Compare Bowden Academy with Neal Elementary School

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, Neal Elementary School also earned a State accountability rating of B. The school posted 57 in student achievement, 83 in school progress, 73 in closing performance gaps and 80 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 Neal Elementary School 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.

At Neal Elementary School, Hispanics make up 95.86% of student population, followed by African Americans (2.18%), Whites or Caucasians (1.74%) and Two or More Races (0.22%). There is no Asians and Native Americansstudents in the school.

Based on household incomes, the Bowden Academy’s economically disadvantaged students is lower at 93.04% compared to 95.21% at Neal Elementary 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, Bowden Academy has 103 English Language Learners or ELLS or about 21.73% of student population. Neal Elementary School has significantly more ELLs at 164 or about 35.73% of student population.

Bowden Academy’s bilingual students comprise 24.05%, gifted and talented students, 4.43%, while 16.67% are in the special education program. Neal Elementary School bilingual students comprise 36.17%, gifted and talented students, 3.70%, and 14.81% are 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 30 teachers at Neal Elementary School have been serving the school for an average of 7.8 years with individual teaching experience averaging 10.2 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. Neal Elementary School no teacher serving the school for over 30 years, has three teachers serving the school for 20-30 years, 11 teachers have worked for 11-20 years, five teachers have worked for 6-10 years, while eight teachers have been serving the school for over 1-5 years, including four 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 Neal Elementary School there are 24 female teachers and five male teachers. Of its teaching staff, four special education teachers are being assisted by ten teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and three more working as school support staff.