Compare Housman Elementary School with Spring Branch Academic Institute

Housman Elementary School earned a State accountability rating of B (80-89) 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 64 in student achievement, 91 in school progress and 76 in closing performance gaps. It scored 87 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, Spring Branch Academic Institute performed excellent to earn a State accountability rating of A. The school posted 99 in student achievement, 97 in school progress, 100 in closing performance gaps and 99 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. Housman Elementary School’s only distinction designation is in Comparative Academic Growth. Spring Branch Academic Institute's seven out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, Science, Social Studies, post-secondary, with 25% student progress and 25% closing performance gaps.

Based on Racial/Ethnic Groups, the dominant group in Housman Elementary School is Hispanics who make up nearly 83.77% of student population, followed by African Americans (8.38%), Whites or Caucasians (5.50%), Two or More Races (1.31%), Asians (0.79%) and Native Americans (0.26%).

The student population at Spring Branch Academic Institute is also predominantly by Whites or Caucasians at 51.43%, followed by Asians (30.00%), Two or More Races (9.29%), Hispanics (7.14%) and African Americans (1.43%). There is no Native Americans student in the school.

Based on household incomes, Housman Elementary School’s economically disadvantaged students is significantly higher at 90.84% compared to 8.57% at Spring Branch Academic Institute.

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, Housman Elementary School has a significantly higher number of English Language Learners comprising 53.93% of its student population compared to 2.14% at Spring Branch Academic Institute.

Additionally, Housman Elementary School has 54.19% bilingual students, 2.88% are in the gifted and talented program, while 12.83% are in the special education program. Spring Branch Academic Institute’s bilingual students comprise 2.14% of student population while 0.71% are in the special education program. Spring Branch Academic Institute bested Housman Elementary School in one area, with nearly 97.86% of its student population in the gifted and talented program.

31 teachers employed at Housman Elementary School have been teaching in the school for an average of about 8.1 years with individual teaching experience averaging 11.3 years. The 37 teachers at Spring Branch Academic Institute have been serving the school for an average of 8.3 years with individual teaching experience averaging 13.2 years.

Of its teaching staff, Housman Elementary School has one teacher only 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, four teachers have worked for 6-10 years, while 13 teachers have been serving the school for over 1-5 years, including one beginning teacher only. Spring Branch Academic Institute has one teacher only serving the school for over 30 years, has four teachers serving the school for 20-30 years, 16 teachers have worked for 11-20 years, ten teachers have worked for 6-10 years, while five 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 Housman Elementary School there are 27 female teachers and four male teachers. Of its teaching staff, three special education teachers are being assisted by nine teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and nine more working as school support staff.

At Spring Branch Academic Institute there are 22 female teachers and 15 male teachers. Of its teaching staff, one teacher is in special education without any assistance. In addition to its teaching staff, the school has one staff members in the school administration department and one more working as school support staff.