Compare Escamilla Elementary School with Conley Elementary School

Escamilla 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 60 in student achievement, 88 in school progress and 75 in closing performance gaps. 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.

On the other hand, Conley Elementary School earned a State accountability rating of C. The school posted 57 in student achievement, 74 in school progress, 69 in closing performance gaps and 73 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.

Escamilla Elementary School's one out of seven distinction is in Science. Conley Elementary School did not earn any distinction.

Based on Racial/Ethnic Groups, the dominant group in Escamilla Elementary School is Hispanics who make up nearly 94.42% of student population, followed by Whites or Caucasians (2.97%), African Americans (1.98%), Native Americans (0.25%), Two or More Races (0.25%) and Asians (0.12%).

At Conley Elementary School, Hispanics are the biggest group, comprising 57.29% of student population, followed by African Americans (36.60%), Asians (2.65%), Whites or Caucasians (1.86%) and Two or More Races (1.59%). There is no Native Americans student in the school.

Based on household incomes, Escamilla Elementary School’s economically disadvantaged students is slightly higher at 95.79% compared to 92.04% at Conley 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, Escamilla Elementary School has a significantly higher number of English Language Learners comprising 57.62% of its student population compared to 43.24% at Conley Elementary School.

Escamilla Elementary School’s bilingual students comprise 60.97%, gifted and talented students, 2.23%, while 9.54% are in the special education program. Conley Elementary School bilingual students comprise 42.44%, gifted and talented students, 1.86%, and 7.96% are in the special education program.

50 teachers employed at Escamilla Elementary School have been teaching in the school for an average of about 7 years with individual teaching experience averaging 7.7 years. The 25 teachers at Conley Elementary School have been serving the school for an average of 9.3 years with individual teaching experience averaging 10.5 years.

Of its teaching staff, Escamilla Elementary School no teacher serving the school for over 30 years, has six teachers serving the school for 20-30 years, six teachers have worked for 11-20 years, ten teachers have worked for 6-10 years, while 23 teachers have been serving the school for over 1-5 years, including five beginning teachers. Conley Elementary School no teacher serving the school for over 30 years, has six teachers serving the school for 20-30 years, four teachers have worked for 11-20 years, four teachers have worked for 6-10 years, while 11 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 Escamilla Elementary School there are 47 female teachers and three male teachers. Of its teaching staff, four 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 nine more working as school support staff.

At Conley Elementary School there are 21 female teachers and four male teachers. Of its teaching staff, one special education teacher is being assisted by seven 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.