Compare Cullen Middle School with Project Chrysalis Middle School

Cullen Middle School earned a State accountability rating of C (70-79) 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 55 in student achievement, 69 in school progress and 72 in closing performance gaps. It scored 70 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, Project Chrysalis Middle School performed excellent to earn a State accountability rating of A. The school posted 93 in student achievement, 95 in school progress, 100 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.

Project Chrysalis Middle School's seven out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, Science, Social Studies, post-secondary, with 25% student progress and 25% closing performance gaps. Cullen Middle School has no distinction.

Based on Racial/Ethnic Groups, the dominant group in Cullen Middle School is African Americans who make up nearly 73.73% of student population, followed by Hispanics (21.49%), Whites or Caucasians (2.09%), Two or More Races (1.79%) and Asians (0.90%). There is no Native Americans student in the school.

At Project Chrysalis Middle School, Hispanics make up 94.42% of student population, followed by Asians (2.60%), Whites or Caucasians (1.49%), African Americans (1.12%) and Two or More Races (0.37%). There is no Native Americans student in the school.

Based on household incomes, Cullen Middle School’s economically disadvantaged students is significantly higher at 97.61% compared to 75.09% at Project Chrysalis 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, Cullen Middle School has 32 English Language Learners or ELLS or about 9.55% of student population. Project Chrysalis Middle School has significantly more ELLs at 81 or about 30.11% of student population.

Additionally, Cullen Middle School has 9.55% bilingual students, 1.49% are in the gifted and talented program, while 18.21% are in the special education program. Project Chrysalis Middle School’s bilingual students comprise 25.65% of student population while 1.12% are in the special education program. Project Chrysalis Middle School bested Cullen Middle School in one area, with nearly 54.28% of its student population in the gifted and talented program.

Cullen Middle School's 33 teachers have been working at the campus for an average of 6.7 years with individual teaching experience averaging 9.5 years. Teachers at Project Chrysalis Middle School, numbering 15 teachers, have been serving the school for an average of 4.8 years with individual teaching experience averaging 7.6 years.

Of its teaching staff, Cullen Middle School no teacher serving the school for over 30 years, has two teachers serving the school for 20-30 years, seven teachers have worked for 11-20 years, eight teachers have worked for 6-10 years, while 12 teachers have been serving the school for over 1-5 years, including five beginning teachers. Project Chrysalis Middle School no teacher serving the school for over 30 years, has one teacher only serving the school for 20-30 years, four teachers have worked for 11-20 years, school has no teacher serving 6-10 years, while ten teachers have been serving the school for over 1-5 years, and school has no beginning teacher.

In both schools, female teachers outnumber the male teachers. At Cullen Middle School there are 19 female teachers and 14 male teachers. Of its teaching staff, five special education teachers are being assisted by three teachers aides or paraprofessionals. In addition to its teaching staff, the school has zero staff members in the school administration department and six more working as school support staff.

At Project Chrysalis Middle School there are 13 female teachers and two male teachers. Of its teaching staff, two teachers are aides or paraprofessionals. In addition to its teaching staff, the school has one more working as school support staff.