Compare Eastridge Elementary School with Woodlands Elementary School

Eastridge 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 73 in student achievement, 93 in school progress and 80 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, Woodlands Elementary School also earned a State accountability rating of B. The school posted 94 in student achievement, 90 in school progress, 76 in closing performance gaps and 89 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 Mathematics, Eastridge Elementary School earned one out of seven distinctions. Woodlands Elementary School's two out of seven distinctions are in Mathematics and post-secondary.

Based on Racial/Ethnic Groups, Asians comprise the biggest group at Eastridge Elementary School. They make up for 42.06% of student population, followed by African Americans (25.72%), Hispanics (24.21%), Whites or Caucasians (5.45%), Two or More Races (2.42%) and Native Americans (0.15%).

At Woodlands Elementary School, Whites or Caucasians are the biggest group, comprising 60.51% of student population, followed by Hispanics (23.33%), Asians (8.08%), African Americans (4.85%) and Two or More Races (3.23%). There is no Native Americans student in the school.

Based on household incomes, Eastridge Elementary School’s economically disadvantaged students is significantly higher at 93.04% compared to 25.64% at Woodlands 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, Eastridge Elementary School has a significantly higher number of English Language Learners comprising 67.47% of its student population compared to 4.16% at Woodlands Elementary School.

In addition, Eastridge Elementary School has 67.32% bilingual students, 0.30% are in the gifted and talented program, while 5.90% are in the special education program. This stacks up against Woodlands Elementary School with 4.16% bilingual students, 5.54% gifted and talented students and 10.85% students in the special education program.

50 teachers employed at Eastridge Elementary School have been teaching in the school for an average of about 8.9 years with individual teaching experience averaging 10.4 years. The 26 teachers at Woodlands Elementary School have been serving the school for an average of 11.1 years with individual teaching experience averaging 15.2 years.

Of its teaching staff, Eastridge Elementary School has one teacher only serving the school for over 30 years, has ten teachers serving the school for 20-30 years, nine teachers have worked for 11-20 years, eight teachers have worked for 6-10 years, while 19 teachers have been serving the school for over 1-5 years, including four beginning teachers. Woodlands Elementary School has one teacher only serving the school for over 30 years, has seven teachers serving the school for 20-30 years, 11 teachers have worked for 11-20 years, six teachers have worked for 6-10 years, while two 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 Eastridge Elementary School there are 45 female teachers and five male teachers. Of its teaching staff, two special education teachers are being assisted by 21 teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and four more working as school support staff.

On the other hand, Woodlands Elementary School has an all-female teaching staff. Of its teaching staff, two special education teachers are being assisted by seven teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and one more working as school support staff.