Compare Dozier Elementary School with Bryson Elementary School

Dozier 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, 85 in school progress and 85 in closing performance gaps. It scored 85 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, Bryson Elementary School also earned a State accountability rating of B. The school posted 67 in student achievement, 89 in school progress, 76 in closing performance gaps and 85 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.

Bryson Elementary School's one out of seven distinction is in with 25% student progress. Dozier Elementary School has no distinction.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Dozier Elementary School. They make up for 35.87% of student population, followed by Whites or Caucasians (32.22%), African Americans (21.73%), Two or More Races (6.23%), Asians (3.19%) and Native Americans (0.15%).

The student population at Bryson Elementary School is also predominantly by Hispanics at 40.99%, followed by Whites or Caucasians (35.69%), African Americans (18.55%), Two or More Races (2.65%), Asians (1.59%) and Native Americans (0.35%).

Based on household incomes, the Dozier Elementary School’s economically disadvantaged students is significantly lower at 44.53% compared to 57.07% at Bryson 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, Dozier Elementary School has a higher number of English Language Learners comprising 9.42% of its student population compared to 7.24% at Bryson Elementary School.

Dozier Elementary School’s bilingual students comprise 8.66%, gifted and talented students, 6.38%, while 10.79% are in the special education program. Bryson Elementary School bilingual students comprise 7.24%, gifted and talented students, 4.95%, and 16.61% are in the special education program.

40 teachers employed at Dozier Elementary School have been teaching in the school for an average of about 4.2 years with individual teaching experience averaging 11 years. The 34 teachers at Bryson Elementary School have been serving the school for an average of 6.6 years with individual teaching experience averaging 11.9 years.

Of its teaching staff, Dozier Elementary School no teacher serving the school for over 30 years, has five teachers serving the school for 20-30 years, 14 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 three beginning teachers. Bryson Elementary School has two teachers serving the school for over 30 years, has four teachers serving the school for 20-30 years, ten teachers have worked for 11-20 years, six teachers have worked for 6-10 years, while 12 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 Dozier Elementary School there are 38 female teachers and two male teachers. Of its teaching staff, nine special education teachers are being assisted by nine 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 Bryson Elementary School there are 33 female teachers and one male teacher only. Of its teaching staff, three special education teachers are being assisted by eight 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.