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.
We are making this task easier for you by comparing two excellent elementary schools: Hamilton Elementary School and Pope Elementary School. We compiled relevant data for you to be able to make an informed decision. Both schools are under the jurisdiction of the CYPRESS-FAIRBANKS ISD.
Hamilton Elementary School has a regular student population of 1,058 with a 17.8 students/teacher ratio while Pope Elementary School has 1,096 students and a student-teacher ratio of 16.6 students/teacher ratio.
Hamilton 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 94 in student achievement, 92 in school progress and an impressive100 in closing performance gaps. It scored 96 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, Pope Elementary School also performed excellent to earn a State accountability rating of A. The school posted 96 in student achievement, 95 in school progress, 100 in closing performance gaps and 97 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.
Both schools garnered only five distinction designations or awards for outstanding performance. For Hamilton Elementary School these are in Reading/English Language Arts (ELA), Science, post-secondary, with 25% student progress and 25% closing performance gaps while Pope Elementary School secured in Mathematics, Science, post-secondary, with 25% student progress and 25% closing performance gaps.
Based on Racial/Ethnic Groups, Whites or Caucasians comprise the biggest group at Hamilton Elementary School. They make up for 54.44% of student population, followed by Hispanics (21.08%), African Americans (10.11%), Asians (10.02%), Two or More Races (4.06%) and Native Americans (0.28%).
The student population at Pope Elementary School is also predominantly by Whites or Caucasians at 46.99%, followed by Hispanics (20.07%), Asians (20.07%), African Americans (7.39%), Two or More Races (5.29%) and Native Americans (0.18%).
Based on household incomes, Hamilton Elementary School’s economically disadvantaged students is slightly higher at 22.40% compared to 12.59% at Pope 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, Hamilton Elementary School has 84 English Language Learners or ELLS or about 7.94% of student population. Pope Elementary School has significantly more ELLs at 138 or about 12.59% of student population.
In addition, Hamilton Elementary School has 7.56% bilingual students, 10.87% are in the gifted and talented program, while 11.72% are in the special education program. This stacks up against Pope Elementary School with 12.14% bilingual students, 15.69% gifted and talented students and 11.13% students in the special education program.
59 teachers employed at Hamilton Elementary School have been teaching in the school for an average of about 9.2 years with individual teaching experience averaging 11.4 years. The 65 teachers at Pope Elementary School have been serving the school for an average of 8 years with individual teaching experience averaging 10.5 years.
Of its teaching staff, Hamilton Elementary School has one teacher only serving the school for over 30 years, has ten teachers serving the school for 20-30 years, 21 teachers have worked for 11-20 years, ten teachers have worked for 6-10 years, while 13 teachers have been serving the school for over 1-5 years, including five beginning teachers. Pope Elementary School has one teacher only serving the school for over 30 years, has six teachers serving the school for 20-30 years, 23 teachers have worked for 11-20 years, 15 teachers have worked for 6-10 years, while 17 teachers have been serving the school for over 1-5 years, including five beginning teachers.
In both schools, female teachers outnumber the male teachers. At Hamilton Elementary School there are 58 female teachers and one male teacher only. Of its teaching staff, nine special education teachers are being assisted by 22 teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and nine more working as school support staff.
At Pope Elementary School there are 63 female teachers and two male teachers. Of its teaching staff, nine special education teachers are being assisted by 25 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.
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