Compare Seguin High School with Bowie High School

Seguin High 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 79 in student achievement, 81 in school progress and 73 in closing performance gaps. It scored 79 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, Bowie High School not rated a State accountability rating of Not Rated: SB 1365. The school posted 71 in student achievement, 72 in school progress, 60 in closing performance gaps and 68 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.

Seguin High School's three out of seven distinctions are in Reading/English Language Arts (ELA), Social Studies and with 25% student progress. Bowie High School did not earn any distinction.

Based on Racial/Ethnic Groups, African Americans comprise the biggest group at Seguin High School. They make up for 38.42% of student population, followed by Hispanics (31.93%), Asians (14.50%), Whites or Caucasians (11.96%), Two or More Races (2.67%) and Native Americans (0.45%).

The student population at Bowie High School is also predominantly by Hispanics at 38.19%, followed by African Americans (37.73%), Asians (14.53%), Whites or Caucasians (7.02%), Two or More Races (1.91%) and Native Americans (0.33%).

Based on household incomes, the Seguin High School’s economically disadvantaged students is lower at 64.89% compared to 65.88% at Bowie High 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, Seguin High School has 266 English Language Learners or ELLS or about 16.92% of student population. Bowie High School has significantly more ELLs at 449 or about 18.64% of student population.

Seguin High School’s bilingual students comprise 16.60%, gifted and talented students, 10.81%, while 11.13% are in the special education program. Bowie High School bilingual students comprise 18.43%, gifted and talented students, 8.68%, and 9.59% are in the special education program.

Seguin High School's 116 teachers have been working at the campus for an average of 6.7 years with individual teaching experience averaging nearly 10.4 years. Bowie High School's 159 teachers have been working at the campus for an average of 8.7 years with individual teaching experience averaging close to 12.3 years.

Of its teaching staff, Seguin High School has one teacher only serving the school for over 30 years, has 17 teachers serving the school for 20-30 years, 26 teachers have worked for 11-20 years, 32 teachers have worked for 6-10 years, while 31 teachers have been serving the school for over 1-5 years, including 11 beginning teachers. Bowie High School has six teachers serving the school for over 30 years, has 25 teachers serving the school for 20-30 years, 45 teachers have worked for 11-20 years, 42 teachers have worked for 6-10 years, while 33 teachers have been serving the school for over 1-5 years, including eight beginning teachers.

In both schools, female teachers outnumber the male teachers. Seguin High School employs 60 female teachers and 55 male teachers. Of its teaching staff, 19 special education teachers are being assisted by 19 teachers aides or paraprofessionals. The school also employs four staff members in the school administration department and 14 more working as school support staff.

On the other hand, Bowie High School employs 93 female teachers and 65 male teachers. Of its teaching staff, ten special education teachers are being assisted by 18 teachers aides or paraprofessionals. The school also employs seven staff members in the school administration department and 19 more working as school support staff.