Compare Short Elementary School with Little Elementary School

Short 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 62 in student achievement, 90 in school progress and 71 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, Little Elementary School performed excellent to earn a State accountability rating of A. The school posted 82 in student achievement, 92 in school progress, 90 in closing performance gaps and 91 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.

Little Elementary School's one out of seven distinction is in with 25% student progress. Short Elementary School has no distinction.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Short Elementary School. They make up for 39.81% of student population, followed by African Americans (36.65%), Whites or Caucasians (17.48%), Two or More Races (4.85%), Asians (0.73%) and Native Americans (0.49%).

The student population at Little Elementary School is also predominantly by Whites or Caucasians at 46.75%, followed by Hispanics (25.87%), African Americans (16.19%), Two or More Races (5.90%), Asians (4.69%) and Native Americans (0.45%).

Based on household incomes, Short Elementary School’s economically disadvantaged students is significantly higher at 86.89% compared to 44.02% at Little 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, Short Elementary School has a higher number of English Language Learners comprising 17.72% of its student population compared to 7.87% at Little Elementary School.

In addition, Short Elementary School has 17.48% bilingual students, 8.74% are in the gifted and talented program, while 9.47% are in the special education program. This stacks up against Little Elementary School with 7.72% bilingual students, 12.25% gifted and talented students and 13.92% students in the special education program.

33 teachers employed at Short Elementary School have been teaching in the school for an average of about 6.2 years with individual teaching experience averaging 9.9 years. The 39 teachers at Little Elementary School have been serving the school for an average of 11.8 years with individual teaching experience averaging 13.9 years.

Of its teaching staff, Short Elementary School no teacher serving the school for over 30 years, has six teachers serving the school for 20-30 years, seven teachers have worked for 11-20 years, eight teachers have worked for 6-10 years, while 12 teachers have been serving the school for over 1-5 years, including one beginning teacher only. Little Elementary School has one teacher only serving the school for over 30 years, has nine teachers serving the school for 20-30 years, 12 teachers have worked for 11-20 years, ten teachers have worked for 6-10 years, while six teachers have been serving the school for over 1-5 years, including two beginning teachers.

In both schools, female teachers outnumber the male teachers. At Short Elementary School there are 32 female teachers and one male teacher only. Of its teaching staff, five special education teachers are being assisted by nine teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and five more working as school support staff.

At Little Elementary School there are 38 female teachers and one male teacher only. Of its teaching staff, six special education teachers are being assisted by 14 teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and five more working as school support staff.