Compare Moises E Molina High School with Citylab High School

Moises E Molina High School was accorded 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 74 in student achievement, 79 in school progress and 72 in closing performance gaps. It scored 77 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, Citylab High School also earned a State accountability rating of C. The school posted 66 in student achievement, 73 in school progress, 73 in closing performance gaps and 74 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.

Citylab High School's four out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, Social Studies and post-secondary. Moises E Molina High School has no distinction.

Based on Racial/Ethnic Groups, the dominant group in Moises E Molina High School is Hispanics who make up nearly 94.60% of student population, followed by African Americans (3.75%), Whites or Caucasians (1.17%), Native Americans (0.28%), Asians (0.09%) and Two or More Races (0.05%).

At Citylab High School, Hispanics make up 66.67% of student population, followed by African Americans (21.03%), Whites or Caucasians (9.52%), Native Americans (1.19%), Two or More Races (1.19%) and Asians (0.40%).

Based on household incomes, Moises E Molina High School’s economically disadvantaged students is significantly higher at 89.25% compared to 73.02% at Citylab 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, Moises E Molina High School has a significantly higher number of English Language Learners comprising 47.30% of its student population compared to 29.76% at Citylab High School.

In addition, Moises E Molina High School has 43.03% bilingual students, 11.68% are in the gifted and talented program, while 10.00% are in the special education program. This stacks up against Citylab High School with 26.19% bilingual students, 14.68% gifted and talented students and 11.11% students in the special education program.

Moises E Molina High School's 133 teachers have been working at the campus for an average of 7.5 years with individual teaching experience averaging nearly 9.3 years. Citylab High School's 19 teachers have been working at the campus for an average of 5 years with individual teaching experience averaging close to 10.3 years.

Of its teaching staff, Moises E Molina High School has two teachers serving the school for over 30 years, has 12 teachers serving the school for 20-30 years, 30 teachers have worked for 11-20 years, 41 teachers have worked for 6-10 years, while 40 teachers have been serving the school for over 1-5 years, including nine beginning teachers. Citylab High School has one teacher only serving the school for over 30 years, has two teachers serving the school for 20-30 years, three teachers have worked for 11-20 years, three teachers have worked for 6-10 years, while ten teachers have been serving the school for over 1-5 years, and school has no beginning teacher.

In both schools, female teachers outnumber the male teachers. Moises E Molina High School employs 86 female teachers and 46 male teachers. Of its teaching staff, 23 special education teachers are being assisted by 16 teachers aides or paraprofessionals. The school also employs seven staff members in the school administration department and 11 more working as school support staff.

On the other hand, Citylab High School employs 11 female teachers and eight male teachers. Of its teaching staff, two special education teachers are being assisted by three teachers aides or paraprofessionals. The school also employs three staff members in the school administration department and two more working as school support staff.