Compare Bowden Academy with M L King Academy

Bowden Academy earned a State accountability rating of B (80-89) 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 56 in student achievement, 88 in school progress and 75 in closing performance gaps. It scored 84 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, M L King Academy earned a State accountability rating of C. The school posted 56 in student achievement, 74 in school progress, 68 in closing performance gaps and 72 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 Bowden Academy and M L King Academy are not applicable as neither one earned a recognition for outstanding achievement in seven categories.

Based on Racial/Ethnic Groups, the dominant group in Bowden Academy is Hispanics who make up nearly 87.13% of student population, followed by African Americans (6.96%), Whites or Caucasians (4.22%) and Two or More Races (1.48%). There is no Asians and Native Americansstudents in the school.

The student population at M L King Academy is also predominantly by Hispanics at 49.81%, followed by African Americans (45.21%), Two or More Races (2.30%), Whites or Caucasians (1.53%), Asians (0.38%) and Native Americans (0.38%).

Based on household incomes, the Bowden Academy’s economically disadvantaged students is lower at 93.04% compared to 94.25% at M L King Academy.

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, Bowden Academy has a significantly higher number of English Language Learners comprising 21.73% of its student population compared to 1.92% at M L King Academy.

In addition, Bowden Academy has 24.05% bilingual students, 4.43% are in the gifted and talented program, while 16.67% are in the special education program. This stacks up against M L King Academy with 0.38% bilingual students, 4.60% gifted and talented students and 17.62% students in the special education program.

37 teachers employed at Bowden Academy have been teaching in the school for an average of about 4.3 years with individual teaching experience averaging 6.9 years. The 21 teachers at M L King Academy have been serving the school for an average of 8.4 years with individual teaching experience averaging 10.3 years.

Of its teaching staff, Bowden Academy no teacher serving the school for over 30 years, has one teacher only serving the school for 20-30 years, ten teachers have worked for 11-20 years, seven teachers have worked for 6-10 years, while nine teachers have been serving the school for over 1-5 years, including 11 beginning teachers. M L King Academy no teacher serving the school for over 30 years, has three teachers serving the school for 20-30 years, seven teachers have worked for 11-20 years, four teachers have worked for 6-10 years, while five teachers have been serving the school for over 1-5 years, including three beginning teachers.

In both schools, female teachers outnumber the male teachers. At Bowden Academy there are 29 female teachers and seven male teachers. Of its teaching staff, six special education teachers are being assisted by 11 teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and five more working as school support staff.

At M L King Academy there are 15 female teachers and six male teachers. Of its teaching staff, six special education teachers are being assisted by four teachers aides or paraprofessionals. In addition to its teaching staff, the school has one staff members in the school administration department and three more working as school support staff.