Compare Liestman Elementary School with Chambers Elementary School

Liestman 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 67 in student achievement, 83 in school progress and 75 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, Chambers Elementary School also earned a State accountability rating of B. The school posted 69 in student achievement, 91 in school progress, 77 in closing performance gaps and 87 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.

Both schools garnered only one distinction designation or award for performance. For Liestman Elementary School this is in Reading/English Language Arts (ELA) while Chambers Elementary School secured one for post-secondary.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Liestman Elementary School. They make up for 56.55% of student population, followed by African Americans (24.93%), Asians (15.95%), Whites or Caucasians (2.14%) and Native Americans (0.28%). There is no Two or More Races student in the school.

At Chambers Elementary School, Hispanics make up 82.27% of student population, followed by African Americans (10.76%), Asians (4.98%), Whites or Caucasians (1.59%), Native Americans (0.20%) and Two or More Races (0.20%).

Based on household incomes, the Liestman Elementary School’s economically disadvantaged students is slightly lower at 85.61% compared to 90.24% at Chambers 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, Liestman Elementary School has a significantly higher number of English Language Learners comprising 63.68% of its student population compared to 76.89% at Chambers Elementary School.

Liestman Elementary School’s bilingual students comprise 69.09%, gifted and talented students, 1.57%, while 11.68% are in the special education program. Chambers Elementary School bilingual students comprise 76.89%, gifted and talented students, 0.80%, and 16.53% are in the special education program.

57 teachers employed at Liestman Elementary School have been teaching in the school for an average of about 11.2 years with individual teaching experience averaging 13.4 years. The 49 teachers at Chambers Elementary School have been serving the school for an average of 9.4 years with individual teaching experience averaging 10.7 years.

Of its teaching staff, Liestman Elementary School has three teachers serving the school for over 30 years, has 12 teachers serving the school for 20-30 years, 15 teachers have worked for 11-20 years, 13 teachers have worked for 6-10 years, while 12 teachers have been serving the school for over 1-5 years, including two beginning teachers. Chambers Elementary School no teacher serving the school for over 30 years, has six teachers serving the school for 20-30 years, 14 teachers have worked for 11-20 years, ten teachers have worked for 6-10 years, while 17 teachers have been serving the school for over 1-5 years, including two beginning teachers.

In both schools, female teachers outnumber the male teachers. At Liestman Elementary School there are 48 female teachers and eight male teachers. Of its teaching staff, 21 teachers are aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and five more working as school support staff.

At Chambers Elementary School there are 37 female teachers and 12 male teachers. Of its teaching staff, two special education teachers are being assisted by 17 teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and six more working as school support staff.