Compare Schultz Elementary School with French Elementary School

Schultz 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 90 in student achievement, 91 in school progress and 98 in closing performance gaps. It scored 93 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, French Elementary School also performed excellent to earn a State accountability rating of A. The school posted 93 in student achievement, 94 in school progress, 100 in closing performance gaps and 96 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. Schultz Elementary School's five out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, Science, post-secondary and 25% closing performance gaps. French Elementary School’s four out of seven distinctions are in Mathematics, post-secondary, with 25% student progress and 25% closing performance gaps.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Schultz Elementary School. They make up for 48.45% of student population, followed by Whites or Caucasians (27.61%), African Americans (11.88%), Two or More Races (6.22%), Asians (5.48%) and Native Americans (0.37%).

The student population at French Elementary School is also predominantly by Whites or Caucasians at 53.03%, followed by Hispanics (21.33%), African Americans (11.54%), Asians (8.74%), Two or More Races (4.90%) and Native Americans (0.23%).

Based on household incomes, Schultz Elementary School’s economically disadvantaged students is significantly higher at 55.94% compared to 16.78% at French 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, Schultz Elementary School has a significantly higher number of English Language Learners comprising 31.44% of its student population compared to 8.04% at French Elementary School.

In addition, Schultz Elementary School has 31.44% bilingual students, 5.12% are in the gifted and talented program, while 9.69% are in the special education program. This stacks up against French Elementary School with 7.34% bilingual students, 8.51% gifted and talented students and 9.91% students in the special education program.

39 teachers employed at Schultz Elementary School have been teaching in the school for an average of about 9.9 years with individual teaching experience averaging 13.9 years. The 53 teachers at French Elementary School have been serving the school for an average of 6.7 years with individual teaching experience averaging 11.1 years.

Of its teaching staff, Schultz Elementary School has two teachers serving the school for over 30 years, has ten teachers serving the school for 20-30 years, 12 teachers have worked for 11-20 years, five teachers have worked for 6-10 years, while eight teachers have been serving the school for over 1-5 years, including one beginning teacher only. French Elementary School no teacher serving the school for over 30 years, has eight teachers serving the school for 20-30 years, 21 teachers have worked for 11-20 years, nine teachers have worked for 6-10 years, while eight teachers have been serving the school for over 1-5 years, including eight beginning teachers.

In both schools, female teachers outnumber the male teachers. Schultz Elementary School has an all-female teaching staff. Of its teaching staff, six special education teachers are being assisted by eight 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.

At French Elementary School there are 52 female teachers and one male teacher only. Of its teaching staff, nine special education teachers are being assisted by six teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and four more working as school support staff.