Compare Kerr High School with Alief Early College High School

Kerr High 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 98 in student achievement, 97 in school progress and an impressive100 in closing performance gaps. It scored 99 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, Alief Early College High School also performed excellent to earn a State accountability rating of A. The school posted 98 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. Kerr High School's six out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, Science, Social Studies, post-secondary and 25% closing performance gaps. Alief Early College High School’s four out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, post-secondary and 25% closing performance gaps.

Based on Racial/Ethnic Groups, Asians comprise the biggest group at Kerr High School. They make up for 54.30% of student population, followed by Hispanics (26.33%), African Americans (14.43%), Whites or Caucasians (3.80%), Two or More Races (0.76%) and Native Americans (0.13%).

The student population at Alief Early College High School is also predominantly by Hispanics at 51.70%, followed by African Americans (25.73%), Asians (16.02%), Whites or Caucasians (4.13%), Two or More Races (1.21%) and Native Americans (0.97%).

Based on household incomes, the Kerr High School’s economically disadvantaged students is significantly lower at 69.49% compared to 81.31% at Alief Early College High 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, Kerr High School has a slightly higher number of English Language Learners comprising 4.43% of its student population compared to 3.88% at Alief Early College High School.

Kerr High School’s bilingual students comprise 4.43%, gifted and talented students, 38.48%, while 0.51% are in the special education program. Alief Early College High School bilingual students comprise 3.88%, gifted and talented students, 20.15%, and 0.49% are in the special education program.

Kerr High School's 40 teachers have been working at the campus for an average of 14.2 years with individual teaching experience averaging nearly 17.9 years. Alief Early College High School's 21 teachers have been working at the campus for an average of 14.1 years with individual teaching experience averaging close to 16.6 years.

Of its teaching staff, Kerr High School has four teachers serving the school for over 30 years, has 12 teachers serving the school for 20-30 years, 14 teachers have worked for 11-20 years, five teachers have worked for 6-10 years, while four teachers have been serving the school for over 1-5 years, including one beginning teacher only. Alief Early College High School has one teacher only serving the school for over 30 years, has three teachers serving the school for 20-30 years, 16 teachers have worked for 11-20 years, two teachers have worked for 6-10 years, no teacher serving the school for 1-5 years, and school has no beginning teacher.

In both schools, female teachers outnumber the male teachers. Kerr High School employs 21 female teachers and 19 male teachers. Of its teaching staff, one special education teacher is being assisted by ten teachers aides or paraprofessionals. The school also employs two staff members in the school administration department and five more working as school support staff.

On the other hand, Alief Early College High School employs 12 female teachers and nine male teachers. Of its teaching staff, one teacher is aides or paraprofessionals. The school also employs one staff members in the school administration department and two more working as school support staff.