Compare Hoover Elementary School with Hamilton Elementary School

Hoover Elementary School earned a State accountability rating of C (70-79). It scored 74 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 only.

On the other hand, Hamilton Elementary School performed excellent to earn a State accountability rating of A. The school posted 94 in student achievement, 92 in school progress, 100 in closing performance gaps and 96 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.

Hamilton Elementary School's five out of seven distinctions are in Reading/English Language Arts (ELA), Science, post-secondary, with 25% student progress and 25% closing performance gaps. Hoover Elementary School has no distinction.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Hoover Elementary School. They make up for 62.71% of student population, followed by African Americans (23.75%), Whites or Caucasians (6.06%), Asians (3.56%), Two or More Races (3.44%) and Native Americans (0.48%).

At Hamilton Elementary School, Whites or Caucasians are the biggest group, comprising 54.44% of student population, followed by Hispanics (21.08%), African Americans (10.11%), Asians (10.02%), Two or More Races (4.06%) and Native Americans (0.28%).

Based on household incomes, Hoover Elementary School’s economically disadvantaged students is significantly higher at 84.44% compared to 22.40% at Hamilton Elementary 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, Hoover Elementary School has a significantly higher number of English Language Learners comprising 38.36% of its student population compared to 7.94% at Hamilton Elementary School.

In addition, Hoover Elementary School has 38.00% bilingual students, 0.24% are in the gifted and talented program, while 14.49% are in the special education program. This stacks up against Hamilton Elementary School with 7.56% bilingual students, 10.87% gifted and talented students and 11.72% students in the special education program.

60 teachers employed at Hoover Elementary School have been teaching in the school for an average of about 6.1 years with individual teaching experience averaging 10 years. The 59 teachers at Hamilton Elementary School have been serving the school for an average of 9.2 years with individual teaching experience averaging 11.4 years.

Of its teaching staff, Hoover Elementary School has one teacher only serving the school for over 30 years, has five teachers serving the school for 20-30 years, 17 teachers have worked for 11-20 years, 15 teachers have worked for 6-10 years, while 20 teachers have been serving the school for over 1-5 years, including three beginning teachers. Hamilton Elementary School has one teacher only serving the school for over 30 years, has ten teachers serving the school for 20-30 years, 21 teachers have worked for 11-20 years, ten teachers have worked for 6-10 years, while 13 teachers have been serving the school for over 1-5 years, including five beginning teachers.

In both schools, female teachers outnumber the male teachers. At Hoover Elementary School there are 55 female teachers and five male teachers. Of its teaching staff, eight special education teachers are being assisted by 26 teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and 13 more working as school support staff.

At Hamilton Elementary School there are 58 female teachers and one male teacher only. Of its teaching staff, nine special education teachers are being assisted by 22 teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and nine more working as school support staff.