Compare Herff Elementary School with Young Women's Leadership Academy

Herff Elementary 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 62 in student achievement, 83 in school progress and 76 in closing performance gaps. It scored 81 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, Young Women's Leadership Academy performed excellent to earn a State accountability rating of A. The school posted 97 in student achievement, 95 in school progress, 100 in closing performance gaps and 98 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.

Young Women's Leadership Academy's seven out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, Science, Social Studies, post-secondary, with 25% student progress and 25% closing performance gaps. Herff Elementary School has no distinction.

Based on Racial/Ethnic Groups, the dominant group in Herff Elementary School is Hispanics who make up nearly 91.43% of student population, followed by African Americans (4.64%), Whites or Caucasians (2.86%) and Two or More Races (1.07%). There is no Asians and Native Americansstudents in the school.

At Young Women's Leadership Academy, Hispanics make up 88.69% of student population, followed by Whites or Caucasians (5.16%), African Americans (3.16%), Asians (1.50%) and Two or More Races (1.50%). There is no Native Americans student in the school.

Based on household incomes, Herff Elementary School’s economically disadvantaged students is significantly higher at 95.71% compared to 50.08% at Young Women's Leadership 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, Herff Elementary School has a significantly higher number of English Language Learners comprising 45.71% of its student population compared to 3.00% at Young Women's Leadership Academy.

In addition, Herff Elementary School has 50.36% bilingual students, 2.86% are in the gifted and talented program, while 9.64% are in the special education program. This stacks up against Young Women's Leadership Academy with 2.83% bilingual students, 40.77% gifted and talented students and 0.33% students in the special education program.

16 teachers employed at Herff Elementary School have been teaching in the school for an average of about 3.3 years with individual teaching experience averaging 5.3 years. The 37 teachers at Young Women's Leadership Academy have been serving the school for an average of 5.2 years with individual teaching experience averaging 10.5 years.

Of its teaching staff, Herff Elementary School no teacher serving the school for over 30 years, no teacher serving the school for 20-30 years, four teachers have worked for 11-20 years, three teachers have worked for 6-10 years, while three teachers have been serving the school for over 1-5 years, including seven beginning teachers. Young Women's Leadership Academy has one teacher only serving the school for over 30 years, has six teachers serving the school for 20-30 years, ten teachers have worked for 11-20 years, six teachers have worked for 6-10 years, while eight teachers have been serving the school for over 1-5 years, including seven beginning teachers.

In both schools, female teachers outnumber the male teachers. At Herff Elementary School there are 15 female teachers and one male teacher only. Of its teaching staff, two special education teachers are being assisted by six teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and three more working as school support staff.

At Young Women's Leadership Academy there are 32 female teachers and five male teachers. Of its teaching staff, one special education teacher is being assisted by one teacher only aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and nine more working as school support staff.