Compare Copeland Elementary School with Hancock 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, Hancock Elementary School earned a State accountability rating of C. The school posted 64 in student achievement, 77 in school progress, 65 in closing performance gaps and 73 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.

Copeland Elementary School's one out of seven distinction is in Science. Hancock Elementary School did not earn any distinction.

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 Hancock Elementary School is also predominantly by African Americans at 42.57%, followed by Hispanics (31.90%), Whites or Caucasians (12.34%), Asians (6.49%), Two or More Races (5.96%) and Native Americans (0.63%).

Based on household incomes, the Copeland Elementary School’s economically disadvantaged students is significantly lower at 44.65% compared to 77.62% at Hancock 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 a significantly higher number of English Language Learners comprising 14.13% of its student population compared to 11.51% at Hancock Elementary School.

Copeland Elementary School’s bilingual students comprise 13.06%, gifted and talented students, 6.96%, while 16.81% are in the special education program. Hancock Elementary School bilingual students comprise 11.30%, gifted and talented students, 2.72%, and 12.24% 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 54 teachers at Hancock Elementary School have been serving the school for an average of 5.2 years with individual teaching experience averaging 7.7 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. Hancock Elementary School no teacher serving the school for over 30 years, has three teachers serving the school for 20-30 years, 14 teachers have worked for 11-20 years, 12 teachers have worked for 6-10 years, while 20 teachers have been serving the school for over 1-5 years, including six 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 Hancock Elementary School there are 48 female teachers and six male teachers. Of its teaching staff, six special education teachers are being assisted by 16 teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and 12 more working as school support staff.