Compare Landrum Middle School with Spring Woods Middle 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 65 in student achievement, 77 in school progress and 74 in closing performance gaps. It scored 76 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 Woods Middle School not rated a State accountability rating of Not Rated: SB 1365. The school posted 57 in student achievement, 63 in school progress, 67 in closing performance gaps and 64 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 Landrum Middle School and Spring Woods Middle School are not applicable as neither one earned a recognition for outstanding achievement in seven categories.

Based on Racial/Ethnic Groups, the dominant group in Landrum Middle School is Hispanics who make up nearly 91.14% of student population, followed by African Americans (2.92%), Whites or Caucasians (2.81%), Two or More Races (1.62%), Asians (1.41%) and Native Americans (0.11%).

At Spring Woods Middle School, Hispanics make up 82.66% of student population, followed by African Americans (9.18%), Whites or Caucasians (5.17%), Two or More Races (1.38%), Asians (0.92%) and Native Americans (0.46%).

Based on household incomes, Landrum Middle School’s economically disadvantaged students is higher at 92.65% compared to 92.42% at Spring Woods Middle 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, Landrum Middle School has a significantly higher number of English Language Learners comprising 65.84% of its student population compared to 56.83% at Spring Woods Middle School.

Landrum Middle School’s bilingual students comprise 64.11%, gifted and talented students, 5.51%, while 11.68% are in the special education program. Spring Woods Middle School bilingual students comprise 58.32%, gifted and talented students, 1.95%, and 16.42% are in the special education program.

Landrum Middle School's 52 teachers have been working at the campus for an average of 5 years with individual teaching experience averaging 8.4 years. Teachers at Spring Woods Middle School, numbering 63 teachers, have been serving the school for an average of 5.6 years with individual teaching experience averaging 9.8 years.

Of its teaching staff, Landrum Middle School has two teachers serving the school for over 30 years, has one teacher only serving the school for 20-30 years, ten teachers have worked for 11-20 years, 12 teachers have worked for 6-10 years, while 26 teachers have been serving the school for over 1-5 years, including one beginning teacher only. Spring Woods Middle School has one teacher only serving the school for over 30 years, has four teachers serving the school for 20-30 years, 18 teachers have worked for 11-20 years, 17 teachers have worked for 6-10 years, while 20 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 36 female teachers and 15 male teachers. Of its teaching staff, 25 special education teachers are being assisted by six 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.

At Spring Woods Middle School there are 42 female teachers and 21 male teachers. Of its teaching staff, three special education teachers are being assisted by ten teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and 13 more working as school support staff.