Compare Sammons Elementary School with Vardeman Ec/Pk/K

Sammons 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 64 in student achievement, 88 in school progress and 75 in closing performance gaps. It scored 84 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, Vardeman Ec/Pk/K also earned a State accountability rating of B. The school posted only 83 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.

Distinction Designations for Sammons Elementary School and Vardeman Ec/Pk/K are not applicable as neither one earned a recognition for outstanding achievement in seven categories.

Based on Racial/Ethnic Groups, the dominant group in Sammons Elementary School is Hispanics who make up nearly 75.89% of student population, followed by African Americans (15.23%), Asians (4.57%), Whites or Caucasians (3.05%) and Two or More Races (1.27%). There is no Native Americans student in the school.

At Vardeman Ec/Pk/K, Hispanics make up 96.81% of student population, followed by African Americans (1.82%), Whites or Caucasians (1.06%) and Two or More Races (0.15%). There is no Asians and Native Americansstudents in the school.

Based on household incomes, the Sammons Elementary School’s economically disadvantaged students is slightly lower at 88.83% compared to 92.87% at Vardeman Ec/Pk/K.

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, Sammons Elementary School has 219 English Language Learners or ELLS or about 55.58% of student population. Vardeman Ec/Pk/K has significantly more ELLs at 389 or about 59.03% of student population.

Sammons Elementary School 14.72% are in the special education program, 2.54% are in the gifted and talented program, and bilingual students comprise 54.06% students. Vardeman Ec/Pk/K has no gifted and talented student, while 8.19% are in the special education program, and bilingual students comprise 56.90% students.

28 teachers employed at Sammons Elementary School have been teaching in the school for an average of about 8.3 years with individual teaching experience averaging 9.6 years. The 45 teachers at Vardeman Ec/Pk/K have been serving the school for an average of 7.8 years with individual teaching experience averaging 9.6 years.

Of its teaching staff, Sammons Elementary School no teacher serving the school for over 30 years, has two teachers serving the school for 20-30 years, eight teachers have worked for 11-20 years, eight teachers have worked for 6-10 years, while eight teachers have been serving the school for over 1-5 years, including three beginning teachers. Vardeman Ec/Pk/K no teacher serving the school for over 30 years, has three 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 15 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 Sammons Elementary School there are 24 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 two staff members in the school administration department and six more working as school support staff.

At Vardeman Ec/Pk/K there are 44 female teachers and one male teacher only. Of its teaching staff, five special education teachers are being assisted by 21 teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and 11 more working as school support staff.