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 T H Rogers School, which is a part of HOUSTON ISD, we noted that the two schools are on opposite ends of the ratings spectrum.
Woodson School has a regular student population of 578 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.
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, 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.
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. Woodson School has no distinction.
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%).
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, Woodson School’s economically disadvantaged students is significantly higher at 97.92% 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, Woodson School has 31 English Language Learners or ELLS or about 5.36% of student population. T H Rogers School has significantly more ELLs at 79 or about 8.26% of student population.
Additionally, 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. 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 Woodson School in one area, with nearly 88.08% of its student population in the gifted and talented 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 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, 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. 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 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 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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