Compare Fondren Middle School with Thomas Middle School

Fondren Middle School was accorded 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 55 in student achievement, 69 in school progress and 71 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, Thomas Middle School also earned a State accountability rating of C. The school posted 57 in student achievement, 79 in school progress, 73 in closing performance gaps and 77 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.

Thomas Middle School's five out of seven distinctions are in Mathematics, Science, Social Studies, with 25% student progress and 25% closing performance gaps. Fondren Middle School has no distinction.

Based on Racial/Ethnic Groups, the dominant group in Fondren Middle School is Hispanics who make up nearly 67.11% of student population, followed by African Americans (29.06%), Asians (1.65%), Whites or Caucasians (1.14%), Two or More Races (0.72%) and Native Americans (0.31%).

At Thomas Middle School, African Americans make up 67.43% of student population, followed by Hispanics (29.31%), Whites or Caucasians (1.34%), Two or More Races (0.96%), Asians (0.57%) and Native Americans (0.19%).

Based on household incomes, the Fondren Middle School’s economically disadvantaged students is lower at 92.86% compared to 95.79% at Thomas Middle 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, Fondren Middle School has a significantly higher number of English Language Learners comprising 52.53% of its student population compared to 16.67% at Thomas Middle School.

Fondren Middle School’s bilingual students comprise 51.60%, gifted and talented students, 8.89%, while 8.89% are in the special education program. Thomas Middle School bilingual students comprise 15.90%, gifted and talented students, 2.87%, and 20.69% are in the special education program.

Fondren Middle School's 52 teachers have been working at the campus for an average of 4.9 years with individual teaching experience averaging 7.3 years. Teachers at Thomas Middle School, numbering 32 teachers, have been serving the school for an average of 4.7 years with individual teaching experience averaging 8.9 years.

Of its teaching staff, Fondren Middle School no teacher serving the school for over 30 years, has five teachers serving the school for 20-30 years, eight teachers have worked for 11-20 years, eight teachers have worked for 6-10 years, while 22 teachers have been serving the school for over 1-5 years, including ten beginning teachers. Thomas Middle School no teacher serving the school for over 30 years, has four teachers serving the school for 20-30 years, eight teachers have worked for 11-20 years, six 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 Fondren Middle School there are 33 female teachers and 19 male teachers. Of its teaching staff, four special education teachers are being assisted by three teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and eight more working as school support staff.

At Thomas Middle School there are 19 female teachers and 13 male teachers. Of its teaching staff, four special education teachers are being assisted by seven teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and ten more working as school support staff.