Compare Dobie Pre-Kindergarten School with Wallace Elementary School

Dobie Pre-Kindergarten School earned a State accountability rating of B (80-89). It scored 84 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 only.

On the other hand, Wallace Elementary School also earned a State accountability rating of B. The school posted 77 in student achievement, 82 in school progress, 74 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.

Distinction Designations for Dobie Pre-Kindergarten School and Wallace Elementary School are not applicable as neither one earned a recognition for outstanding achievement in seven categories.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Dobie Pre-Kindergarten School. They make up for 63.64% of student population, followed by African Americans (23.17%), Whites or Caucasians (7.33%), Asians (3.81%), Two or More Races (1.17%) and Native Americans (0.59%).

The student population at Wallace Elementary School is also predominantly by Whites or Caucasians at 32.53%, followed by Hispanics (26.88%), African Americans (19.35%), Asians (18.84%) and Two or More Races (2.40%). There is no Native Americans student in the school.

Based on household incomes, Dobie Pre-Kindergarten School’s economically disadvantaged students is significantly higher at 87.10% compared to 59.93% at Wallace 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, Dobie Pre-Kindergarten School has a significantly higher number of English Language Learners comprising 70.67% of its student population compared to 33.73% at Wallace Elementary School.

Dobie Pre-Kindergarten School has no gifted and talented student, while 21.70% are in the special education program, and bilingual students comprise 70.67% students. Wallace Elementary School 13.87% are in the special education program, 5.99% are in the gifted and talented program, and bilingual students comprise 33.73% students.

32 teachers employed at Dobie Pre-Kindergarten School have been teaching in the school for an average of about 6.8 years with individual teaching experience averaging 11.4 years. The 45 teachers at Wallace Elementary School have been serving the school for an average of 5.6 years with individual teaching experience averaging 8.7 years.

Of its teaching staff, Dobie Pre-Kindergarten School has one teacher only serving the school for over 30 years, has three teachers serving the school for 20-30 years, eight teachers have worked for 11-20 years, nine teachers have worked for 6-10 years, while ten teachers have been serving the school for over 1-5 years, including two beginning teachers. Wallace Elementary School no teacher serving the school for over 30 years, has six teachers serving the school for 20-30 years, nine teachers have worked for 11-20 years, six teachers have worked for 6-10 years, while 21 teachers have been serving the school for over 1-5 years, including three beginning teachers.

In both schools, female teachers outnumber the male teachers. At Dobie Pre-Kindergarten School there are 32 female teachers and zero male teacher. Of its teaching staff, ten special education teachers are being assisted by 31 teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and nine more working as school support staff.

At Wallace Elementary School there are 43 female teachers and two male teachers. Of its teaching staff, five special education teachers are being assisted by four teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and nine more working as school support staff.