Compare Lamar Elementary School with Milam Elementary School

Lamar 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 85 in student achievement, 82 in school progress and 73 in closing performance gaps. It scored 81 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, Milam Elementary School earned a State accountability rating of C. The school posted 73 in student achievement, 81 in school progress, 72 in closing performance gaps and 78 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.

Lamar Elementary School's one out of seven distinction is in Reading/English Language Arts (ELA). Milam Elementary School did not earn any distinction.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Lamar Elementary School. They make up for 40.16% of student population, followed by Whites or Caucasians (36.91%), Asians (9.27%), African Americans (8.29%), Two or More Races (4.55%) and Native Americans (0.33%).

The student population at Milam Elementary School is also predominantly by Hispanics at 52.49%, followed by Whites or Caucasians (41.55%), Two or More Races (3.38%), African Americans (1.59%), Native Americans (0.80%) and Asians (0.20%).

Based on household incomes, the Lamar Elementary School’s economically disadvantaged students is significantly lower at 46.67% compared to 83.30% at Milam 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, Lamar Elementary School has a slightly higher number of English Language Learners comprising 29.92% of its student population compared to 33.80% at Milam Elementary School.

Lamar Elementary School’s bilingual students comprise 36.75%, gifted and talented students, 5.20%, while 11.06% are in the special education program. Milam Elementary School bilingual students comprise 33.20%, gifted and talented students, 1.19%, and 12.92% are in the special education program.

38 teachers employed at Lamar Elementary School have been teaching in the school for an average of about 6.9 years with individual teaching experience averaging 10.9 years. The 38 teachers at Milam Elementary School have been serving the school for an average of 6.6 years with individual teaching experience averaging 9.3 years.

Of its teaching staff, Lamar Elementary School no teacher serving the school for over 30 years, has two teachers serving the school for 20-30 years, 18 teachers have worked for 11-20 years, 12 teachers have worked for 6-10 years, while two teachers have been serving the school for over 1-5 years, including four beginning teachers. Milam Elementary School has one teacher only serving the school for over 30 years, has three teachers serving the school for 20-30 years, ten teachers have worked for 11-20 years, five teachers have worked for 6-10 years, while 18 teachers have been serving the school for over 1-5 years, including two beginning teachers.

In both schools, female teachers outnumber the male teachers. Lamar Elementary School has an all-female teaching staff. Of its teaching staff, six special education teachers are being assisted by 14 teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and five more working as school support staff.

At Milam Elementary School there are 37 female teachers and one male teacher only. Of its teaching staff, five special education teachers are being assisted by 14 teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and six more working as school support staff.