Compare Marcella Elementary School with Vardeman Ec/Pk/K

Marcella 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 56 in student achievement, 89 in school progress and 74 in closing performance gaps. It scored 85 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, Vardeman Ec/Pk/K also earned a State accountability rating of B. The school posted only 83 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.

Marcella Elementary School's two out of seven distinctions are in Mathematics and with 25% student progress. Vardeman Ec/Pk/K did not earn any distinction.

Based on Racial/Ethnic Groups, the dominant group in Marcella Elementary School is Hispanics who make up nearly 79.50% of student population, followed by African Americans (16.13%), Whites or Caucasians (1.68%), Two or More Races (1.68%), Asians (0.84%) and Native Americans (0.17%).

At Vardeman Ec/Pk/K, Hispanics make up 96.81% of student population, followed by African Americans (1.82%), Whites or Caucasians (1.06%) and Two or More Races (0.15%). There is no Asians and Native Americansstudents in the school.

Based on household incomes, the Marcella Elementary School’s economically disadvantaged students is slightly lower at 88.57% compared to 92.87% at Vardeman Ec/Pk/K.

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, Marcella Elementary School has a slightly higher number of English Language Learners comprising 68.57% of its student population compared to 59.03% at Vardeman Ec/Pk/K.

Marcella Elementary School 8.91% are in the special education program, 1.18% are in the gifted and talented program, and bilingual students comprise 66.89% students. Vardeman Ec/Pk/K has no gifted and talented student, while 8.19% are in the special education program, and bilingual students comprise 56.90% students.

34 teachers employed at Marcella Elementary School have been teaching in the school for an average of about 6.7 years with individual teaching experience averaging 8.4 years. The 45 teachers at Vardeman Ec/Pk/K have been serving the school for an average of 7.8 years with individual teaching experience averaging 9.6 years.

Of its teaching staff, Marcella Elementary School has one teacher only serving the school for over 30 years, has two teachers serving the school for 20-30 years, eight teachers have worked for 11-20 years, six teachers have worked for 6-10 years, while 17 teachers have been serving the school for over 1-5 years, including one beginning teacher only. Vardeman Ec/Pk/K no teacher serving the school for over 30 years, has three teachers serving the school for 20-30 years, 16 teachers have worked for 11-20 years, ten teachers have worked for 6-10 years, while 15 teachers have been serving the school for over 1-5 years, including one beginning teacher only.

In both schools, female teachers outnumber the male teachers. At Marcella Elementary School there are 30 female teachers and four male teachers. Of its teaching staff, two special education teachers are being assisted by ten teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and eight more working as school support staff.

At Vardeman Ec/Pk/K there are 44 female teachers and one male teacher only. Of its teaching staff, five special education teachers are being assisted by 21 teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and 11 more working as school support staff.