Compare Ford Elementary School with Houser Elementary School

Ford 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 73 in student achievement, 74 in school progress and 73 in closing performance gaps. It scored 74 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, Houser Elementary School earned a State accountability rating of B. The school posted 72 in student achievement, 86 in school progress, 76 in closing performance gaps and 83 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.

Houser Elementary School's one out of seven distinction is in Mathematics. Ford Elementary School has no distinction.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Ford Elementary School. They make up for 51.91% of student population, followed by Whites or Caucasians (26.50%), African Americans (16.25%), Two or More Races (2.84%), Asians (1.31%) and Native Americans (0.55%).

The student population at Houser Elementary School is also predominantly by Hispanics at 42.53%, followed by Whites or Caucasians (29.17%), African Americans (17.05%), Two or More Races (5.45%), Asians (5.10%) and Native Americans (0.53%).

Based on household incomes, the Ford Elementary School’s economically disadvantaged students is lower at 62.81% compared to 64.67% at Houser 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, Ford Elementary School has a significantly higher number of English Language Learners comprising 33.59% of its student population compared to 29.17% at Houser Elementary School.

Ford Elementary School’s bilingual students comprise 33.15%, gifted and talented students, 3.38%, while 10.14% are in the special education program. Houser Elementary School bilingual students comprise 27.94%, gifted and talented students, 2.64%, and 14.24% are in the special education program.

60 teachers employed at Ford Elementary School have been teaching in the school for an average of about 5.5 years with individual teaching experience averaging 9.5 years. The 42 teachers at Houser Elementary School have been serving the school for an average of 5.7 years with individual teaching experience averaging 9.9 years.

Of its teaching staff, Ford Elementary School no teacher serving the school for over 30 years, has seven teachers serving the school for 20-30 years, 17 teachers have worked for 11-20 years, 13 teachers have worked for 6-10 years, while 19 teachers have been serving the school for over 1-5 years, including four beginning teachers. Houser Elementary School no teacher serving the school for over 30 years, has five teachers serving the school for 20-30 years, 13 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 Ford Elementary School there are 54 female teachers and six male teachers. Of its teaching staff, seven special education teachers are being assisted by 18 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 Houser Elementary School there are 40 female teachers and two male teachers. Of its teaching staff, eight special education teachers are being assisted by 16 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.