Compare Ortiz Middle School with Fondren Middle School

Ortiz Middle 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 70 in student achievement, 89 in school progress and 82 in closing performance gaps. It scored 87 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, Fondren Middle School earned a State accountability rating of C. The school posted 55 in student achievement, 69 in school progress, 71 in closing performance gaps and 70 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.

Ortiz Middle School's five out of seven distinctions are in Mathematics, Science, post-secondary, with 25% student progress and 25% closing performance gaps. Fondren Middle School did not earn any distinction.

Based on Racial/Ethnic Groups, the dominant group in Ortiz Middle School is Hispanics who make up nearly 80.84% of student population, followed by African Americans (15.47%), Asians (1.79%), Whites or Caucasians (0.95%), Two or More Races (0.63%) and Native Americans (0.32%).

At Fondren Middle School, Hispanics make up 67.11% of student population, followed by African Americans (29.06%), Asians (1.65%), Whites or Caucasians (1.14%), Two or More Races (0.72%) and Native Americans (0.31%).

Based on household incomes, Ortiz Middle School’s economically disadvantaged students is slightly higher at 98.84% compared to 92.86% at Fondren Middle 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, Ortiz Middle School has 483 English Language Learners or ELLS or about 50.84% of student population. Fondren Middle School has significantly more ELLs at 508 or about 52.53% of student population.

Ortiz Middle School’s bilingual students comprise 49.26%, gifted and talented students, 10.32%, while 10.21% are in the special education program. Fondren Middle School bilingual students comprise 51.60%, gifted and talented students, 8.89%, and 8.89% are in the special education program.

Ortiz Middle School's 60 teachers have been working at the campus for an average of 5.2 years with individual teaching experience averaging 6.9 years. Teachers at Fondren Middle School, numbering 52 teachers, have been serving the school for an average of 4.9 years with individual teaching experience averaging 7.3 years.

Of its teaching staff, Ortiz Middle School no teacher serving the school for over 30 years, has three teachers serving the school for 20-30 years, 12 teachers have worked for 11-20 years, 11 teachers have worked for 6-10 years, while 25 teachers have been serving the school for over 1-5 years, including nine beginning teachers. Fondren Middle School no teacher serving the school for over 30 years, has five teachers serving the school for 20-30 years, eight teachers have worked for 11-20 years, eight teachers have worked for 6-10 years, while 22 teachers have been serving the school for over 1-5 years, including ten beginning teachers.

In both schools, female teachers outnumber the male teachers. At Ortiz Middle School there are 43 female teachers and 17 male teachers. Of its teaching staff, three special education teachers are being assisted by seven teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and three more working as school support staff.

At Fondren Middle School there are 33 female teachers and 19 male teachers. Of its teaching staff, four special education teachers are being assisted by three teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and eight more working as school support staff.