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 Phillips Elementary School, which is a part of FRISCO ISD, with Comstock Elementary School, which is a part of FRISCO ISD, we noted a slight difference in ratings.
Phillips Elementary School has a regular student population of 696 with a 18 students/teacher ratio while Comstock Elementary School has 667 students and a student-teacher ratio of 15.6 students/teacher ratio.
Phillips 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 91 in student achievement, 92 in school progress and 92 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, Comstock Elementary School earned a State accountability rating of B. The school posted 92 in student achievement, 90 in school progress, 79 in closing performance gaps and 88 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.
Comstock Elementary School's one out of seven distinction is in Science. Phillips Elementary School has no distinction.
Based on Racial/Ethnic Groups, Asians comprise the biggest group at Phillips Elementary School. They make up for 36.06% of student population, followed by Whites or Caucasians (30.32%), African Americans (13.36%), Hispanics (12.64%), Two or More Races (7.04%) and Native Americans (0.57%).
The student population at Comstock Elementary School is also predominantly by Whites or Caucasians at 39.13%, followed by Asians (33.28%), African Americans (10.94%), Hispanics (9.15%), Two or More Races (6.90%) and Native Americans (0.60%).
Based on household incomes, Phillips Elementary School’s economically disadvantaged students is higher at 8.91% compared to 8.70% at Comstock 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, Phillips Elementary School has a slightly higher number of English Language Learners comprising 10.92% of its student population compared to 9.45% at Comstock Elementary School.
In addition, Phillips Elementary School has 10.63% bilingual students, 3.30% are in the gifted and talented program, while 11.78% are in the special education program. This stacks up against Comstock Elementary School with 9.00% bilingual students, 5.55% gifted and talented students and 10.49% students in the special education program.
38 teachers employed at Phillips Elementary School have been teaching in the school for an average of about 5.6 years with individual teaching experience averaging 10 years. The 42 teachers at Comstock Elementary School have been serving the school for an average of 7 years with individual teaching experience averaging 10.7 years.
Of its teaching staff, Phillips Elementary School has two teachers serving the school for over 30 years, has one teacher only serving the school for 20-30 years, 11 teachers have worked for 11-20 years, six teachers have worked for 6-10 years, while 14 teachers have been serving the school for over 1-5 years, including five beginning teachers. Comstock Elementary School no teacher serving the school for over 30 years, has four teachers serving the school for 20-30 years, 15 teachers have worked for 11-20 years, ten teachers have worked for 6-10 years, while 14 teachers have been serving the school for over 1-5 years, including one beginning teacher only.
In both schools, female teachers outnumber the male teachers. At Phillips Elementary School there are 38 female teachers and zero male teacher. Of its teaching staff, five special education teachers are being assisted by seven teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and five more working as school support staff.
At Comstock Elementary School there are 40 female teachers and two male teachers. Of its teaching staff, three special education teachers are being assisted by three teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and five more working as school support staff.
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