Compare Carroll Middle School with George Dawson Middle School

Carroll Middle School performed excellent to earn a State accountability rating of A (90-100) 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 96 in student achievement, 95 in school progress and an impressive100 in closing performance gaps. It scored 97 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, George Dawson Middle School also performed excellent to earn a State accountability rating of A. The school posted 97 in student achievement, 95 in school progress, 97 in closing performance gaps and 97 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.

It is in this area where the two schools differ. Carroll Middle School's six out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, Social Studies, post-secondary, with 25% student progress and 25% closing performance gaps. George Dawson Middle School’s five out of seven distinctions are in Reading/English Language Arts (ELA), Science, Social Studies, post-secondary and with 25% student progress.

Based on Racial/Ethnic Groups, Whites or Caucasians comprise the biggest group at Carroll Middle School. They make up for 55.84% of student population, followed by Asians (25.55%), Hispanics (10.53%), Two or More Races (4.36%), African Americans (3.21%) and Native Americans (0.39%).

At George Dawson Middle School, Whites or Caucasians are the biggest group, comprising 62.82% of student population, followed by Asians (20.89%), Hispanics (9.81%), Two or More Races (5.38%) and African Americans (1.11%). There is no Native Americans student in the school.

Based on household incomes, the Carroll Middle School’s economically disadvantaged students is lower at 1.16% compared to 1.27% at George Dawson Middle 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, 0.90% of students at Carroll Middle School are English Language Learners (ELL). On the other hand, George Dawson Middle School’s ELL comprise 1.11% of the school’s student population.

In addition, Carroll Middle School has 0.90% bilingual students, 31.84% are in the gifted and talented program, while 6.93% are in the special education program. This stacks up against George Dawson Middle School with 1.11% bilingual students, 35.76% gifted and talented students and 5.85% students in the special education program.

Carroll Middle School's 51 teachers have been working at the campus for an average of 7.1 years with individual teaching experience averaging 10.3 years. Teachers at George Dawson Middle School, numbering 39 teachers, have been serving the school for an average of 6.3 years with individual teaching experience averaging 10.1 years.

Of its teaching staff, Carroll Middle School has one teacher only serving the school for over 30 years, has five teachers serving the school for 20-30 years, 16 teachers have worked for 11-20 years, 11 teachers have worked for 6-10 years, while 16 teachers have been serving the school for over 1-5 years, including two beginning teachers. George Dawson Middle School no teacher serving the school for over 30 years, has three teachers serving the school for 20-30 years, 13 teachers have worked for 11-20 years, 12 teachers have worked for 6-10 years, while 11 teachers have been serving the school for over 1-5 years, including one beginning teacher only.

In both schools, female teachers outnumber the male teachers. At Carroll Middle School there are 45 female teachers and five male teachers. Of its teaching staff, five special education teachers are being assisted by five teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and six more working as school support staff.

At George Dawson Middle School there are 27 female teachers and 12 male teachers. Of its teaching staff, five special education teachers are being assisted by five teachers aides or paraprofessionals. In addition to its teaching staff, the school has four staff members in the school administration department and seven more working as school support staff.