Compare Sam Tasby Middle School with Dallas Environmental Science Academy

Sam Tasby Middle School earned a State accountability rating of C (70-79) 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 65 in student achievement, 81 in school progress and 75 in closing performance gaps. It scored 78 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, Dallas Environmental Science Academy performed excellent to earn a State accountability rating of A. The school posted 94 in student achievement, 95 in school progress, 100 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. Sam Tasby Middle School’s only distinction designation is in Mathematics. Dallas Environmental Science Academy's six out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, Science, Social Studies, post-secondary and 25% closing performance gaps.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Sam Tasby Middle School. They make up for 63.55% of student population, followed by African Americans (22.83%), Asians (9.73%), Whites or Caucasians (2.59%) and Two or More Races (1.30%). There is no Native Americans student in the school.

At Dallas Environmental Science Academy, Hispanics make up 87.67% of student population, followed by African Americans (9.13%), Whites or Caucasians (2.28%) and Asians (0.91%). There is no Native Americans and Two or More Racesstudents in the school.

Based on household incomes, Sam Tasby Middle School’s economically disadvantaged students is significantly higher at 96.50% compared to 79.68% at Dallas Environmental Science Academy.

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, Sam Tasby Middle School has a significantly higher number of English Language Learners comprising 72.24% of its student population compared to 46.58% at Dallas Environmental Science Academy.

Additionally, Sam Tasby Middle School has 68.87% bilingual students, 10.77% are in the gifted and talented program, while 14.27% are in the special education program. Dallas Environmental Science Academy’s bilingual students comprise 44.98% of student population while 0.68% are in the special education program. Dallas Environmental Science Academy bested Sam Tasby Middle School in one area, with nearly 73.06% of its student population in the gifted and talented program.

Sam Tasby Middle School's 59 teachers have been working at the campus for an average of 7.5 years with individual teaching experience averaging 10.1 years. Teachers at Dallas Environmental Science Academy, numbering 26 teachers, have been serving the school for an average of 10.7 years with individual teaching experience averaging 13.5 years.

Of its teaching staff, Sam Tasby Middle School has two teachers 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, nine teachers have worked for 6-10 years, while 24 teachers have been serving the school for over 1-5 years, including six beginning teachers. Dallas Environmental Science Academy 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, ten teachers have worked for 6-10 years, while one teacher only has been serving the school for over 1-5 years, including one beginning teacher only.

In both schools, female teachers outnumber the male teachers. At Sam Tasby Middle School there are 34 female teachers and 25 male teachers. Of its teaching staff, seven special education teachers are being assisted by seven teachers aides or paraprofessionals. In addition to its teaching staff, the school has four staff members in the school administration department and six more working as school support staff.

At Dallas Environmental Science Academy there are 17 female teachers and nine male teachers. In addition to its teaching staff, the school has two staff members in the school administration department and three more working as school support staff.