Choosing the best possible elementary school is critical to a child’s foundational development. In Texas, public school districts adopt curriculum standards set by the State Board of Education. The current standards, called Texas Essential Knowledge and Skills, outline what students should be able to learn and do in each course or grade. The curriculum is structured around the fundamentals of mathematics, science, social studies, language arts, music and reading.
When we compared Forman Elementary School, which is a part of PLANO ISD, with Andrews Elementary School, which is a part of PLANO ISD, we noted a big difference in ratings.
Forman Elementary School has a regular student population of 547 with a 10.6 students/teacher ratio while Andrews Elementary School has 400 students and a student-teacher ratio of 12.5 students/teacher ratio.
Forman 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 70 in student achievement, 80 in school progress and 71 in closing performance gaps. It scored 77 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, Andrews Elementary School performed excellent to earn a State accountability rating of A. The school posted 94 in student achievement, 93 in school progress, 98 in closing performance gaps and 95 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.
Andrews Elementary School's three out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics and post-secondary. Forman Elementary School has no distinction.
Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Forman Elementary School. They make up for 60.51% of student population, followed by African Americans (18.83%), Whites or Caucasians (11.33%), Asians (6.40%), Two or More Races (2.74%) and Native Americans (0.18%).
The student population at Andrews Elementary School is also predominantly by Asians at 53.50%, followed by Whites or Caucasians (25.25%), Hispanics (8.00%), African Americans (7.75%), Two or More Races (5.25%) and Native Americans (0.25%).
Based on household incomes, Forman Elementary School’s economically disadvantaged students is significantly higher at 71.66% compared to 15.75% at Andrews 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, Forman Elementary School has a significantly higher number of English Language Learners comprising 56.67% of its student population compared to 26.75% at Andrews Elementary School.
In addition, Forman Elementary School has 56.49% bilingual students, 3.66% are in the gifted and talented program, while 16.45% are in the special education program. This stacks up against Andrews Elementary School with 25.50% bilingual students, 22.00% gifted and talented students and 11.50% students in the special education program.
51 teachers employed at Forman Elementary School have been teaching in the school for an average of about 5.1 years with individual teaching experience averaging 9.7 years. The 32 teachers at Andrews Elementary School have been serving the school for an average of 12.9 years with individual teaching experience averaging 14.5 years.
Of its teaching staff, Forman Elementary School has one teacher only serving the school for over 30 years, has six teachers serving the school for 20-30 years, 13 teachers have worked for 11-20 years, 12 teachers have worked for 6-10 years, while 16 teachers have been serving the school for over 1-5 years, including five beginning teachers. Andrews Elementary School has two teachers serving the school for over 30 years, has five teachers serving the school for 20-30 years, 15 teachers have worked for 11-20 years, five teachers have worked for 6-10 years, while three teachers have been serving the school for over 1-5 years, including two beginning teachers.
In both schools, female teachers outnumber the male teachers. At Forman Elementary School there are 44 female teachers and six male teachers. Of its teaching staff, six special education teachers are being assisted by ten teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and six more working as school support staff.
At Andrews Elementary School there are 31 female teachers and one male teacher only. Of its teaching staff, four special education teachers are being assisted by four teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and four more working as school support staff.
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