Choosing the best possible elementary school is critical to a child’s foundational development. In Texas, public school districts adopt curriculum standards set by the State Board of Education. The current standards, called Texas Essential Knowledge and Skills, outline what students should be able to learn and do in each course or grade. The curriculum is structured around the fundamentals of mathematics, science, social studies, language arts, music and reading.
When we compared Thompson Elementary School, which is a part of HOUSTON ISD, with T H Rogers School, which is a part of HOUSTON ISD, we noted a big difference in ratings.
Thompson Elementary School has a regular student population of 428 with a 16.4 students/teacher ratio while T H Rogers School has 956 students and a student-teacher ratio of 14.8 students/teacher ratio.
Thompson Elementary 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, 80 in school progress and 76 in closing performance gaps. It scored 79 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, T H Rogers School performed excellent to earn a State accountability rating of A. The school posted 96 in student achievement, 94 in school progress, 96 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. Thompson Elementary School’s only distinction designation is in Science. T H Rogers School's five out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, Science, post-secondary and with 25% student progress.
Based on Racial/Ethnic Groups, the dominant group in Thompson Elementary School is African Americans who make up nearly 88.79% of student population, followed by Hispanics (8.18%), Whites or Caucasians (2.10%), Two or More Races (0.70%) and Asians (0.23%). There is no Native Americans student in the school.
The student population at T H Rogers School is also predominantly by Asians at 48.85%, followed by Hispanics (19.04%), Whites or Caucasians (14.64%), African Americans (12.03%), Two or More Races (5.02%) and Native Americans (0.42%).
Based on household incomes, Thompson Elementary School’s economically disadvantaged students is significantly higher at 99.07% compared to 21.34% at T H Rogers 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, Thompson Elementary School has 6 English Language Learners or ELLS or about 1.40% of student population. T H Rogers School has significantly more ELLs at 79 or about 8.26% of student population.
Additionally, Thompson Elementary School has 1.40% bilingual students, 2.80% are in the gifted and talented program, while 9.35% are in the special education program. T H Rogers School’s bilingual students comprise 9.10% of student population while 12.66% are in the special education program. T H Rogers School bested Thompson Elementary School in one area, with nearly 88.08% of its student population in the gifted and talented program.
26 teachers employed at Thompson Elementary School have been teaching in the school for an average of about 9.1 years with individual teaching experience averaging 11.7 years. The 64 teachers at T H Rogers School have been serving the school for an average of 10.1 years with individual teaching experience averaging 13 years.
Of its teaching staff, Thompson Elementary School no teacher serving the school for over 30 years, has five teachers serving the school for 20-30 years, eight teachers have worked for 11-20 years, two teachers have worked for 6-10 years, while ten teachers have been serving the school for over 1-5 years, including one beginning teacher only. T H Rogers School has five teachers serving the school for over 30 years, has ten teachers serving the school for 20-30 years, 15 teachers have worked for 11-20 years, 13 teachers have worked for 6-10 years, while 16 teachers have been serving the school for over 1-5 years, including six beginning teachers.
In both schools, female teachers outnumber the male teachers. At Thompson Elementary School there are 23 female teachers and three male teachers. Of its teaching staff, two special education teachers are being assisted by six teachers aides or paraprofessionals. In addition to its teaching staff, the school has one staff members in the school administration department and four more working as school support staff.
At T H Rogers School there are 50 female teachers and 14 male teachers. Of its teaching staff, 11 special education teachers are being assisted by 17 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.
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