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 Pine Shadows Elementary School, which is a part of SPRING BRANCH ISD, with Spring Branch Academic Institute, which is a part of SPRING BRANCH ISD, we noted a slight difference in ratings.
Pine Shadows Elementary School has a regular student population of 752 with a 15 students/teacher ratio while Spring Branch Academic Institute has 140 students and a student-teacher ratio of 3.8 students/teacher ratio.
Pine Shadows 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 74 in student achievement, 91 in school progress and 79 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, Spring Branch Academic Institute performed excellent to earn a State accountability rating of A. The school posted 99 in student achievement, 97 in school progress, 100 in closing performance gaps and 99 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. Pine Shadows Elementary School’s five out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, post-secondary, with 25% student progress and 25% closing performance gaps. Spring Branch Academic Institute's seven out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, Science, Social Studies, post-secondary, with 25% student progress and 25% closing performance gaps.
Based on Racial/Ethnic Groups, the dominant group in Pine Shadows Elementary School is Hispanics who make up nearly 82.31% of student population, followed by Whites or Caucasians (10.51%), African Americans (3.86%), Two or More Races (2.39%), Asians (0.80%) and Native Americans (0.13%).
The student population at Spring Branch Academic Institute is also predominantly by Whites or Caucasians at 51.43%, followed by Asians (30.00%), Two or More Races (9.29%), Hispanics (7.14%) and African Americans (1.43%). There is no Native Americans student in the school.
Based on household incomes, Pine Shadows Elementary School’s economically disadvantaged students is significantly higher at 77.39% compared to 8.57% at Spring Branch Academic Institute.
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, Pine Shadows Elementary School has a significantly higher number of English Language Learners comprising 53.19% of its student population compared to 2.14% at Spring Branch Academic Institute.
Additionally, Pine Shadows Elementary School has 64.23% bilingual students, 3.99% are in the gifted and talented program, while 12.63% are in the special education program. Spring Branch Academic Institute’s bilingual students comprise 2.14% of student population while 0.71% are in the special education program. Spring Branch Academic Institute bested Pine Shadows Elementary School in one area, with nearly 97.86% of its student population in the gifted and talented program.
50 teachers employed at Pine Shadows Elementary School have been teaching in the school for an average of about 6.6 years with individual teaching experience averaging 9.9 years. The 37 teachers at Spring Branch Academic Institute have been serving the school for an average of 8.3 years with individual teaching experience averaging 13.2 years.
Of its teaching staff, Pine Shadows Elementary School no teacher serving the school for over 30 years, has seven teachers serving the school for 20-30 years, 12 teachers have worked for 11-20 years, 13 teachers have worked for 6-10 years, while 15 teachers have been serving the school for over 1-5 years, including three beginning teachers. Spring Branch Academic Institute has one teacher only serving the school for over 30 years, has four teachers serving the school for 20-30 years, 16 teachers have worked for 11-20 years, ten teachers have worked for 6-10 years, while five 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 Pine Shadows Elementary School there are 47 female teachers and three male teachers. Of its teaching staff, three special education teachers are being assisted by ten teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and seven more working as school support staff.
At Spring Branch Academic Institute there are 22 female teachers and 15 male teachers. Of its teaching staff, one teacher is in special education without any assistance. In addition to its teaching staff, the school has one staff members in the school administration department and one more working as school support staff.
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