Compare Kujawa Ec/Pk/K with Spence Elementary School

Kujawa Ec/Pk/K earned a State accountability rating of B (80-89). It scored 82 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, Spence Elementary School not rated a State accountability rating of Not Rated: SB 1365. The school posted 48 in student achievement, 70 in school progress, 63 in closing performance gaps and 68 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.

Distinction Designations for Kujawa Ec/Pk/K and Spence Elementary School are not applicable as neither one earned a recognition for outstanding achievement in seven categories.

Based on Racial/Ethnic Groups, the dominant group in Kujawa Ec/Pk/K is Hispanics who make up nearly 74.73% of student population, followed by African Americans (17.50%), Asians (3.96%), Two or More Races (1.98%), Whites or Caucasians (1.52%) and Native Americans (0.30%).

At Spence Elementary School, Hispanics are the biggest group, comprising 64.68% of student population, followed by African Americans (31.24%), Whites or Caucasians (1.57%), Two or More Races (1.26%), Asians (0.63%) and Native Americans (0.47%).

Based on household incomes, Kujawa Ec/Pk/K’s economically disadvantaged students is slightly higher at 93.91% compared to 90.11% at Spence 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, Kujawa Ec/Pk/K has a significantly higher number of English Language Learners comprising 60.27% of its student population compared to 51.02% at Spence Elementary School.

Kujawa Ec/Pk/K has no gifted and talented student, while 9.59% are in the special education program, and bilingual students comprise 59.97% students. Spence Elementary School 8.79% are in the special education program, 0.94% are in the gifted and talented program, and bilingual students comprise 50.71% students.

40 teachers employed at Kujawa Ec/Pk/K have been teaching in the school for an average of about 9.1 years with individual teaching experience averaging 11.4 years. The 34 teachers at Spence Elementary School have been serving the school for an average of 3.8 years with individual teaching experience averaging 6 years.

Of its teaching staff, Kujawa Ec/Pk/K has two teachers serving the school for over 30 years, has four teachers serving the school for 20-30 years, 18 teachers have worked for 11-20 years, six teachers have worked for 6-10 years, while nine teachers have been serving the school for over 1-5 years, including two beginning teachers. Spence Elementary School no teacher serving the school for over 30 years, has two teachers serving the school for 20-30 years, five teachers have worked for 11-20 years, four teachers have worked for 6-10 years, while 19 teachers have been serving the school for over 1-5 years, including four beginning teachers.

In both schools, female teachers outnumber the male teachers. At Kujawa Ec/Pk/K there are 38 female teachers and two male teachers. Of its teaching staff, four special education teachers are being assisted by 20 teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and 12 more working as school support staff.

At Spence Elementary School there are 25 female teachers and nine male teachers. Of its teaching staff, two special education teachers are being assisted by 11 teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and seven more working as school support staff.