Compare M L King Academy with Foster Elementary School

M L King Academy earned a State accountability rating of C (70-79) 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 56 in student achievement, 74 in school progress and 68 in closing performance gaps. It scored 72 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, Foster Elementary School earned a State accountability rating of B. The school posted 55 in student achievement, 89 in school progress, 73 in closing performance gaps and 84 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.

Foster Elementary School's one out of seven distinction is in with 25% student progress. M L King Academy has no distinction.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at M L King Academy. They make up for 49.81% of student population, followed by African Americans (45.21%), Two or More Races (2.30%), Whites or Caucasians (1.53%), Asians (0.38%) and Native Americans (0.38%).

At Foster Elementary School, Hispanics make up 89.86% of student population, followed by African Americans (7.25%), Whites or Caucasians (2.32%) and Two or More Races (0.58%). There is no Asians and Native Americansstudents in the school.

Based on household incomes, the M L King Academy’s economically disadvantaged students is slightly lower at 94.25% compared to 98.84% at Foster 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, M L King Academy has 5 English Language Learners or ELLS or about 1.92% of student population. Foster Elementary School has more ELLs at 8 or about 2.32% of student population.

M L King Academy’s bilingual students comprise 0.38%, gifted and talented students, 4.60%, while 17.62% are in the special education program. Foster Elementary School bilingual students comprise 0.58%, gifted and talented students, 1.74%, and 12.75% are in the special education program.

21 teachers employed at M L King Academy have been teaching in the school for an average of about 8.4 years with individual teaching experience averaging 10.3 years. The 25 teachers at Foster Elementary School have been serving the school for an average of 8.2 years with individual teaching experience averaging 9.4 years.

Of its teaching staff, M L King Academy no teacher serving the school for over 30 years, has three teachers serving the school for 20-30 years, seven teachers have worked for 11-20 years, four teachers have worked for 6-10 years, while five teachers have been serving the school for over 1-5 years, including three beginning teachers. Foster Elementary School has one teacher only serving the school for over 30 years, has one teacher only serving the school for 20-30 years, eight teachers have worked for 11-20 years, five teachers have worked for 6-10 years, while eight teachers have been serving the school for over 1-5 years, including three beginning teachers.

In both schools, female teachers outnumber the male teachers. At M L King Academy there are 15 female teachers and six male teachers. Of its teaching staff, six special education teachers are being assisted by four teachers aides or paraprofessionals. In addition to its teaching staff, the school has one staff members in the school administration department and three more working as school support staff.

At Foster Elementary School there are 22 female teachers and two male teachers. Of its teaching staff, five special education teachers are being assisted by ten teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and five more working as school support staff.