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 Dover Elementary School, which is a part of RICHARDSON ISD, with Mohawk Elementary School, which is a part of RICHARDSON ISD, we noted a big difference in ratings.
Dover Elementary School has a regular student population of 535 with a 11.6 students/teacher ratio while Mohawk Elementary School has 500 students and a student-teacher ratio of 13.4 students/teacher ratio.
Dover Elementary 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 59 in student achievement, 72 in school progress and 65 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, Mohawk Elementary School performed excellent to earn a State accountability rating of A. The school posted 93 in student achievement, 86 in school progress, 100 in closing performance gaps and 95 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.
Mohawk Elementary School's one out of seven distinction is in 25% closing performance gaps. Dover Elementary School has no distinction.
Based on Racial/Ethnic Groups, the dominant group in Dover Elementary School is Hispanics who make up nearly 79.07% of student population, followed by African Americans (13.46%), Whites or Caucasians (5.98%), Two or More Races (1.12%), Asians (0.19%) and Native Americans (0.19%).
At Mohawk Elementary School, Whites or Caucasians make up 80.40% of student population, followed by Asians (7.20%), Hispanics (6.60%), Two or More Races (3.40%), African Americans (1.60%) and Native Americans (0.80%).
Based on household incomes, Dover Elementary School’s economically disadvantaged students is significantly higher at 91.03% compared to 7.80% at Mohawk 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, Dover Elementary School has a significantly higher number of English Language Learners comprising 66.36% of its student population compared to 2.40% at Mohawk Elementary School.
In addition, Dover Elementary School has 66.36% bilingual students, 4.11% are in the gifted and talented program, while 12.34% are in the special education program. This stacks up against Mohawk Elementary School with 2.40% bilingual students, 9.20% gifted and talented students and 14.80% students in the special education program.
46 teachers employed at Dover Elementary School have been teaching in the school for an average of about 5.2 years with individual teaching experience averaging 9.7 years. The 37 teachers at Mohawk Elementary School have been serving the school for an average of 6.9 years with individual teaching experience averaging 9.7 years.
Of its teaching staff, Dover Elementary School no teacher serving the school for over 30 years, has seven 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 22 teachers have been serving the school for over 1-5 years, including three beginning teachers. Mohawk Elementary School has one teacher only serving the school for over 30 years, has one teacher only serving the school for 20-30 years, 11 teachers have worked for 11-20 years, nine teachers have worked for 6-10 years, while 14 teachers have been serving the school for over 1-5 years, including one beginning teacher only.
In both schools, female teachers outnumber the male teachers. At Dover Elementary School there are 40 female teachers and six male teachers. Of its teaching staff, seven special education teachers are being assisted by eight teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and seven more working as school support staff.
At Mohawk Elementary School there are 36 female teachers and one male teacher only. Of its teaching staff, four special education teachers are being assisted by two teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and six more working as school support staff.
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