Compare Miller Elementary School with Rush Elementary School

Miller Elementary 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 92 in student achievement, 93 in school progress and 96 in closing performance gaps. It scored 94 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, Rush Elementary School also performed excellent to earn a State accountability rating of A. The school posted 78 in student achievement, 90 in school progress, 96 in closing performance gaps and 92 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. Miller Elementary School's four out of seven distinctions are in Reading/English Language Arts (ELA), Science, post-secondary and with 25% student progress. Rush Elementary School’s three out of seven distinctions are in post-secondary, with 25% student progress and 25% closing performance gaps.

Based on Racial/Ethnic Groups, Whites or Caucasians comprise the biggest group at Miller Elementary School. They make up for 56.41% of student population, followed by Hispanics (34.69%), African Americans (4.38%), Two or More Races (2.50%), Asians (1.25%) and Native Americans (0.78%).

The student population at Rush Elementary School is also predominantly by Hispanics at 49.37%, followed by Whites or Caucasians (32.59%), African Americans (12.66%), Asians (3.48%), Two or More Races (1.27%) and Native Americans (0.32%).

Based on household incomes, the Miller Elementary School’s economically disadvantaged students is significantly lower at 41.25% compared to 69.94% at Rush 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, Miller Elementary School has 8 English Language Learners or ELLS or about 1.25% of student population. Rush Elementary School has more ELLs at 12 or about 3.80% of student population.

Miller Elementary School’s bilingual students comprise 1.09%, gifted and talented students, 20.31%, while 7.66% are in the special education program. Rush Elementary School bilingual students comprise 3.80%, gifted and talented students, 6.33%, and 16.14% are in the special education program.

39 teachers employed at Miller Elementary School have been teaching in the school for an average of about 12 years with individual teaching experience averaging 14.4 years. The 24 teachers at Rush Elementary School have been serving the school for an average of 13.2 years with individual teaching experience averaging 15.8 years.

Of its teaching staff, Miller Elementary School has four teachers serving the school for over 30 years, has five teachers serving the school for 20-30 years, 14 teachers have worked for 11-20 years, nine teachers have worked for 6-10 years, while eight teachers have been serving the school for over 1-5 years, and school has no beginning teacher. Rush Elementary School has three teachers serving the school for over 30 years, has six teachers serving the school for 20-30 years, four teachers have worked for 11-20 years, six teachers have worked for 6-10 years, while five teachers have been serving the school for over 1-5 years, and school has no beginning teacher.

In both schools, female teachers outnumber the male teachers. At Miller Elementary School there are 38 female teachers and one male teacher only. Of its teaching staff, three 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 three more working as school support staff.

At Rush Elementary School there are 22 female teachers and two male teachers. Of its teaching staff, five special education teachers are being assisted by 13 teachers aides or paraprofessionals. In addition to its teaching staff, the school has one staff members in the school administration department and two more working as school support staff.