Compare Tafolla Middle School with Lowell Middle School

Tafolla Middle School not rated a State accountability rating of Not Rated: SB 1365 (Not Rated per SB 1365) 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 48 in student achievement, 58 in school progress and 62 in closing performance gaps. It scored 59 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, Lowell Middle School earned a State accountability rating of C. The school posted 54 in student achievement, 74 in school progress, 69 in closing performance gaps and 73 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.

Lowell Middle School's two out of seven distinctions are in Mathematics and Social Studies. Tafolla Middle School has no distinction.

Based on Racial/Ethnic Groups, the dominant group in Tafolla Middle School is Hispanics who make up nearly 96.89% of student population, followed by African Americans (1.62%), Asians (0.81%), Whites or Caucasians (0.54%) and Native Americans (0.14%). There is no Two or More Races student in the school.

At Lowell Middle School, Hispanics make up 97.47% of student population, followed by Whites or Caucasians (1.81%), Asians (0.36%) and Native Americans (0.36%). There is no African Americans and Two or More Racesstudents in the school.

Based on household incomes, Tafolla Middle School’s economically disadvantaged students is higher at 97.84% compared to 96.39% at Lowell Middle 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, Tafolla Middle School has a significantly higher number of English Language Learners comprising 23.51% of its student population compared to 22.02% at Lowell Middle School.

Tafolla Middle School’s bilingual students comprise 19.86%, gifted and talented students, 6.22%, while 16.49% are in the special education program. Lowell Middle School bilingual students comprise 18.05%, gifted and talented students, 4.33%, and 24.19% are in the special education program.

Tafolla Middle School's 46 teachers have been working at the campus for an average of 5.3 years with individual teaching experience averaging 8.1 years. Teachers at Lowell Middle School, numbering 24 teachers, have been serving the school for an average of 6.9 years with individual teaching experience averaging 7.7 years.

Of its teaching staff, Tafolla Middle School no teacher serving the school for over 30 years, has five teachers serving the school for 20-30 years, 11 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 11 beginning teachers. Lowell Middle School no teacher serving the school for over 30 years, has two teachers serving the school for 20-30 years, six teachers have worked for 11-20 years, five teachers have worked for 6-10 years, while eight teachers have been serving the school for over 1-5 years, including four beginning teachers.

In both schools, female teachers outnumber the male teachers. At Tafolla Middle School there are 33 female teachers and 12 male teachers. Of its teaching staff, nine special education teachers are being assisted by five teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and seven more working as school support staff.

At Lowell Middle School there are 13 female teachers and ten male teachers. Of its teaching staff, seven special education teachers are being assisted by seven teachers aides or paraprofessionals. In addition to its teaching staff, the school has one staff members in the school administration department and six more working as school support staff.