Compare Edwin M Wells Middle School with Edward Roberson Middle School

Edwin M Wells 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 56 in student achievement, 79 in school progress and 70 in closing performance gaps. It scored 76 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, Edward Roberson Middle School performed excellent to earn a State accountability rating of A. The school posted 92 in student achievement, 93 in school progress, 94 in closing performance gaps and 93 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.

Edward Roberson 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. Edwin M Wells Middle School has no distinction.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Edwin M Wells Middle School. They make up for 46.92% of student population, followed by African Americans (42.70%), Whites or Caucasians (3.24%), Asians (3.03%), Two or More Races (3.03%) and Native Americans (0.97%).

At Edward Roberson Middle School, Hispanics are the biggest group, comprising 65.88% of student population, followed by African Americans (20.55%), Native Americans (4.48%), Asians (3.86%), Whites or Caucasians (3.36%) and Two or More Races (1.87%).

Based on household incomes, Edwin M Wells Middle School’s economically disadvantaged students is slightly higher at 90.05% compared to 80.32% at Edward Roberson 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, Edwin M Wells Middle School has a significantly higher number of English Language Learners comprising 30.38% of its student population compared to 29.51% at Edward Roberson Middle School.

In addition, Edwin M Wells Middle School has 28.43% bilingual students, 3.14% are in the gifted and talented program, while 12.54% are in the special education program. This stacks up against Edward Roberson Middle School with 28.77% bilingual students, 31.88% gifted and talented students and 2.74% students in the special education program.

Edwin M Wells Middle School's 61 teachers have been working at the campus for an average of 3.3 years with individual teaching experience averaging 7.2 years. Teachers at Edward Roberson Middle School, numbering 58 teachers, have been serving the school for an average of 5.7 years with individual teaching experience averaging 9 years.

Of its teaching staff, Edwin M Wells Middle School no teacher serving the school for over 30 years, has five teachers serving the school for 20-30 years, 13 teachers have worked for 11-20 years, 11 teachers have worked for 6-10 years, while 18 teachers have been serving the school for over 1-5 years, including 15 beginning teachers. Edward Roberson Middle School no teacher serving the school for over 30 years, has seven teachers serving the school for 20-30 years, 15 teachers have worked for 11-20 years, 11 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 Edwin M Wells Middle School there are 36 female teachers and 24 male teachers. Of its teaching staff, six special education teachers are being assisted by eight teachers aides or paraprofessionals. In addition to its teaching staff, the school has five staff members in the school administration department and nine more working as school support staff.

At Edward Roberson Middle School there are 38 female teachers and 20 male teachers. 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 three staff members in the school administration department and seven more working as school support staff.