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: Kolter Elementary School and Osborne Elementary School. We compiled relevant data for you to be able to make an informed decision. Both schools are under the jurisdiction of the HOUSTON ISD.
Kolter Elementary School has a regular student population of 737 with a 19.7 students/teacher ratio while Osborne Elementary School has 298 students and a student-teacher ratio of 15 students/teacher ratio.
Kolter 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, Osborne Elementary School also performed excellent to earn a State accountability rating of A. The school posted 77 in student achievement, 98 in school progress, 90 in closing performance gaps and 96 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. Kolter Elementary School’s five out of seven distinctions are in Reading/English Language Arts (ELA), Science, post-secondary, with 25% student progress and 25% closing performance gaps. Osborne Elementary School's six out of seven distinctions are in Reading/English Language Arts (ELA), 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 Kolter Elementary School. They make up for 43.55% of student population, followed by Hispanics (26.87%), African Americans (14.79%), Asians (8.82%), Two or More Races (5.43%) and Native Americans (0.27%).
At Osborne Elementary School, African Americans are the biggest group, comprising 54.70% of student population, followed by Hispanics (43.62%), Whites or Caucasians (0.67%), Two or More Races (0.67%) and Native Americans (0.34%). There is no Asians student in the school.
Based on household incomes, the Kolter Elementary School’s economically disadvantaged students is significantly lower at 28.22% compared to 98.66% at Osborne 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, Kolter Elementary School has 79 English Language Learners or ELLS or about 10.72% of student population. Osborne Elementary School has slightly more ELLs at 92 or about 30.87% of student population.
Kolter Elementary School’s bilingual students comprise 9.91%, gifted and talented students, 28.49%, while 12.35% are in the special education program. Osborne Elementary School bilingual students comprise 29.87%, gifted and talented students, 1.34%, and 16.11% are in the special education program.
37 teachers employed at Kolter Elementary School have been teaching in the school for an average of about 7.4 years with individual teaching experience averaging 10.7 years. The 19 teachers at Osborne Elementary School have been serving the school for an average of 9.4 years with individual teaching experience averaging 12.5 years.
Of its teaching staff, Kolter Elementary School has two teachers serving the school for over 30 years, has one teacher only serving the school for 20-30 years, 11 teachers have worked for 11-20 years, nine teachers have worked for 6-10 years, while ten teachers have been serving the school for over 1-5 years, including four beginning teachers. Osborne Elementary School has one teacher only serving the school for over 30 years, has three teachers serving the school for 20-30 years, eight teachers have worked for 11-20 years, one teacher only has worked for 6-10 years, while three teachers have been serving the school for over 1-5 years, including four beginning teachers.
In both schools, female teachers outnumber the male teachers. At Kolter Elementary School there are 36 female teachers and one male teacher only. Of its teaching staff, one special education teacher is being assisted by three teachers aides or paraprofessionals. In addition to its teaching staff, the school has one staff members in the school administration department and two more working as school support staff.
At Osborne Elementary School there are 16 female teachers and three male teachers. Of its teaching staff, one special education teacher is being assisted by three teachers aides or paraprofessionals. In addition to its teaching staff, the school has one staff members in the school administration department and two more working as school support staff.
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