Compare Copeland Elementary School with Black Elementary School

Copeland Elementary School 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 89 in student achievement, 86 in school progress and 90 in closing performance gaps. It scored 89 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, Black Elementary School performed excellent to earn a State accountability rating of A. The school posted 90 in student achievement, 93 in school progress, 98 in closing performance gaps and 95 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. Except for with 25% student progress, Copeland Elementary School earned one out of seven distinctions. Black Elementary School's two out of seven distinctions are in with 25% student progress and 25% closing performance gaps.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Copeland Elementary School. They make up for 35.01% of student population, followed by Whites or Caucasians (26.12%), African Americans (22.16%), Asians (12.10%), Two or More Races (4.39%) and Native Americans (0.21%).

The student population at Black Elementary School is also predominantly by Whites or Caucasians at 38.88%, followed by Hispanics (38.00%), African Americans (11.07%), Asians (6.82%), Two or More Races (4.34%) and Native Americans (0.89%).

Based on household incomes, Copeland Elementary School’s economically disadvantaged students is higher at 44.65% compared to 43.67% at Black 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, Copeland Elementary School has 132 English Language Learners or ELLS or about 14.13% of student population. Black Elementary School has significantly more ELLs at 276 or about 24.45% of student population.

Copeland Elementary School’s bilingual students comprise 13.06%, gifted and talented students, 6.96%, while 16.81% are in the special education program. Black Elementary School bilingual students comprise 23.38%, gifted and talented students, 4.69%, and 12.84% are in the special education program.

57 teachers employed at Copeland Elementary School have been teaching in the school for an average of about 11.9 years with individual teaching experience averaging 14.4 years. The 72 teachers at Black Elementary School have been serving the school for an average of 9.6 years with individual teaching experience averaging 12.6 years.

Of its teaching staff, Copeland Elementary School has three teachers serving the school for over 30 years, has 14 teachers serving the school for 20-30 years, 21 teachers have worked for 11-20 years, eight teachers have worked for 6-10 years, while ten teachers have been serving the school for over 1-5 years, including two beginning teachers. Black Elementary School has one teacher only serving the school for over 30 years, has 17 teachers serving the school for 20-30 years, 21 teachers have worked for 11-20 years, nine teachers have worked for 6-10 years, while 22 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 Copeland Elementary School there are 55 female teachers and two male teachers. Of its teaching staff, seven special education teachers are being assisted by 26 teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and ten more working as school support staff.

At Black Elementary School there are 68 female teachers and four male teachers. Of its teaching staff, ten special education teachers are being assisted by 31 teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and ten more working as school support staff.