Demographic Study

for

Mangum Elementary School

Southwest Charter School

Felicia Johnson-Walker
6308_Principal Internship I
Houston Baptist University
Dr. Julie Fernandez
July 15, 2015

Table of Contents
Page

Historical Background
3
Campus Governance
8
III.
Enrollment/Growth/Achievement
13
IV.
Political and Geographical Characteristics of the School Attendance
Area
14
V.
Professional Staf
15
VI.
Synthesizing the Demographic Information
16
VII.
Artifacts Needed
16
VIII.
References
17
I.

II.

Tables
1. SW Schools District Enrollment by Grade Level
10
2. SW Schools District Enrollment by Demographic
10
3. SW Schools District Enrollment At-Risk Student Population
11
4. Mangum Elementary Campus Enrollment by Grade Level
11
5. Mangum Elementary Campus Enrollment by Demographic
12
6. Mangum Elementary Campus Enrollments, At-Risk Student Population
12
7. Mangum Elementary Overall Student Performance by Year
13
8. Mangum Elementary Overall Student Performance by Grade Level
13
9. Mangum Staf Demographics , Teaching Experience
15
10. Mangum Professional Staf Demographics
15
Figures
2 | Page

1. Southwest School District Campus Sites

5
2. Mangum Elementary Organizational Chart
8
Maps
1. Oak Forest Community Map
4
2. Mangum Elementary Area Map
7

3 | Page

1.

Historical Background of the Community and the School

a. What is the history of the city or community?
Mangum Elementary is conveniently located within the Oak
Forest Community at 4515 Mangum Road in Houston, Texas. The Oak
Forest community was established in 1947 by Oak Forest Realty
Corporation, owner Frank Sharp. Sharp is the developer who would
later establish Sharpstown.
Oak Forest is in northwest Houston, outside of, and north of 610
Loop, east of Highway 290. Its near West 43rd Street, and between T.
C. Jester and I-45. When Oak Forest was first established, it was a
golf course and a part of the Aldine Independent School District, but
the land was later ceded to Houston ISD. Oak Forest was originally an
unincorporated area in Harris County. It was annexed by the City of
Houston around 1949 and it is the third largest area, after the
annexation of Kingwood.
In 2010 the Houston Press ranked Oak Forest as one of the "The
Five Most Underrated Neighborhoods in Houston. Yet, in 2011 it was
quoted in the Houston Chronicle that Oak Forest was likened to the
"new University by a local realtor and then like a mini Bellaire, but
with better prices." By 2013 there was an increase in families moving
into the Oak Forest area and the nearby Garden Oaks community.

b. How was the area, community, or neighborhood developed?

Sharp developed the neighborhood for several sections by
building streets and installing utility lines. He left the home
construction to other contractors. The first house served as a sales
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office. It was built at the corner of Golf and Fisher Drive. Almost all of
the first houses were sold to World War II veterans for $8,000-$10,000
(Wikipedia.org/wiki/Oak_Forest_Houston).

5 | Page

(Map 1)

Oak Forest Community Map

6 | Page

c.

Although there werent many notable individuals considered to be

pioneers of this community. Patrick Swayze was a native of this small
Oak Forest community. He was known for his breakthrough role
performance as dance instructor Johnny Castle in the 1987 film, Dirty
Dancing. Many of the original settlers moved from rural areas west of
Houston and were of Polish Texan and Czech Texan origins.

d. There werent any major historical events related to the school to

note.
e. Mangum is a charter of Southwest School District. Southwest Schools
has four charter schools and nine diferent facility locations. Their
campuses are listed below in (Figure 1). Mangum Elementary is
physically located within the boundaries of Spring ISD. It is in close
proximity to three neighboring elementary schools which borders both
Houston and Spring ISD (see Map 2). However, Mangum charter is not
limited to zip code or zoning restrictions and serves the surrounding
PK-5 student population.

(Figure 1)

Southwest
________________________

Schools

7 | Page

Bissonnet Elementary

(K-5)

8440 Bissonnet St
Houston, Texas 77074

Mangum Elementary
4515 Mangum Road
Houston, Texas 77092

(PK- 5)

Middle & High School

(8 -12)

6400 Westpark Dr. #200

Houston, Texas 77057

The Phoenix School

(9- 12)

Archway Academy
6221 Main Street
Houston, Texas 77030
Boys & Girls Harbor
514 Bayridge Road
LaPorte, Texas 77571

(K -8)

The Center for Success & Independence

3722 Pinemont Drive
Houston, Texas 77018

(6-12)

Three Oaks
9920 W. Sam Houston Parkway S #410
Houston, Texas 77099

(9-12)

Unlimited Vision
907 Preston Rd
Pasadena, Texas 77503

(6-12)

UNITY
11805 Trickey Rd
Houston, Texas 77067

(9- 12)

f. SW Schools Mangum first opened its doors in August of 2010.

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g. The school is located at 4515 Mangum Road in Houston, Texas. The

campus received its name due to its physical location on Mangum
Street.

(Map 2)
Location

Mangum Elementary

9 | Page

2.

Campus Governance at Mangum Elementary

a. Figure 2 below, identifies the organizational structure at Mangum
Elementary. The illustration shows, school leadership as the head of
the school and all other staf members aligning directly under their
leadership. The flow of the chart began with school leadership and
support staf and then professional staf followed by the student body.
Note that the professional staf are also under the leadership of the
Instructional Coaches.

Mangum Campus Organizational Chart

(Figure 2)

Dr. Josefa
Olivares
Principal

Pena Enriques
Assistant
Principal

Receptioni
st
Lizette
Perez

Bilingual
Teachers
(x8))
Multiple

Instructional
Coaches (x2)

Secretary
Alyeda
Alyeda
Salgado
Salgado

Multiple

ESL Teachers
((x8)

Multiple

PEIMS/Data
Clerk
Alicia
Alicia
Lopez

Special
Education
Teacher

Rachel Crites

Teacher
Assistants (x6)
Multiple

Special Ed.
Aide
Valerie

Valerie
Gonzalez

STUDENT BODY

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b. The chain of command in the school follows the flow of the

organizational chart above in Figure 2. It follows the top-down
organizational structure yet, it is cyclical in nature. Anyone may
directly address the school leader. In addition to the managerial
structure of the campus, parents, students and families typically
address classroom concerns with the teachers first. Likewise, teachers
usually rely more fully on the Instructional coaches more so for
support than the school leader.
c. There is no site-based committee, at this time, ofered at this location.

3.

Enrollment/Growth/Achievement
a. SW School District enrollment disaggregated by ethnicity, socioeconomics and grade level are listed below in Tables 1-3. The total
student population for Southwest Schools is 1,948. The Hispanic
population is the largest demographic group representing 82% of the
total student body, followed by African Americans at 8.7% and whites
at 7.9%. Although SW Schools service grade levels PK through 12th,
the greatest distribution of students were housed in the Pre-Kinder
program at 25%, totaling 489 students. The rest of the grades were
evenly distributed ranging from 3.7% to 7.6% total enrollment. Out of
the total 1948 students combined across the 4 campus, 90.2% were
considered economically disadvantaged and 80% at-risk. (See Tables
1-3)

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b.

(Table 1)

Southwest School District Student Grade

Level Enrollment Statistics

District Grade Level
Enrollment
Statistics
2014
Distri
ct

Students by Grade

Early Childhood
Education
Pre-Kindergarten
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12

(Table 2)

Perce
nt

0.0%
489 25.1%
132
6.8%
148
7.6%
117
6.0%
109
5.6%
111
5.7%
109
5.6%
111
5.7%
78
4.0%
72
3.7%
146
7.5%
119
6.1%
111
5.7%
92
4.7%
100.0 Student
Southwest School District

Demographic Statistics
District Enrollment
Statistics 2014
Ethnic Group

African
American
Hispanic
White
Asian
American
Indian
Two or More
Races

Num
ber
169
1605
154
6
4
8

Perce
nt
8.70%
82.40
%
7.90%
0.30%
0.20%
0.40%
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(Table 3 )

Southwest School District At-Risk

Student Population Statistics

District Enrollment
Statistics 2014
Demographic

At-Risk
Economically
Disadvantaged
English Language
Learners/ LEP

Numb
er
1558

Percen
t
80%

1757

90.20%

916

47.00%

b. Mangum Elementary enrollment data disaggregated by ethnicity,

socio-economics and grade level are listed below in (Tables 4-6). At
Mangum 84.4% of the student demographic is Hispanic, 13.3% African
American and 1% white. The total student body is made up of 398
students, 92.7 % (369 students) of that group is considered
economically disadvantaged. A large proportion of the school
community, 64% is Bilingual (225 students) and has limited English
proficiency.

(Table 4)

Mangum Elementary Student

Demographic Statistics

Student Statistics 2014

336

Perce
nt
13.32
%
84.42
%

White

1.51%

Asian

0.25%

Native American

0%

Two or More Races

0.50%

398

100%

Ethnic Group
African American
Hispanic

Total Students

Numb
er
53

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(Table 5)

Mangum Elementary At-Risk

Student Statistics

Student Statistics 2014

Ethnic Group
Bilingual

(Table 6)

Numb
er
255

Gifted & Talented

Special Education
Economically
Disadvantaged
Limited English

19
369

Perc
ent
64.07
%
0%
4.77
%
92.71
%
65.83

Mangum Elementary Grade Level

Enrollment Statistics
Campus Grade Level
Enrollment
2014
Students by Grade

Early Childhood
Education
Pre-Kindergarten
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 9
Grade 10
Grade 11
Grade 12

Camp
us

0
82
64
78
43
45
46
40
0
0
0
0
0

Percent

0.0%
20.6%
16.1%
19.6%
10.8%
11.3%
11.6%
10.1%
0.0%
0.0%
0.0%
0.0%
0.0%
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c. The strengths and weaknesses of student performance on state

exams are listed below in (Tables 7-8). According to the data, there
was overall improvement in the area of writing, and a slight overall
improvement in mathematics. Both the overall reading and science
scores dropped and were below the 50% mark. However, it appears
that the fourth grade students made the greatest improvement overall
improving in all areas and nearly doubling their failing reading scores
from 29% in 2013 to 49% in 2014.

(Table 7)

Mangum
Elementary
Overall
Student
Performance
STAAR Percent
at Phase-in
Satisfactory
Standard
or Above

2013-2014
Year
/s

Subject

201
52%
4
All Subjects
201
50%
3
Reading
201
51%
4
201
54%
3
201
54%
4
Mathematic
s
201
52%
3
201
Mangum Elementary

(Table 8)
Grade 2013-2014
All Subjects

Ethnicity

Overall
Percentage

African
American

Hispanic

70%

49%

44%

51%

80%

46%

40%

58%

47%

55%

40%

55%

Overall Student Performance by

Grade 3

Grade 4

Grade 5

2013

2014

2013

2014

2013

2014

Reading

46%

53%

24%

49%

86%

53%

Mathematics

46%

43%

29%

41%

77%

81%

Writing

n/a

n/a

33%

54%

n/a

n/a

Science

n/a

n/a

n/a

n/a

55%

44%

Year

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4.
Political And Geographical Characteristics Of The School
Attendance Area
a. Mangum has a 92% economically disadvantaged student population,
of the total 398 student population 369 of them are considered to be
disadvantaged economically .
b. The engagement of families in the various school activities are
suspected to be fair on average. However, there arent any measures
in place to track the frequency or percentage of parental involvements
hosted by the school campus. .
c. There is no PTO/PTA group or affiliation at SW Mangum .
d. The greatest geographical impact that may benefit both student and
family at SW Mangum is the proximity it has to AVANCE Early Head/
Head Start Program. The school and the program share adjacent
parking lots. Students may transition out of the early childhood
environment after receiving early interventions, and enter into
Mangum Elementary with a greater degree of school-readiness.
Additionally, this adjacent facility has a parent education center that is
made available to the members of the community and its families.
The programs housed in this facility are a huge asset for the Mangum
School family. This school community is also in a kid-friendly walking
environment, enabling instant access for those who may walk or
utilize public transportation.

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5.

Professional Staf
a. During the 2013-14 school year there were 21.7 professional staf
members

at

SW

Mangum.

Women

represented

the

largest

demographic group at 80%. The ethnicity demographic distribution

revealed 12% Hispanic, 2.9% white, 1.8% African American and 1%
Asian.

The teachers were grouped according to years of teaching

experience, four had, 1-5 years of experience, 6-10 years of

experience and 10-20 years of experience; only one teacher had over
twenty years of experience.

(Table 9)
2014

Mangum Staf Demographics 2013STAFF STATISTICS

Experience

(Table 10)
2014

Numb
er

Over 20 years

10-20 years

6-10 years

1-5 years

Perce
nt
5.24
%
21.43
%
21.43
%
21.43
%

Mangum Staf Demographics 2013STAFF STATISTICS

Teacher Type

Numb
er

Perce
nt
57%

Teachers
School
Administrators

17

School Support

10%

Educational Aids
Special
Education

23%

7%

3%

Total Staf

30

100%

Female

24

80%

20%

Male

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6.

7.

Artifacts Needed:
a.

AEIS Report

b.

Campus Strategic Plan (None on File)

c.

Campus Handbook

Synthesized demographic information responses:

a. Areas of improvement would involve a strategic, intervention plan to
target the LEP and Bilingual students who are performing significantly
lower on the STAAR than their peers. The school is currently in Needs
Improvement Status for the second year in a row and could use some
targeted intervention in this area. Such as, switching ancillary classes
to include instruction from Reading Specialist and/or interventionist.
Pull-out small group instruction to address the areas of deficiency
thats identified on the pre-test. Scheduled Intervention Block across
campus to address Math and Reading small group.
b. The key stakeholders in SW Mangum and its community involve
several entities: the AVANCE Early Head Start & Head Start Program,
the Parent Education Center housed within AVANCE, SW Mangums
Bilingual and ESL Parents, SW Mangums professional staf members,
and the neighboring schools Smith and Wainwright Elementary who
service the same population of students.
c. As the leader of the school, I would cater to programming that would
significantly increase the efectiveness of the Bilingual education
program

(supplemental

curriculums,

targeted

instruction,

more

manipulatives, etc.). I would consider doing a complete revamp of

the curriculum, along with implementing a campus-wide LiteracyStrategic Plan.

I would incorporate a plan to systematize key

moments of the day (Routines, drills, interventions and small groups)

to maximize learning times.

I would build partnerships with the

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neighboring schools and Head Start Program to gain insight of whats

working for this community and our group of students. Id implement
backwards planning at the PLC group meetings and make sure good
educational dialogues are taking place. Wed develop action plans in
teams to meet our developmental goals, and review progress
ongoingly to gauge student, individual and team growth. Id look for
every moment and opportunity to celebrate my team and highlight
their successes, because I know it would be impossible to accomplish
any goals without their full support and dedication to the vision.

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References

Oak Forest Community. (n.d.). In Wikipedia. Retrieved July 15, 2015,

from https://en.wikipedia.org/wiki/Oak_Forest_Houston

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