Compare McCallum High School with Akins High School

McCallum High School performed excellent to earn a State accountability rating of A (90-100) 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 94 in student achievement, 84 in school progress and 89 in closing performance gaps. It scored 93 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, Akins High School earned a State accountability rating of B. The school posted 85 in student achievement, 90 in school progress, 79 in closing performance gaps and 87 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. McCallum High School's four out of seven distinctions are in Reading/English Language Arts (ELA), Social Studies, with 25% student progress and 25% closing performance gaps. Akins High School’s three out of seven distinctions are in Reading/English Language Arts (ELA), post-secondary and 25% closing performance gaps.

Based on Racial/Ethnic Groups, Whites or Caucasians comprise the biggest group at McCallum High School. They make up for 57.71% of student population, followed by Hispanics (29.74%), African Americans (5.45%), Two or More Races (5.12%), Asians (1.65%) and Native Americans (0.17%).

At Akins High School, Hispanics make up 78.04% of student population, followed by Whites or Caucasians (11.91%), African Americans (5.23%), Two or More Races (2.28%), Asians (2.16%) and Native Americans (0.27%).

Based on household incomes, the McCallum High School’s economically disadvantaged students is significantly lower at 21.20% compared to 60.07% at Akins High 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, McCallum High School has 82 English Language Learners or ELLS or about 4.52% of student population. Akins High School has significantly more ELLs at 674 or about 25.56% of student population.

McCallum High School’s bilingual students comprise 3.85%, gifted and talented students, 19.22%, while 8.81% are in the special education program. Akins High School bilingual students comprise 25.29%, gifted and talented students, 9.67%, and 14.26% are in the special education program.

McCallum High School's 106 teachers have been working at the campus for an average of 10.3 years with individual teaching experience averaging nearly 13.8 years. Akins High School's 163 teachers have been working at the campus for an average of 5.1 years with individual teaching experience averaging close to 8.5 years.

Of its teaching staff, McCallum High School has six teachers serving the school for over 30 years, has 25 teachers serving the school for 20-30 years, 26 teachers have worked for 11-20 years, 24 teachers have worked for 6-10 years, while 20 teachers have been serving the school for over 1-5 years, including six beginning teachers. Akins High School has four teachers serving the school for over 30 years, has 11 teachers serving the school for 20-30 years, 32 teachers have worked for 11-20 years, 40 teachers have worked for 6-10 years, while 57 teachers have been serving the school for over 1-5 years, including 19 beginning teachers.

McCallum High School has 14 special education teachers assisted by 14 teacher aides or paraprofessionals. Akins High School has 23 special education teachers and 31 teacher aides or paraprofessionals.