Compare Bowden Academy with Rogers 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, Rogers Academy earned a State accountability rating of C. The school posted 51 in student achievement, 79 in school progress, 71 in closing performance gaps and 77 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 Rogers 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.

At Rogers Academy, Hispanics make up 95.20% of student population, followed by Whites or Caucasians (2.63%), African Americans (1.70%) and Two or More Races (0.46%). There is no Asians and Native Americansstudents in the school.

Based on household incomes, Bowden Academy’s economically disadvantaged students is higher at 93.04% compared to 90.40% at Rogers 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 103 English Language Learners or ELLS or about 21.73% of student population. Rogers Academy has significantly more ELLs at 232 or about 35.91% of student population.

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 Rogers Academy with 38.85% bilingual students, 5.88% gifted and talented students and 15.79% 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 48 teachers at Rogers Academy have been serving the school for an average of 6 years with individual teaching experience averaging 8.8 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. Rogers Academy has one teacher only serving the school for over 30 years, has three teachers serving the school for 20-30 years, 18 teachers have worked for 11-20 years, six teachers have worked for 6-10 years, while ten teachers have been serving the school for over 1-5 years, including 11 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 Rogers Academy there are 41 female teachers and six male teachers. Of its teaching staff, five special education teachers are being assisted by seven teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and five more working as school support staff.