Compare Escandon Elementary School with Macaria Dela Garza Gorena Elementary School

Escandon Elementary School performed excellent to earn a State accountability rating of A (90-100) 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 88 in student achievement, 95 in school progress and 94 in closing performance gaps. It scored 95 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, Macaria Dela Garza Gorena Elementary School also performed excellent to earn a State accountability rating of A. The school posted 78 in student achievement, 92 in school progress, 92 in closing performance gaps and 92 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.

It is in this area where the two schools differ. Escandon Elementary School's six out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, Science, post-secondary, with 25% student progress and 25% closing performance gaps. Macaria Dela Garza Gorena Elementary School’s two out of seven distinctions are in post-secondary and 25% closing performance gaps.

Based on Racial/Ethnic Groups, the dominant group in Escandon Elementary School is Hispanics who make up nearly 99.54% of student population, followed by Whites or Caucasians (0.46%). There is no African Americans, Asians, Native Americans and Two or More Racesstudents in the school.

At Macaria Dela Garza Gorena Elementary School, Hispanics make up 97.65% of student population, followed by Whites or Caucasians (0.98%), Two or More Races (0.59%), African Americans (0.39%), Asians (0.20%) and Native Americans (0.20%).

Based on household incomes, Escandon Elementary School’s economically disadvantaged students is higher at 85.08% compared to 84.90% at Macaria Dela Garza Gorena 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, Escandon Elementary School has a higher number of English Language Learners comprising 33.94% of its student population compared to 42.75% at Macaria Dela Garza Gorena Elementary School.

In addition, Escandon Elementary School has 33.94% bilingual students, 1.67% are in the gifted and talented program, while 7.61% are in the special education program. This stacks up against Macaria Dela Garza Gorena Elementary School with 42.75% bilingual students, 6.08% gifted and talented students and 8.24% students in the special education program.

40 teachers employed at Escandon Elementary School have been teaching in the school for an average of about 12.2 years with individual teaching experience averaging 15.8 years. The 34 teachers at Macaria Dela Garza Gorena Elementary School have been serving the school for an average of 13.5 years with individual teaching experience averaging 14.9 years.

Of its teaching staff, Escandon Elementary School no teacher serving the school for over 30 years, has ten teachers serving the school for 20-30 years, 19 teachers have worked for 11-20 years, seven teachers have worked for 6-10 years, while three teachers have been serving the school for over 1-5 years, including two beginning teachers. Macaria Dela Garza Gorena Elementary School no teacher serving the school for over 30 years, has eight teachers serving the school for 20-30 years, 16 teachers have worked for 11-20 years, four teachers have worked for 6-10 years, while two teachers have been serving the school for over 1-5 years, including four beginning teachers.

In both schools, female teachers outnumber the male teachers. At Escandon Elementary School there are 36 female teachers and four male teachers. Of its teaching staff, two special education teachers are being assisted by 16 teachers aides or paraprofessionals. In addition to its teaching staff, the school has one staff members in the school administration department and four more working as school support staff.

At Macaria Dela Garza Gorena Elementary School there are 32 female teachers and two male teachers. 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 one staff members in the school administration department and five more working as school support staff.