Compare South Early College High School with Furr High School

South Early College High 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 95 in student achievement, 94 in school progress and 94 in closing performance gaps. It scored 95 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, Furr High School earned a State accountability rating of C. The school posted 69 in student achievement, 81 in school progress, 71 in closing performance gaps and 78 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 South Early College High School and Furr High School are not applicable as neither one earned a recognition for outstanding achievement in seven categories.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at South Early College High School. They make up for 54.29% of student population, followed by African Americans (41.67%), Whites or Caucasians (2.02%), Asians (0.76%) and Two or More Races (0.76%). There is no Native Americans student in the school.

At Furr High School, Hispanics make up 79.91% of student population, followed by African Americans (17.74%), Whites or Caucasians (1.57%), Two or More Races (0.43%), Asians (0.17%) and Native Americans (0.17%).

Based on household incomes, the South Early College High School’s economically disadvantaged students is significantly lower at 80.81% compared to 96.96% at Furr High 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, South Early College High School has 46 English Language Learners or ELLS or about 11.62% of student population. Furr High School has significantly more ELLs at 385 or about 33.48% of student population.

South Early College High School’s bilingual students comprise 10.61%, gifted and talented students, 25.76%, while 1.52% are in the special education program. Furr High School bilingual students comprise 31.74%, gifted and talented students, 12.78%, and 10.61% are in the special education program.

South Early College High School's 19 teachers have been working at the campus for an average of 6.1 years with individual teaching experience averaging nearly 13.9 years. Furr High School's 64 teachers have been working at the campus for an average of 7.9 years with individual teaching experience averaging close to 12.5 years.

Of its teaching staff, South Early College High School has two teachers serving the school for over 30 years, has one teacher only serving the school for 20-30 years, seven teachers have worked for 11-20 years, three teachers have worked for 6-10 years, while five teachers have been serving the school for over 1-5 years, including one beginning teacher only. Furr High School has five teachers serving the school for over 30 years, has two teachers serving the school for 20-30 years, 20 teachers have worked for 11-20 years, 15 teachers have worked for 6-10 years, while 16 teachers have been serving the school for over 1-5 years, including six beginning teachers.

South Early College High School has zero special education teachers assisted by 1 teacher aides or paraprofessionals. Furr High School has six special education teachers and 5 teacher aides or paraprofessionals.