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.
When we compared Longfellow Elementary School, which is a part of HOUSTON ISD, with Shadydale Elementary School, which is a part of HOUSTON ISD, we noted a slight difference in ratings.
Longfellow Elementary School has a regular student population of 671 with a 18.6 students/teacher ratio while Shadydale Elementary School has 683 students and a student-teacher ratio of 19.5 students/teacher ratio.
Longfellow 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 65 in student achievement, 94 in school progress and 78 in closing performance gaps. It scored 89 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, Shadydale Elementary School earned a State accountability rating of C. The school posted 56 in student achievement, 75 in school progress, 73 in closing performance gaps and 74 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 one distinction designation or award for performance. For Longfellow Elementary School this is in with 25% student progress while Shadydale Elementary School secured one for Science.
Based on Racial/Ethnic Groups, African Americans comprise the biggest group at Longfellow Elementary School. They make up for 61.85% of student population, followed by Hispanics (22.80%), Whites or Caucasians (6.71%), Asians (6.26%), Two or More Races (2.09%) and Native Americans (0.15%).
At Shadydale Elementary School, African Americans are the biggest group, comprising 62.96% of student population, followed by Hispanics (35.87%), Whites or Caucasians (0.59%) and Two or More Races (0.29%). There is no Asians and Native Americansstudents in the school.
Based on household incomes, the Longfellow Elementary School’s economically disadvantaged students is significantly lower at 76.01% compared to 95.61% at Shadydale 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, Longfellow Elementary School has 86 English Language Learners or ELLS or about 12.82% of student population. Shadydale Elementary School has significantly more ELLs at 140 or about 20.50% of student population.
Longfellow Elementary School’s bilingual students comprise 13.11%, gifted and talented students, 8.49%, while 8.20% are in the special education program. Shadydale Elementary School bilingual students comprise 20.64%, gifted and talented students, 4.25%, and 6.59% are in the special education program.
36 teachers employed at Longfellow Elementary School have been teaching in the school for an average of about 8.5 years with individual teaching experience averaging 10.2 years. The 35 teachers at Shadydale Elementary School have been serving the school for an average of 5.4 years with individual teaching experience averaging 7.8 years.
Of its teaching staff, Longfellow Elementary School no teacher serving the school for over 30 years, has two teachers serving the school for 20-30 years, nine teachers have worked for 11-20 years, 11 teachers have worked for 6-10 years, while 14 teachers have been serving the school for over 1-5 years, and school has no beginning teacher. Shadydale Elementary School no teacher serving the school for over 30 years, has three teachers serving the school for 20-30 years, six teachers have worked for 11-20 years, seven teachers have worked for 6-10 years, while 13 teachers have been serving the school for over 1-5 years, including six beginning teachers.
In both schools, female teachers outnumber the male teachers. At Longfellow Elementary School there are 28 female teachers and eight male teachers. Of its teaching staff, one special education teacher is being assisted by five teachers aides or paraprofessionals. In addition to its teaching staff, the school has zero staff members in the school administration department and five more working as school support staff.
At Shadydale Elementary School there are 29 female teachers and five male teachers. Of its teaching staff, two 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 seven more working as school support staff.
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