Compare Margil Elementary School with Young Men's Leadership Academy

Margil 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 57 in student achievement, 89 in school progress and 73 in closing performance gaps. It scored 84 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, Young Men's Leadership Academy also earned a State accountability rating of B. The school posted 71 in student achievement, 83 in school progress, 73 in closing performance gaps and 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.

It is in this area where the two schools differ. Except for Mathematics, Margil Elementary School earned one out of seven distinctions. Young Men's Leadership Academy's two out of seven distinctions are in Mathematics and post-secondary.

Based on Racial/Ethnic Groups, the dominant group in Margil Elementary School is Hispanics who make up nearly 93.22% of student population, followed by African Americans (3.27%), Whites or Caucasians (3.02%) and Two or More Races (0.50%). There is no Asians and Native Americansstudents in the school.

At Young Men's Leadership Academy, Hispanics make up 77.02% of student population, followed by African Americans (15.93%), Whites or Caucasians (5.48%), Asians (0.78%), Native Americans (0.52%) and Two or More Races (0.26%).

Based on household incomes, Margil Elementary School’s economically disadvantaged students is significantly higher at 97.99% compared to 63.97% at Young Men's Leadership Academy.

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, Margil Elementary School has a significantly higher number of English Language Learners comprising 28.89% of its student population compared to 4.18% at Young Men's Leadership Academy.

In addition, Margil Elementary School has 30.40% bilingual students, 0.25% are in the gifted and talented program, while 13.57% are in the special education program. This stacks up against Young Men's Leadership Academy with 4.18% bilingual students, 25.07% gifted and talented students and 14.62% students in the special education program.

30 teachers employed at Margil Elementary School have been teaching in the school for an average of about 9.6 years with individual teaching experience averaging 11.4 years. The 30 teachers at Young Men's Leadership Academy have been serving the school for an average of 5 years with individual teaching experience averaging 8.8 years.

Of its teaching staff, Margil Elementary School no teacher serving the school for over 30 years, has seven teachers serving the school for 20-30 years, six teachers have worked for 11-20 years, six teachers have worked for 6-10 years, while six teachers have been serving the school for over 1-5 years, including six beginning teachers. Young Men's Leadership Academy no teacher serving the school for over 30 years, has five teachers serving the school for 20-30 years, six teachers have worked for 11-20 years, seven teachers have worked for 6-10 years, while nine teachers have been serving the school for over 1-5 years, including three beginning teachers.

Margil Elementary School has two special education teachers assisted by 9 teacher aides or paraprofessionals. Young Men's Leadership Academy has three special education teachers and 1 teacher aides or paraprofessionals.