years, has 12 teachers serving the school for 20-30 years, six teachers have worked for 11-20 years, three teachers have worked for 6-10 years, while seven teachers have been serving the school for over 1-5 years, including two beginning teachers. Early Childhood Development Ctr has one teacher only serving the school for over 30 years, no teacher serving the school for 20-30 years, five teachers have worked for 11-20 years, school has no teacher serving 6-10 years, while one teacher only has been serving the school for over 1-5 years, including two beginning teachers.

In both schools, female teachers outnumber the male teachers. At Dawson Elementary School there are 30 female teachers and one male teacher only. Of its teaching staff, two special education teachers are being assisted by five teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and four more working as school support staff.

At Early Childhood Development Ctr there are seven female teachers and one male teacher only. 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 one staff members in the school administration department and one more working as school support staff.