Compare Bonnie Brae with Daggett Montessori

Bonnie Brae not rated a State accountability rating of Not Rated: SB 1365 (Not Rated per SB 1365) 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 60 in student achievement, 69 in school progress and 70 in closing performance gaps. It scored 69 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, Daggett Montessori earned a State accountability rating of B. The school posted 82 in student achievement, 91 in school progress, 77 in closing performance gaps and 87 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.

Distinction Designations for Bonnie Brae and Daggett Montessori are not applicable as neither one earned a recognition for outstanding achievement in seven categories.

Based on Racial/Ethnic Groups, the dominant group in Bonnie Brae is Hispanics who make up nearly 85.11% of student population, followed by Whites or Caucasians (6.65%), African Americans (3.19%), Two or More Races (2.66%) and Asians (2.39%). There is no Native Americans student in the school.

At Daggett Montessori, Hispanics are the biggest group, comprising 54.98% of student population, followed by Whites or Caucasians (35.28%), African Americans (5.84%), Two or More Races (2.81%), Asians (0.65%) and Native Americans (0.22%).

Based on household incomes, Bonnie Brae’s economically disadvantaged students is significantly higher at 88.56% compared to 42.42% at Daggett Montessori.

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, Bonnie Brae has a significantly higher number of English Language Learners comprising 53.99% of its student population compared to 9.52% at Daggett Montessori.

In addition, Bonnie Brae has 50.80% bilingual students, 4.26% are in the gifted and talented program, while 19.41% are in the special education program. This stacks up against Daggett Montessori with 7.14% bilingual students, 27.06% gifted and talented students and 13.64% students in the special education program.

28 teachers employed at Bonnie Brae have been teaching in the school for an average of about 12 years with individual teaching experience averaging 14.3 years. The 33 teachers at Daggett Montessori have been serving the school for an average of 13.7 years with individual teaching experience averaging 18.3 years.

Of its teaching staff, Bonnie Brae has four teachers serving the school for over 30 years, has two teachers serving the school for 20-30 years, 11 teachers have worked for 11-20 years, four teachers have worked for 6-10 years, while six teachers have been serving the school for over 1-5 years, including two beginning teachers. Daggett Montessori has four teachers serving the school for over 30 years, has ten teachers serving the school for 20-30 years, 12 teachers have worked for 11-20 years, six teachers have worked for 6-10 years, while two 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. At Bonnie Brae there are 26 female teachers and two male teachers. Of its teaching staff, three special education teachers are being assisted by four teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and four more working as school support staff.

At Daggett Montessori there are 31 female teachers and two male teachers. Of its teaching staff, four special education teachers are being assisted by nine teachers aides or paraprofessionals. In addition to its teaching staff, the school has one staff members in the school administration department and four more working as school support staff.