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.
McCullough J H performed excellent to earn a State accountability rating of A (90-100) 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 95 in student achievement, 92 in school progress and 98 in closing performance gaps. It scored 96 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, Cryar Intermediate earned a State accountability rating of B. The school posted 82 in student achievement, 85 in school progress, 72 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.
Based on Racial/Ethnic Groups, Whites or Caucasians comprise the biggest group at McCullough J H. They make up for 57.59% of student population, followed by Hispanics (23.21%), Asians (9.67%), African Americans (4.74%), Two or More Races (4.26%) and Native Americans (0.39%).
The student population at Cryar Intermediate is also predominantly by Hispanics at 38.98%, followed by Whites or Caucasians (37.80%), African Americans (14.44%), Asians (4.07%), Two or More Races (3.94%) and Native Americans (0.79%).
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, McCullough J H has a higher number of English Language Learners comprising 6.82% of its student population compared to 17.72% at Cryar Intermediate.
McCullough J H’s bilingual students comprise 6.53%, gifted and talented students, 21.76%, while 6.00% are in the special education program. Cryar Intermediate bilingual students comprise 17.32%, gifted and talented students, 7.74%, and 11.02% are in the special education program.
McCullough J H's 114 teachers have been working at the campus for an average of 10.3 years with individual teaching experience averaging 12.7 years. Teachers at Cryar Intermediate, numbering 51 teachers, have been serving the school for an average of 3.8 years with individual teaching experience averaging 6.7 years.
Of its teaching staff, McCullough J H has four teachers serving the school for over 30 years, has 22 teachers serving the school for 20-30 years, 34 teachers have worked for 11-20 years, 25 teachers have worked for 6-10 years, while 24 teachers have been serving the school for over 1-5 years, including six beginning teachers. Cryar Intermediate no teacher serving the school for over 30 years, has five teachers serving the school for 20-30 years, seven teachers have worked for 11-20 years, ten teachers have worked for 6-10 years, while 27 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 McCullough J H there are 92 female teachers and 22 male teachers. Of its teaching staff, 18 special education teachers are being assisted by 13 teachers aides or paraprofessionals. In addition to its teaching staff, the school has five staff members in the school administration department and 12 more working as school support staff.
At Cryar Intermediate there are 42 female teachers and nine male teachers. Of its teaching staff, ten 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 ten more working as school support staff.
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