Compare Pillow Elementary School with Summitt Elementary School

Pillow 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 67 in student achievement, 94 in school progress and 72 in closing performance gaps. It scored 87 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, Summitt Elementary School performed excellent to earn a State accountability rating of A. The school posted 92 in student achievement, 97 in school progress, 92 in closing performance gaps and 96 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. Pillow Elementary School’s only distinction designation is in Comparative Academic Growth. Summitt Elementary School's three out of seven distinctions are in Science, post-secondary and with 25% student progress.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Pillow Elementary School. They make up for 58.24% of student population, followed by Whites or Caucasians (17.55%), African Americans (11.97%), Asians (8.24%), Two or More Races (3.19%) and Native Americans (0.80%).

The student population at Summitt Elementary School is also predominantly by Whites or Caucasians at 42.54%, followed by Asians (24.56%), Hispanics (22.51%), Two or More Races (7.02%) and African Americans (3.22%). There is no Native Americans student in the school.

Based on household incomes, Pillow Elementary School’s economically disadvantaged students is significantly higher at 73.14% compared to 31.43% at Summitt 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, Pillow Elementary School has 182 English Language Learners or ELLS or about 48.40% of student population. Summitt Elementary School has significantly more ELLs at 204 or about 29.82% of student population.

In addition, Pillow Elementary School has 49.47% bilingual students, 5.05% are in the gifted and talented program, while 10.64% are in the special education program. This stacks up against Summitt Elementary School with 35.53% bilingual students, 8.33% gifted and talented students and 12.13% students in the special education program.

32 teachers employed at Pillow Elementary School have been teaching in the school for an average of about 9.1 years with individual teaching experience averaging 11.2 years. The 52 teachers at Summitt Elementary School have been serving the school for an average of 9.8 years with individual teaching experience averaging 12.9 years.

Of its teaching staff, Pillow Elementary School has four teachers serving the school for over 30 years, has four teachers serving the school for 20-30 years, 11 teachers have worked for 11-20 years, six teachers have worked for 6-10 years, while seven teachers have been serving the school for over 1-5 years, including one beginning teacher only. Summitt Elementary School has two teachers serving the school for over 30 years, has 14 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 13 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 Pillow Elementary School there are 31 female teachers and one male teacher only. Of its teaching staff, five special education teachers are being assisted by eight teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and two more working as school support staff.

At Summitt Elementary School there are 43 female teachers and eight male teachers. Of its teaching staff, seven 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 four more working as school support staff.