Compare Spring Branch Middle School with Westchester Academy For International Studies

Spring Branch Middle 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 90 in student achievement, 86 in school progress and 83 in closing performance gaps. It scored 88 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, Westchester Academy For International Studies performed excellent to earn a State accountability rating of A. The school posted 94 in student achievement, 91 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. Spring Branch Middle School’s two out of seven distinctions are in Mathematics and Social Studies. Westchester Academy For International Studies's four out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, Science and 25% closing performance gaps.

Based on Racial/Ethnic Groups, Whites or Caucasians comprise the biggest group at Spring Branch Middle School. They make up for 46.39% of student population, followed by Hispanics (39.16%), Asians (5.53%), African Americans (4.64%), Two or More Races (3.84%) and Native Americans (0.45%).

At Westchester Academy For International Studies, Hispanics make up 68.36% of student population, followed by Whites or Caucasians (17.09%), Asians (7.85%), African Americans (3.46%), Two or More Races (3.00%) and Native Americans (0.23%).

Based on household incomes, the Spring Branch Middle School’s economically disadvantaged students is significantly lower at 36.49% compared to 57.97% at Westchester Academy For International Studies.

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, Spring Branch Middle School has a significantly higher number of English Language Learners comprising 23.37% of its student population compared to 22.17% at Westchester Academy For International Studies.

In addition, Spring Branch Middle School has 23.28% bilingual students, 18.38% are in the gifted and talented program, while 10.88% are in the special education program. This stacks up against Westchester Academy For International Studies with 27.83% bilingual students, 22.29% gifted and talented students and 3.23% students in the special education program.

Spring Branch Middle School's 69 teachers have been working at the campus for an average of 5.5 years with individual teaching experience averaging 9.8 years. Teachers at Westchester Academy For International Studies, numbering 72 teachers, have been serving the school for an average of 7.7 years with individual teaching experience averaging 12.7 years.

Of its teaching staff, Spring Branch Middle School has one teacher only serving the school for over 30 years, has nine teachers serving the school for 20-30 years, ten teachers have worked for 11-20 years, 21 teachers have worked for 6-10 years, while 22 teachers have been serving the school for over 1-5 years, including six beginning teachers. Westchester Academy For International Studies has three teachers serving the school for over 30 years, has ten teachers serving the school for 20-30 years, 25 teachers have worked for 11-20 years, 17 teachers have worked for 6-10 years, while 16 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 Spring Branch Middle School there are 50 female teachers and 19 male teachers. 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 three staff members in the school administration department and nine more working as school support staff.

At Westchester Academy For International Studies there are 56 female teachers and 16 male teachers. Of its teaching staff, one special education teacher is being assisted by one teacher only aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and 11 more working as school support staff.