How do these schools compare?
| Metric | ILTEXAS GRAND PRAIRIE EL | ILTEXAS HOUSTON WINDMILL LAKES OREM H S |
|---|---|---|
| Location | GRAND PRAIRIE, TX | HOUSTON, TX |
| School Type | regular | regular |
| Grade Level | elementary | high |
| Enrollment | 936 | 837 |
| Student:Teacher Ratio | 17.8:1 | 13.4:1 |
| Free/Reduced Lunch | 66.7% | 83.6% |
| Charter School | Yes | Yes |
| Magnet School | No | No |
| Title I | No | No |
Funding
Per-pupil expenditure reflects district-level spending. Source: NCES Finance Survey.
| Metric | ILTEXAS GRAND PRAIRIE EL | ILTEXAS HOUSTON WINDMILL LAKES OREM H S |
|---|---|---|
| District Per-Pupil Expenditure | $9,160 | $9,160 |
| District | INTERNATIONAL LEADERSHIP OF TEXAS (ILTEXAS) | INTERNATIONAL LEADERSHIP OF TEXAS (ILTEXAS) |
Demographics
Source: CCD Membership 2024-25 CCD Membership 2024-25
| Group | ILTEXAS GRAND PRAIRIE EL | ILTEXAS HOUSTON WINDMILL LAKES OREM H S |
|---|---|---|
| White | 2.7% | 1.3% |
| African American | 32.9% | 21.3% |
| Hispanic or Latino | 53.8% | 74.8% |
| Asian | 5.9% | 0.4% |
| American Indian / Alaska Native | 0.5% | 0.5% |
| Pacific Islander | 0.0% | 0.0% |
| Multiracial | 4.2% | 1.8% |
Academic Resources & Climate
Source: Civil Rights Data Collection (CRDC) 2021-22 Civil Rights Data Collection (CRDC) 2021-22
| Metric | ILTEXAS GRAND PRAIRIE EL | ILTEXAS HOUSTON WINDMILL LAKES OREM H S |
|---|---|---|
| AP Courses Offered | — | 7 |
| Gifted Program | Yes | Yes |
| Counselor Ratio | 511.5:1 | 418.5:1 |
| Chronic Absenteeism | 20.3% | 17.0% |
| IDEA Students | — | — |
| In-School Suspensions | 20 | 65 |
Data Sources: NCES Common Core of Data (CCD) 2023-24 for enrollment and school characteristics. Civil Rights Data Collection (CRDC) 2021-22 for AP courses, counselors, absenteeism, and discipline. NCES Finance Survey for per-pupil expenditure. Some fields may be unavailable for all schools.
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Related
Source: U.S. Department of Education NCES Common Core of Data + F-33 finance + Civil Rights Data Collection Compiled and formatted by PlainSchools Editorial.