Compare Heights High School with Mount Carmel Academy

Heights High 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 85 in student achievement, 84 in school progress and 78 in closing performance gaps. It scored 83 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, Mount Carmel Academy also earned a State accountability rating of B. The school posted 85 in student achievement, 89 in school progress, 88 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.

Both schools garnered only three distinction designations or awards for performance. For Heights High School these are in Science, with 25% student progress and 25% closing performance gaps while Mount Carmel Academy secured in Mathematics, with 25% student progress and 25% closing performance gaps.

Based on Racial/Ethnic Groups, the dominant group in Heights High School is Hispanics who make up nearly 74.08% of student population, followed by Whites or Caucasians (12.14%), African Americans (10.95%), Two or More Races (1.48%), Asians (1.15%) and Native Americans (0.12%).

At Mount Carmel Academy, Hispanics make up 87.31% of student population, followed by African Americans (7.46%), Whites or Caucasians (2.99%), Two or More Races (1.49%) and Asians (0.75%). There is no Native Americans student in the school.

Based on household incomes, the Heights High School’s economically disadvantaged students is significantly lower at 61.20% compared to 81.72% at Mount Carmel 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, Heights High School has a significantly higher number of English Language Learners comprising 11.24% of its student population compared to 25.75% at Mount Carmel Academy.

Heights High School 7.34% are in the special education program, 36.14% are in the gifted and talented program, and bilingual students comprise 10.50% students. Mount Carmel Academy has no bilingual student, while 4.85% are in the special education program, and 11.94% are in the gifted and talented program students.

Heights High School's 127 teachers have been working at the campus for an average of 9.8 years with individual teaching experience averaging nearly 13.4 years. Mount Carmel Academy's zero teacher have been working at the campus for an average of years with individual teaching experience averaging close to years.

Of its teaching staff, Heights High School has 13 teachers serving the school for over 30 years, has 20 teachers serving the school for 20-30 years, 31 teachers have worked for 11-20 years, 26 teachers have worked for 6-10 years, while 31 teachers have been serving the school for over 1-5 years, including seven beginning teachers. Mount Carmel Academy no teacher serving the school for over 30 years, no teacher serving the school for 20-30 years, no teacher serving the school for 11-20 years, school has no teacher serving 6-10 years, no teacher serving the school for 1-5 years, and school has no beginning teacher.

Heights High School has one special education teachers assisted by 5 teacher aides or paraprofessionals. Mount Carmel Academy has zero special education teachers and 0 teacher aides or paraprofessionals.