Compare Pearland J H West with Rogers Middle School

Pearland J H West 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 91 in student achievement, 93 in school progress and 94 in closing performance gaps. It scored 93 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, Rogers Middle School also performed excellent to earn a State accountability rating of A. The school posted 92 in student achievement, 90 in school progress, 96 in closing performance gaps and 93 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. Pearland J H West’s four out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, Science and with 25% student progress. Rogers Middle 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.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Pearland J H West. They make up for 40.77% of student population, followed by Whites or Caucasians (28.29%), Asians (17.02%), African Americans (11.49%) and Two or More Races (2.43%). There is no Native Americans student in the school.

The student population at Rogers Middle School is also predominantly by Whites or Caucasians at 31.84%, followed by Hispanics (23.67%), African Americans (21.77%), Asians (16.46%), Two or More Races (5.58%) and Native Americans (0.54%).

Based on household incomes, Pearland J H West’s economically disadvantaged students is significantly higher at 31.27% compared to 20.41% at Rogers 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, Pearland J H West has a slightly higher number of English Language Learners comprising 9.28% of its student population compared to 8.98% at Rogers Middle School.

Pearland J H West’s bilingual students comprise 11.38%, gifted and talented students, 32.15%, while 7.85% are in the special education program. Rogers Middle School bilingual students comprise 6.94%, gifted and talented students, 14.42%, and 11.29% are in the special education program.

Pearland J H West's 53 teachers have been working at the campus for an average of 7.6 years with individual teaching experience averaging 11.4 years. Teachers at Rogers Middle School, numbering 41 teachers, have been serving the school for an average of 7.4 years with individual teaching experience averaging 11.7 years.

Of its teaching staff, Pearland J H West has one teacher only serving the school for over 30 years, has nine teachers serving the school for 20-30 years, 16 teachers have worked for 11-20 years, 13 teachers have worked for 6-10 years, while nine teachers have been serving the school for over 1-5 years, including six beginning teachers. Rogers Middle School has one teacher only serving the school for over 30 years, has seven teachers serving the school for 20-30 years, 11 teachers have worked for 11-20 years, 13 teachers have worked for 6-10 years, while nine teachers have been serving the school for over 1-5 years, and school has no beginning teacher.

In both schools, female teachers outnumber the male teachers. At Pearland J H West there are 40 female teachers and 12 male teachers. Of its teaching staff, three special education teachers are being assisted by four 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 Rogers Middle School there are 33 female teachers and seven male teachers. Of its teaching staff, six 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 four more working as school support staff.