Compare Long Elementary School with Pre-K Academy At Midland College

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, Pre-K Academy At Midland College earned a State accountability rating of B. The school posted only 80 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 Long Elementary School and Pre-K Academy At Midland College are not applicable as neither one earned a recognition for outstanding achievement in seven categories.

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%).

At Pre-K Academy At Midland College, Hispanics make up 73.53% of student population, followed by African Americans (14.71%), Whites or Caucasians (10.29%) and Asians (1.47%). There is no Native Americans and Two or More Racesstudents in the school.

Based on household incomes, the Long Elementary School’s economically disadvantaged students is significantly lower at 71.74% compared to 83.82% at Pre-K Academy At Midland College.

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 23.53% at Pre-K Academy At Midland College.

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. Pre-K Academy At Midland College has no gifted and talented student, while 11.76% are in the special education program, and bilingual students comprise 20.59% 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 zero teacher at Pre-K Academy At Midland College have been serving the school for an average of 0 years with individual teaching experience averaging 0 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. Pre-K Academy At Midland College no teacher serving the school for over 30 years, no teacher serving the school for 20-30 years, no teacher serving the school for 11-20 years, school has no teacher serving 6-10 years, no teacher serving the school for 1-5 years, and school has no beginning teacher.

Long Elementary School has one special education teachers assisted by 12 teacher aides or paraprofessionals. Pre-K Academy At Midland College has zero special education teachers and 0 teacher aides or paraprofessionals.