Compare Elsik High School with Taylor High School

Elsik High School not rated a State accountability rating of Not Rated: SB 1365 (Not Rated per SB 1365) 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 67 in student achievement, 72 in school progress and 59 in closing performance gaps. It scored 68 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, Taylor High School earned a State accountability rating of C. The school posted 69 in student achievement, 73 in school progress, 65 in closing performance gaps and 71 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 Elsik High School and Taylor High School 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 Elsik High School. They make up for 60.79% of student population, followed by African Americans (26.19%), Asians (8.92%), Whites or Caucasians (3.01%), Native Americans (0.49%) and Two or More Races (0.44%).

At Taylor High School, Hispanics are the biggest group, comprising 56.49% of student population, followed by African Americans (28.37%), Asians (10.38%), Whites or Caucasians (3.09%), Native Americans (1.16%) and Two or More Races (0.35%).

Based on household incomes, Elsik High School’s economically disadvantaged students is higher at 77.19% compared to 76.37% at Taylor High 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, Elsik High School has a significantly higher number of English Language Learners comprising 32.22% of its student population compared to 31.21% at Taylor High School.

In addition, Elsik High School has 31.03% bilingual students, 3.62% are in the gifted and talented program, while 8.67% are in the special education program. This stacks up against Taylor High School with 30.15% bilingual students, 4.14% gifted and talented students and 9.36% students in the special education program.

Elsik High School's 263 teachers have been working at the campus for an average of 7.2 years with individual teaching experience averaging nearly 10.4 years. Taylor High School's 186 teachers have been working at the campus for an average of 7.6 years with individual teaching experience averaging close to 11.1 years.

Of its teaching staff, Elsik High School has two teachers serving the school for over 30 years, has 33 teachers serving the school for 20-30 years, 75 teachers have worked for 11-20 years, 61 teachers have worked for 6-10 years, while 67 teachers have been serving the school for over 1-5 years, including 25 beginning teachers. Taylor High School has four teachers serving the school for over 30 years, has 23 teachers serving the school for 20-30 years, 58 teachers have worked for 11-20 years, 48 teachers have worked for 6-10 years, while 44 teachers have been serving the school for over 1-5 years, including 11 beginning teachers.

In both schools, female teachers outnumber the male teachers. Elsik High School employs 158 female teachers and 105 male teachers. Of its teaching staff, 23 special education teachers are being assisted by 31 teachers aides or paraprofessionals. The school also employs 15 staff members in the school administration department and 33 more working as school support staff.

On the other hand, Taylor High School employs 114 female teachers and 72 male teachers. Of its teaching staff, 16 special education teachers are being assisted by 29 teachers aides or paraprofessionals. The school also employs 12 staff members in the school administration department and 23 more working as school support staff.