Compare Heights High School with Worthing 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, Worthing High School earned a State accountability rating of C. The school posted 67 in student achievement, 77 in school progress, 76 in closing performance gaps and 77 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. Worthing 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 Worthing High School, African Americans make up 69.02% of student population, followed by Hispanics (29.04%), Two or More Races (0.97%), Whites or Caucasians (0.61%), Asians (0.12%) and Native Americans (0.12%).

Based on household incomes, the Heights High School’s economically disadvantaged students is significantly lower at 61.20% compared to 96.48% at Worthing 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 significantly higher number of English Language Learners comprising 11.24% of its student population compared to 13.61% at Worthing 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. Worthing High School bilingual students comprise 12.52%, gifted and talented students, 4.37%, and 15.31% 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. Worthing High School's 53 teachers have been working at the campus for an average of 6.2 years with individual teaching experience averaging close to 9.7 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. Worthing High School has two teachers serving the school for over 30 years, has five teachers serving the school for 20-30 years, 11 teachers have worked for 11-20 years, eight teachers have worked for 6-10 years, while 23 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. Worthing High School has four special education teachers and 9 teacher aides or paraprofessionals.