OTIS A. MASON ELEMENTARY SCHOOL vs CROOKSHANK ELEMENTARY SCHOOL

Otis A. Mason Elementary School holds a 0.4-point overall edge over Crookshank Elementary School — 9.2/10 versus 8.8/10 — and that gap is amplified in state context. Otis A. Mason ranks #55 of 3,777 Florida schools, placing it in the top 2% statewide. Crookshank Elementary ranks #174 of 3,777, still an exceptional standing in the top 5%, but 119 positions behind Mason. Both schools sit within the same St. Augustine school zone, just 5.8 miles apart, yet their performance profiles diverge meaningfully once the numbers are examined closely.

Academically, the two schools are nearly matched: Otis A. Mason scores 9.0/10 versus Crookshank's 8.9/10, a difference of just 0.1 points. The more substantive academic distinction lies in growth. Otis A. Mason posts a growth score of 9.6/10 against Crookshank's 8.9/10 — a 0.7-point gap indicating that Mason students are advancing at a measurably faster rate relative to their starting points. For families weighing long-term trajectory over a single-year snapshot, that growth delta carries real weight.

On the demographic side, both schools serve prekindergarten through fifth grade with similar enrollment — Otis A. Mason at 700 students and Crookshank Elementary at 662. The student-teacher ratio at Crookshank is 12.0:1 versus Mason's 14.0:1, giving Crookshank an advantage in classroom contact time per student. Crookshank also serves a higher proportion of economically disadvantaged students, with 65% of its enrollment qualifying for free or reduced-price lunch compared to 47% at Otis A. Mason. Crookshank's strong overall rating despite that higher need population reflects genuine instructional effectiveness.

Both schools share identical grade configurations — PK through 5 — so neither offers a structural program advantage in span or level. The meaningful programmatic distinction is the growth story: Otis A. Mason's 9.6 growth score suggests a school that consistently accelerates students beyond predicted trajectories, while Crookshank's lower student-teacher ratio suggests more individualized attention within each classroom, a potential offset for students who need closer support.