Compare Geraldine Palmer Elementary School with Kelly-Pharr Elementary School

Geraldine Palmer 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 76 in student achievement, 93 in school progress and 92 in closing performance gaps. It scored 93 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, Kelly-Pharr Elementary School also performed excellent to earn a State accountability rating of A. The school posted 74 in student achievement, 93 in school progress, 87 in closing performance gaps and 91 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. Geraldine Palmer Elementary School’s three out of seven distinctions are in Mathematics, Science and 25% closing performance gaps. Kelly-Pharr Elementary School's four out of seven distinctions are in Mathematics, Science, post-secondary and 25% closing performance gaps.

Based on Racial/Ethnic Groups, the dominant group in Geraldine Palmer Elementary School is Hispanics who make up nearly 98.13% of student population, followed by Whites or Caucasians (1.53%) and Asians (0.34%). There is no African Americans, Native Americans and Two or More Racesstudents in the school.

At Kelly-Pharr Elementary School, Hispanics make up 98.96% of student population, followed by Whites or Caucasians (0.89%) and Two or More Races (0.15%). There is no African Americans, Asians and Native Americansstudents in the school.

Based on household incomes, Geraldine Palmer Elementary School’s economically disadvantaged students is higher at 89.61% compared to 87.93% at Kelly-Pharr 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, Geraldine Palmer Elementary School has a significantly higher number of English Language Learners comprising 60.31% of its student population compared to 47.09% at Kelly-Pharr Elementary School.

In addition, Geraldine Palmer Elementary School has 94.38% bilingual students, 2.21% are in the gifted and talented program, while 11.41% are in the special education program. This stacks up against Kelly-Pharr Elementary School with 93.59% bilingual students, 2.53% gifted and talented students and 9.24% students in the special education program.

35 teachers employed at Geraldine Palmer Elementary School have been teaching in the school for an average of about 10.7 years with individual teaching experience averaging 13.7 years. The 41 teachers at Kelly-Pharr Elementary School have been serving the school for an average of 10.5 years with individual teaching experience averaging 12.9 years.

Of its teaching staff, Geraldine Palmer Elementary School has two teachers serving the school for over 30 years, has three teachers serving the school for 20-30 years, 21 teachers have worked for 11-20 years, two teachers have worked for 6-10 years, while seven teachers have been serving the school for over 1-5 years, and school has no beginning teacher. Kelly-Pharr Elementary School has one teacher only serving the school for over 30 years, has four teachers serving the school for 20-30 years, 20 teachers have worked for 11-20 years, seven teachers have worked for 6-10 years, while nine 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 Geraldine Palmer Elementary School there are 29 female teachers and six male teachers. Of its teaching staff, four special education teachers are being assisted by 18 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 Kelly-Pharr Elementary School there are 34 female teachers and eight male teachers. Of its teaching staff, five 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 four more working as school support staff.