Compare Heights High School with Scarborough High School

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, Scarborough High School earned a State accountability rating of C. The school posted 69 in student achievement, 73 in school progress, 68 in closing performance gaps and 72 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.

Heights High School's three out of seven distinctions are in Science, with 25% student progress and 25% closing performance gaps. Scarborough High School did not earn any distinction.

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 Scarborough High School, Hispanics make up 80.00% of student population, followed by African Americans (16.60%), Whites or Caucasians (2.35%), Two or More Races (0.65%) and Asians (0.26%). 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 96.60% at Scarborough 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, Heights High School has a higher number of English Language Learners comprising 11.24% of its student population compared to 34.64% at Scarborough High School.

Heights High School’s bilingual students comprise 10.50%, gifted and talented students, 36.14%, while 7.34% are in the special education program. Scarborough High School bilingual students comprise 33.73%, gifted and talented students, 8.50%, and 13.07% are in the special education program.

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. Scarborough High School's 45 teachers have been working at the campus for an average of 7.1 years with individual teaching experience averaging close to 10.6 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. Scarborough High School has one teacher only serving the school for over 30 years, has six teachers serving the school for 20-30 years, nine teachers have worked for 11-20 years, nine teachers have worked for 6-10 years, while 16 teachers have been serving the school for over 1-5 years, including five beginning teachers.

Heights High School has one special education teachers assisted by 5 teacher aides or paraprofessionals. Scarborough High School has four special education teachers and 5 teacher aides or paraprofessionals.