Compare Puckett Elementary School with Woodlands Elementary School

Puckett 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, 90 in school progress and 94 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, Woodlands Elementary School earned a State accountability rating of B. The school posted 94 in student achievement, 90 in school progress, 76 in closing performance gaps and 89 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.

Both schools garnered only two distinction designations or awards for performance. For Puckett Elementary School these are in Mathematics and Science while Woodlands Elementary School secured in Mathematics and post-secondary.

Based on Racial/Ethnic Groups, the dominant group in Puckett Elementary School is Whites or Caucasians who make up nearly 70.31% of student population, followed by Hispanics (21.25%), Two or More Races (4.69%), African Americans (2.50%) and Asians (1.25%). There is no Native Americans student in the school.

At Woodlands Elementary School, Whites or Caucasians are the biggest group, comprising 60.51% of student population, followed by Hispanics (23.33%), Asians (8.08%), African Americans (4.85%) and Two or More Races (3.23%). There is no Native Americans student in the school.

Based on household incomes, Puckett Elementary School’s economically disadvantaged students is higher at 27.19% compared to 25.64% at Woodlands 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, Puckett Elementary School has 5 English Language Learners or ELLS or about 1.56% of student population. Woodlands Elementary School has slightly more ELLs at 18 or about 4.16% of student population.

Puckett Elementary School’s bilingual students comprise 1.56%, gifted and talented students, 6.25%, while 10.63% are in the special education program. Woodlands Elementary School bilingual students comprise 4.16%, gifted and talented students, 5.54%, and 10.85% are in the special education program.

20 teachers employed at Puckett Elementary School have been teaching in the school for an average of about 13.7 years with individual teaching experience averaging 17.4 years. The 26 teachers at Woodlands Elementary School have been serving the school for an average of 11.1 years with individual teaching experience averaging 15.2 years.

Of its teaching staff, Puckett Elementary School no teacher serving the school for over 30 years, has nine teachers serving the school for 20-30 years, seven teachers have worked for 11-20 years, one teacher only has worked for 6-10 years, while three teachers have been serving the school for over 1-5 years, including one beginning teacher only. Woodlands Elementary 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, six teachers have worked for 6-10 years, while two 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 Puckett Elementary School there are 19 female teachers and one male teacher only. Of its teaching staff, one special education teacher is being assisted by two teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and two more working as school support staff.

On the other hand, Woodlands Elementary School has an all-female teaching staff. Of its teaching staff, two 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 one more working as school support staff.