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: Lujan-Chavez Elementary School and John Drugan School. We compiled relevant data for you to be able to make an informed decision. Both schools are under the jurisdiction of the SOCORRO ISD.
Lujan-Chavez Elementary School has a regular student population of 958 with a 16.3 students/teacher ratio while John Drugan School has 1,134 students and a student-teacher ratio of 15.9 students/teacher ratio.
Lujan-Chavez 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 85 in student achievement, 94 in school progress and 87 in closing performance gaps. It scored 92 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, John Drugan School also performed excellent to earn a State accountability rating of A. The school posted 85 in student achievement, 91 in school progress, 87 in closing performance gaps and 90 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.
Lujan-Chavez Elementary School's four out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, post-secondary and with 25% student progress. John Drugan School did not earn any distinction.
Based on Racial/Ethnic Groups, the dominant group in Lujan-Chavez Elementary School is Hispanics who make up nearly 85.49% of student population, followed by Whites or Caucasians (5.53%), African Americans (4.28%), Two or More Races (2.51%) and Asians (1.88%). There is no Native Americans student in the school.
At John Drugan School, Hispanics make up 91.98% of student population, followed by Whites or Caucasians (4.85%), African Americans (1.85%), Asians (0.71%) and Two or More Races (0.44%). There is no Native Americans student in the school.
Based on household incomes, Lujan-Chavez Elementary School’s economically disadvantaged students is slightly higher at 66.60% compared to 56.79% at John Drugan 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, Lujan-Chavez Elementary School has 248 English Language Learners or ELLS or about 25.89% of student population. John Drugan School has significantly more ELLs at 270 or about 23.81% of student population.
In addition, Lujan-Chavez Elementary School has 30.90% bilingual students, 1.57% are in the gifted and talented program, while 9.71% are in the special education program. This stacks up against John Drugan School with 21.52% bilingual students, 9.61% gifted and talented students and 10.23% students in the special education program.
58 teachers employed at Lujan-Chavez Elementary School have been teaching in the school for an average of about 8.2 years with individual teaching experience averaging 11.3 years. The 71 teachers at John Drugan School have been serving the school for an average of 9.6 years with individual teaching experience averaging 11 years.
Of its teaching staff, Lujan-Chavez Elementary School has one teacher only serving the school for over 30 years, has eight teachers serving the school for 20-30 years, 20 teachers have worked for 11-20 years, 12 teachers have worked for 6-10 years, while 17 teachers have been serving the school for over 1-5 years, including one beginning teacher only. John Drugan School no teacher serving the school for over 30 years, has nine teachers serving the school for 20-30 years, 24 teachers have worked for 11-20 years, 22 teachers have worked for 6-10 years, while 12 teachers have been serving the school for over 1-5 years, including five beginning teachers.
In both schools, female teachers outnumber the male teachers. At Lujan-Chavez Elementary School there are 51 female teachers and seven male teachers. Of its teaching staff, six special education teachers are being assisted by 11 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.
At John Drugan School there are 51 female teachers and 19 male teachers. Of its teaching staff, three special education teachers are being assisted by 11 teachers aides or paraprofessionals. In addition to its teaching staff, the school has four staff members in the school administration department and five more working as school support staff.
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