Compare Hastings High School with Taylor High School

Hastings 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 68 in student achievement, 72 in school progress and 61 in closing performance gaps. It scored 69 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 Hastings 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 Hastings High School. They make up for 58.83% of student population, followed by African Americans (26.88%), Asians (9.33%), Whites or Caucasians (3.35%), Native Americans (0.98%) and Two or More Races (0.48%).

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, Hastings High School’s economically disadvantaged students is higher at 76.63% 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, Hastings High School has a significantly higher number of English Language Learners comprising 35.15% of its student population compared to 31.21% at Taylor High School.

Hastings High School’s bilingual students comprise 33.71%, gifted and talented students, 4.29%, while 8.57% are in the special education program. Taylor High School bilingual students comprise 30.15%, gifted and talented students, 4.14%, and 9.36% are in the special education program.

Hastings High School's 290 teachers have been working at the campus for an average of 8.5 years with individual teaching experience averaging nearly 11.9 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, Hastings High School has eight teachers serving the school for over 30 years, has 52 teachers serving the school for 20-30 years, 75 teachers have worked for 11-20 years, 65 teachers have worked for 6-10 years, while 68 teachers have been serving the school for over 1-5 years, including 21 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. Hastings High School employs 185 female teachers and 105 male teachers. Of its teaching staff, 21 special education teachers are being assisted by 53 teachers aides or paraprofessionals. The school also employs 16 staff members in the school administration department and 35 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.