Compare education: Spring TX vs Antlers OK
Education Levels
The educational attainment in the area helps gauge the workforce's skill level and economic potential.
Education Level | Spring | Antlers |
---|---|---|
No Schooling | 1.1% (728) | 1.0% (23) |
High School Diploma | 16.3% (10,432) | 23.4% (515) |
Less than High School | 14.2% (9,056) | 26.2% (575) |
Bachelor's Degree and Higher | 16.2% (10,363) | 10.7% (236) |
Education Levels Comparison: Spring vs Antlers
- A larger percentage of residents in Spring have no formal schooling at 1.1%, compared to 1.0% in Antlers.
- The rate of residents with high school diplomas is higher in Antlers at 23.4% compared to 16.3% in Spring.
- The percentage of residents with less than a high school education is higher in Antlers at 26.2%, compared to 14.2% in Spring.
- A higher percentage of residents in Spring hold a bachelor's degree or higher at 16.2%, compared to 10.7% in Antlers.
Impact of Education on Community
Education plays a crucial role in shaping the quality of life and economic conditions of a community. Higher education levels are often associated with better job opportunities, higher income, and improved quality of life. Conversely, lower education levels can contribute to higher crime rates and increased cost of living due to limited economic opportunities. Understanding the educational landscape of an area can provide valuable insights into its social and economic dynamics.
Schools Overview of Spring
Explore the educational landscape of the area through detailed information about local schools. This includes data on school levels, teacher and student numbers, diversity, and graduation rates, which can help in evaluating the quality of education available. This data list of schools is only for Memphis, TN. If you want to see the list of schools for Antlers, please click here.
Name | Level | Teachers | Students | Teachers/Students | By race | Male/Female | Grad. Rate |
---|---|---|---|---|---|---|---|
LEGACY SCHOOL OF SPORT SCIENCES | High | 27 | 447 | 1/16 | asian: 0 black: 302 hispanic: 110 white: 21 other: 14 |
311/ 136 | None |
FORD EL | Elementary | 58 | 901 | 1/15 | asian: 15 black: 174 hispanic: 465 white: 206 other: 41 |
450/ 451 | None |
YORK J H | Middle | 113 | 2015 | 1/17 | asian: 89 black: 278 hispanic: 526 white: 1016 other: 106 |
1043/ 972 | None |
VOGEL INT | Middle | 64 | 911 | 1/14 | asian: 22 black: 127 hispanic: 365 white: 350 other: 47 |
451/ 460 | None |
KAUFMAN EL | Elementary | 57 | 942 | 1/16 | asian: 46 black: 78 hispanic: 223 white: 546 other: 49 |
482/ 460 | None |
BROADWAY EL | Elementary | 76 | 1351 | 1/17 | asian: 137 black: 178 hispanic: 337 white: 611 other: 88 |
716/ 635 | None |
BIRNHAM WOODS EL | Elementary | 57 | 996 | 1/17 | asian: 70 black: 112 hispanic: 188 white: 571 other: 55 |
496/ 500 | None |
COX INT | Middle | 51 | 872 | 1/17 | asian: 61 black: 124 hispanic: 206 white: 442 other: 39 |
452/ 420 | None |
SNYDER EL | Elementary | 76 | 1324 | 1/17 | asian: 103 black: 110 hispanic: 276 white: 763 other: 72 |
673/ 651 | None |
GRAND OAKS H S | High | 196 | None | None | Data not available | Data not available | None |
CLARK INT | Middle | 61 | 1093 | 1/17 | asian: 55 black: 128 hispanic: 230 white: 629 other: 51 |
554/ 539 | None |
BRADLEY EL | Elementary | 64 | 1041 | 1/16 | asian: 59 black: 188 hispanic: 327 white: 401 other: 66 |
524/ 517 | None |
HINES EL | Elementary | None | None | None | Data not available | Data not available | None |
JOHN WINSHIP EL | Elementary | 37 | 471 | 1/12 | asian: 8 black: 144 hispanic: 207 white: 77 other: 35 |
249/ 222 | None |
MILDRED JENKINS EL | Elementary | 44 | 623 | 1/14 | asian: 3 black: 204 hispanic: 337 white: 49 other: 30 |
340/ 283 | None |
PEARL M HIRSCH EL | Elementary | 44 | 647 | 1/14 | asian: 9 black: 233 hispanic: 316 white: 55 other: 34 |
323/ 324 | None |
SPRING H S | High | 164 | None | None | Data not available | Data not available | None |
ANDERSON EL | Elementary | 37 | 501 | 1/13 | asian: 6 black: 112 hispanic: 297 white: 62 other: 24 |
245/ 256 | None |
DUEITT MIDDLE | Middle | 51 | 773 | 1/15 | asian: 8 black: 307 hispanic: 367 white: 58 other: 33 |
394/ 379 | None |
TWIN CREEKS MIDDLE | Middle | 65 | 973 | 1/14 | asian: 12 black: 349 hispanic: 452 white: 103 other: 57 |
494/ 479 | None |
SMITH EL | Elementary | 42 | 532 | 1/12 | asian: 3 black: 146 hispanic: 297 white: 60 other: 26 |
288/ 244 | None |
SALYERS EL | Elementary | 41 | 672 | 1/16 | asian: 15 black: 410 hispanic: 189 white: 29 other: 29 |
336/ 336 | None |
RICKEY C BAILEY MIDDLE | Middle | 60 | 1065 | 1/17 | asian: 16 black: 442 hispanic: 520 white: 30 other: 57 |
597/ 468 | None |
CHET BURCHETT EL | Elementary | 52 | 904 | 1/17 | asian: 10 black: 325 hispanic: 418 white: 96 other: 55 |
437/ 467 | None |
GINGER MCNABB EL | Elementary | 45 | 713 | 1/15 | asian: 11 black: 273 hispanic: 352 white: 38 other: 39 |
352/ 361 | None |
CARL WUNSCHE SR H S | High | 96 | 1508 | 1/15 | asian: 68 black: 324 hispanic: 1012 white: 75 other: 29 |
654/ 854 | 99.7 |
GLORIA MARSHALL EL | Elementary | 55 | 953 | 1/17 | asian: 20 black: 371 hispanic: 474 white: 39 other: 49 |
473/ 480 | None |
black: 302
hispanic: 110
white: 21
other: 14
black: 174
hispanic: 465
white: 206
other: 41
black: 278
hispanic: 526
white: 1016
other: 106
black: 127
hispanic: 365
white: 350
other: 47
black: 78
hispanic: 223
white: 546
other: 49
black: 178
hispanic: 337
white: 611
other: 88
black: 112
hispanic: 188
white: 571
other: 55
black: 124
hispanic: 206
white: 442
other: 39
black: 110
hispanic: 276
white: 763
other: 72
black: 128
hispanic: 230
white: 629
other: 51
black: 188
hispanic: 327
white: 401
other: 66
black: 144
hispanic: 207
white: 77
other: 35
black: 204
hispanic: 337
white: 49
other: 30
black: 233
hispanic: 316
white: 55
other: 34
black: 112
hispanic: 297
white: 62
other: 24
black: 307
hispanic: 367
white: 58
other: 33
black: 349
hispanic: 452
white: 103
other: 57
black: 146
hispanic: 297
white: 60
other: 26
black: 410
hispanic: 189
white: 29
other: 29
black: 442
hispanic: 520
white: 30
other: 57
black: 325
hispanic: 418
white: 96
other: 55
black: 273
hispanic: 352
white: 38
other: 39
black: 324
hispanic: 1012
white: 75
other: 29
black: 371
hispanic: 474
white: 39
other: 49
In Spring, TX, evaluating the educational landscape is crucial for families considering relocation. Here are seven key factors to consider when assessing neighborhood schools: 1. Teacher-to-Student Ratio: A lower ratio indicates more individualized attention for students, which can foster better learning outcomes. For instance, a 1:12 ratio suggests that teachers could more effectively cater to individual learning needs compared to schools with higher ratios. 2. Graduation Rates: High graduation rates are typically reflective of a school’s ability to support students through their educational journey, indicating strong academic and administrative frameworks. 3. Diversity in Schools: Schools with diverse student populations offer enriched cultural experiences and promote inclusivity. This diversity aids in preparing students for a global society and fosters a broad-minded community atmosphere. 4. School Budget and Resources: Adequate funding is crucial, influencing the quality of academic resources, facilities, and extracurricular opportunities available to students. A well-funded school is better positioned to offer comprehensive educational experiences. 5. Academic and Extracurricular Programs: Programs such as advanced coursework, sports, and arts are key to holistic student development. Evaluating these offerings can help align school choices with a child’s interests and strengths. 6. Safety and Environment: The safety of a school environment has direct implications on student well-being and learning efficiency. Factors such as campus security measures and the overall atmosphere are important considerations. 7. School Leadership and Vision: A school’s leadership and its educational philosophy can greatly affect the quality of education and the community sense within the school. Understanding the administrative vision is essential for assessing if the school's goals align with your values. Considering these factors, along with visiting schools and engaging with the community, will provide deeper insights and facilitate informed decisions, ensuring that the chosen educational path aligns with your family's priorities in Spring.