Compare Long Elementary School with Bush Elementary School

Long Elementary School not rated a State accountability rating of Not Rated: SB 1365 (Not Rated per SB 1365) 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, 69 in school progress and 62 in closing performance gaps. It scored 67 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, Bush Elementary School earned a State accountability rating of C. The school posted 77 in student achievement, 79 in school progress, 78 in closing performance gaps and 79 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.

Bush Elementary School's one out of seven distinction is in Science. Long Elementary School has no distinction.

Based on Racial/Ethnic Groups, the dominant group in Long Elementary School is Hispanics who make up nearly 81.75% of student population, followed by Whites or Caucasians (9.12%), Asians (4.29%), African Americans (2.50%), Two or More Races (1.61%) and Native Americans (0.18%).

The student population at Bush Elementary School is also predominantly by Hispanics at 43.75%, followed by Whites or Caucasians (27.15%), Asians (12.70%), African Americans (11.91%), Two or More Races (4.10%) and Native Americans (0.20%).

Based on household incomes, Long Elementary School’s economically disadvantaged students is significantly higher at 71.74% compared to 55.08% at Bush 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, Long Elementary School has a significantly higher number of English Language Learners comprising 45.44% of its student population compared to 13.09% at Bush Elementary School.

Long Elementary School has no gifted and talented student, while 10.91% are in the special education program, and bilingual students comprise 45.26% students. Bush Elementary School has no gifted and talented student, while 11.13% are in the special education program, and bilingual students comprise 12.70% students.

35 teachers employed at Long Elementary School have been teaching in the school for an average of about 9.8 years with individual teaching experience averaging 12.7 years. The 34 teachers at Bush Elementary School have been serving the school for an average of 7.2 years with individual teaching experience averaging 10.5 years.

Of its teaching staff, Long Elementary School has one teacher only serving the school for over 30 years, has six teachers serving the school for 20-30 years, 13 teachers have worked for 11-20 years, seven teachers have worked for 6-10 years, while eight teachers have been serving the school for over 1-5 years, including one beginning teacher only. Bush Elementary School no teacher serving the school for over 30 years, has four teachers serving the school for 20-30 years, ten teachers have worked for 11-20 years, 11 teachers have worked for 6-10 years, while four 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 Long Elementary School there are 34 female teachers and one male teacher only. Of its teaching staff, two special education teachers are being assisted by 12 teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and two more working as school support staff.

On the other hand, Bush Elementary School has an all-female teaching staff. Of its teaching staff, six special education teachers are being assisted by 15 teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and two more working as school support staff.