Compare Edwin M Wells Middle School with Spring Leadership Academy

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, Spring Leadership Academy earned a State accountability rating of B. The school posted 67 in student achievement, 83 in school progress, 73 in closing performance gaps and 80 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.

Distinction Designations for Edwin M Wells Middle School and Spring Leadership Academy are not applicable as neither one earned a recognition for outstanding achievement in seven categories.

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 Spring Leadership Academy, Hispanics are the biggest group, comprising 64.40% of student population, followed by African Americans (27.99%), Whites or Caucasians (3.53%), Asians (1.63%), Two or More Races (1.36%) and Native Americans (1.09%).

Based on household incomes, Edwin M Wells Middle School’s economically disadvantaged students is higher at 90.05% compared to 88.59% at Spring Leadership Academy.

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 45.11% at Spring Leadership Academy.

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 Spring Leadership Academy with 44.57% bilingual students, 16.03% gifted and talented students and 8.97% 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 Spring Leadership Academy, numbering 31 teachers, have been serving the school for an average of 2 years with individual teaching experience averaging 6.1 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. Spring Leadership Academy no teacher serving the school for over 30 years, has one teacher only serving the school for 20-30 years, five teachers have worked for 11-20 years, seven teachers have worked for 6-10 years, while eight teachers have been serving the school for over 1-5 years, including 11 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 Spring Leadership Academy there are 17 female teachers and 14 male teachers. Of its teaching staff, three special education teachers are being assisted by three teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and five more working as school support staff.