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 Woodson School, which is a part of HOUSTON ISD, with Long Academy, which is a part of HOUSTON ISD, we noted a wide disparity in ratings.
Woodson School has a regular student population of 578 with a 16.4 students/teacher ratio while Long Academy has 833 students and a student-teacher ratio of 17.5 students/teacher ratio.
Woodson School not rated a State accountability rating of Not Rated: SB 1365 (Not Rated per SB 1365) 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 58 in student achievement, 70 in school progress and 64 in closing performance gaps. It scored 68 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, Long Academy earned a State accountability rating of B. The school posted 79 in student achievement, 86 in school progress, 74 in closing performance gaps and 82 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 Woodson School and Long Academy are not applicable as neither one earned a recognition for outstanding achievement in seven categories.
Based on Racial/Ethnic Groups, the dominant group in Woodson School is African Americans who make up nearly 85.99% of student population, followed by Hispanics (11.42%), Two or More Races (1.21%), Native Americans (0.52%), Whites or Caucasians (0.35%) and Asians (0.35%).
At Long Academy, Hispanics make up 72.27% of student population, followed by African Americans (15.37%), Asians (8.16%), Whites or Caucasians (3.72%), Two or More Races (0.36%) and Native Americans (0.12%).
Based on household incomes, the Woodson School’s economically disadvantaged students is lower at 97.92% compared to 98.32% at Long Academy.
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, Woodson School has 31 English Language Learners or ELLS or about 5.36% of student population. Long Academy has significantly more ELLs at 535 or about 64.23% of student population.
In addition, Woodson School has 5.54% bilingual students, 1.21% are in the gifted and talented program, while 10.03% are in the special education program. This stacks up against Long Academy with 63.51% bilingual students, 8.52% gifted and talented students and 7.92% students in the special education program.
35 teachers employed at Woodson School have been teaching in the school for an average of about 8.4 years with individual teaching experience averaging 10.4 years. The 47 teachers at Long Academy have been serving the school for an average of 5.2 years with individual teaching experience averaging 9.3 years.
Of its teaching staff, Woodson School no teacher serving the school for over 30 years, has four teachers serving the school for 20-30 years, nine teachers have worked for 11-20 years, eight teachers have worked for 6-10 years, while 11 teachers have been serving the school for over 1-5 years, including three beginning teachers. Long Academy has two teachers serving the school for over 30 years, has three teachers serving the school for 20-30 years, 12 teachers have worked for 11-20 years, ten teachers have worked for 6-10 years, while 16 teachers have been serving the school for over 1-5 years, including five beginning teachers.
In both schools, female teachers outnumber the male teachers. At Woodson School there are 31 female teachers and four male teachers. Of its teaching staff, three special education teachers are being assisted by three teachers aides or paraprofessionals. In addition to its teaching staff, the school has five more working as school support staff.
At Long Academy there are 27 female teachers and 20 male teachers. Of its teaching staff, two special education teachers are being assisted by two teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and eight more working as school support staff.
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