Choosing the right middle school for your children can prove to be a daunting task. Middle school is when children start to flex their growing independence. This is a critical transition period for students. As they assert their independence, their responsibilities increase, they attend multiple classes and their academic performance are closely monitored and graded. Schools focus on preparing them for the more rigorous academic grind in high school.
Landrum Middle 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 71 in student achievement, 82 in school progress and 68 in closing performance gaps. It scored 78 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, Spring Forest Middle School earned a State accountability rating of B. The school posted 84 in student achievement, 84 in school progress, 75 in closing performance gaps and 81 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. Except for post-secondary, Landrum Middle School earned one out of seven distinctions. Spring Forest Middle School's two out of seven distinctions are in Social Studies and post-secondary.
Based on Racial/Ethnic Groups, the dominant group in Landrum Middle School is Hispanics who make up nearly 91.37% of student population, followed by African Americans (2.67%), Whites or Caucasians (2.26%), Two or More Races (2.16%), Asians (1.23%) and Native Americans (0.31%).
The student population at Spring Forest Middle School is also predominantly by Hispanics at 42.08%, followed by Whites or Caucasians (33.37%), African Americans (15.32%), Asians (5.14%), Two or More Races (3.88%) and Native Americans (0.10%).
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, Landrum Middle School has a significantly higher number of English Language Learners comprising 58.38% of its student population compared to 18.68% at Spring Forest Middle School.
In addition, Landrum Middle School has 56.53% bilingual students, 4.73% are in the gifted and talented program, while 11.41% are in the special education program. This stacks up against Spring Forest Middle School with 25.29% bilingual students, 12.59% gifted and talented students and 10.39% students in the special education program.
Landrum Middle School's 54 teachers have been working at the campus for an average of 5.3 years with individual teaching experience averaging 8.3 years. Teachers at Spring Forest Middle School, numbering 54 teachers, have been serving the school for an average of 7.6 years with individual teaching experience averaging 10.9 years.
Of its teaching staff, Landrum Middle School has two teachers serving the school for over 30 years, has three teachers serving the school for 20-30 years, ten teachers have worked for 11-20 years, six teachers have worked for 6-10 years, while 25 teachers have been serving the school for over 1-5 years, including seven beginning teachers. Spring Forest Middle School no teacher serving the school for over 30 years, has seven teachers serving the school for 20-30 years, 18 teachers have worked for 11-20 years, 11 teachers have worked for 6-10 years, while 16 teachers have been serving the school for over 1-5 years, including three beginning teachers.
In both schools, female teachers outnumber the male teachers. At Landrum Middle School there are 37 female teachers and 16 male teachers. Of its teaching staff, 24 special education teachers are being assisted by seven teachers aides or paraprofessionals. In addition to its teaching staff, the school has four staff members in the school administration department and five more working as school support staff.
At Spring Forest Middle School there are 34 female teachers and 20 male teachers. Of its teaching staff, two special education teachers are being assisted by ten teachers aides or paraprofessionals. In addition to its teaching staff, the school has four staff members in the school administration department and nine more working as school support staff.
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