Compare De Zavala Elementary School with Hopper Primary School

De Zavala 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 77 in student achievement, 91 in school progress and 77 in closing performance gaps. It scored 87 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, Hopper Primary School earned a State accountability rating of C. The school posted only 77 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.

De Zavala Elementary School's four out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, post-secondary and 25% closing performance gaps. Hopper Primary School did not earn any distinction.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at De Zavala Elementary School. They make up for 56.34% of student population, followed by African Americans (23.87%), Whites or Caucasians (14.50%), Two or More Races (3.93%), Asians (0.91%) and Native Americans (0.30%).

At Hopper Primary School, Hispanics are the biggest group, comprising 64.58% of student population, followed by Whites or Caucasians (21.60%), African Americans (8.42%), Two or More Races (4.54%) and Asians (0.86%). There is no Native Americans student in the school.

Based on household incomes, De Zavala Elementary School’s economically disadvantaged students is higher at 83.23% compared to 82.72% at Hopper Primary 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, De Zavala Elementary School has a higher number of English Language Learners comprising 19.79% of its student population compared to 27.00% at Hopper Primary School.

De Zavala Elementary School’s bilingual students comprise 19.34%, gifted and talented students, 3.17%, while 9.67% are in the special education program. Hopper Primary School bilingual students comprise 26.57%, gifted and talented students, 0.86%, and 11.02% are in the special education program.

39 teachers employed at De Zavala Elementary School have been teaching in the school for an average of about 5.7 years with individual teaching experience averaging 7.7 years. The 31 teachers at Hopper Primary School have been serving the school for an average of 7.4 years with individual teaching experience averaging 10.1 years.

Of its teaching staff, De Zavala Elementary School no teacher serving the school for over 30 years, no teacher serving the school for 20-30 years, 13 teachers have worked for 11-20 years, six teachers have worked for 6-10 years, while 17 teachers have been serving the school for over 1-5 years, including four beginning teachers. Hopper Primary School has one teacher only serving the school for over 30 years, has two teachers serving the school for 20-30 years, ten teachers have worked for 11-20 years, four teachers have worked for 6-10 years, while 12 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 De Zavala Elementary School there are 35 female teachers and four male teachers. Of its teaching staff, two special education teachers are being assisted by 13 teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and six more working as school support staff.

At Hopper Primary School there are 30 female teachers and one male teacher only. Of its teaching staff, three special education teachers are being assisted by 13 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.