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 above average elementary schools: Pine Shadows Elementary School and Spring Shadows Elementary School. We compiled relevant data for you to be able to make an informed decision. Both schools are under the jurisdiction of the SPRING BRANCH ISD.
Pine Shadows Elementary School has a regular student population of 752 with a 15 students/teacher ratio while Spring Shadows Elementary School has 617 students and a student-teacher ratio of 14.4 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 Shadows Elementary School also earned a State accountability rating of B. The school posted 62 in student achievement, 91 in school progress, 77 in closing performance gaps and 87 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 Shadows Elementary School’s two out of seven distinctions are in Science 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%).
At Spring Shadows Elementary School, Hispanics make up 80.06% of student population, followed by African Americans (14.26%), Whites or Caucasians (3.89%), Two or More Races (1.46%) and Asians (0.32%). There is no Native Americans student in the school.
Based on household incomes, the Pine Shadows Elementary School’s economically disadvantaged students is significantly lower at 77.39% compared to 94.17% at Spring Shadows 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, Pine Shadows Elementary School has a significantly higher number of English Language Learners comprising 53.19% of its student population compared to 60.78% at Spring Shadows Elementary School.
Pine Shadows Elementary School’s bilingual students comprise 64.23%, gifted and talented students, 3.99%, while 12.63% are in the special education program. Spring Shadows Elementary School bilingual students comprise 60.62%, gifted and talented students, 1.62%, and 15.07% are in the special education 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 42 teachers at Spring Shadows Elementary School have been serving the school for an average of 3.3 years with individual teaching experience averaging 7.8 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 Shadows Elementary School no teacher serving the school for over 30 years, has two teachers serving the school for 20-30 years, nine teachers have worked for 11-20 years, 13 teachers have worked for 6-10 years, while 17 teachers have been serving the school for over 1-5 years, including two beginning teachers.
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 Shadows Elementary School there are 38 female teachers and four male teachers. Of its teaching staff, three special education teachers are being assisted by 12 teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and seven more working as school support staff.
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