Compare Ulrich Intermediate with Hofius Intermediate

Ulrich Intermediate 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 80 in student achievement, 81 in school progress and 77 in closing performance gaps. It scored 80 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, Hofius Intermediate performed excellent to earn a State accountability rating of A. The school posted 91 in student achievement, 85 in school progress, 87 in closing performance gaps and 90 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.

Hofius Intermediate's one out of seven distinction is in Social Studies. Ulrich Intermediate has no distinction.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Ulrich Intermediate. They make up for 45.32% of student population, followed by Whites or Caucasians (24.43%), African Americans (17.87%), Asians (8.97%), Two or More Races (3.02%) and Native Americans (0.38%).

The student population at Hofius Intermediate is also predominantly by Whites or Caucasians at 42.82%, followed by Hispanics (33.83%), African Americans (10.64%), Asians (7.43%), Two or More Races (5.03%) and Native Americans (0.25%).

Based on household incomes, Ulrich Intermediate’s economically disadvantaged students is significantly higher at 54.00% compared to 31.85% at Hofius Intermediate.

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, Ulrich Intermediate has a significantly higher number of English Language Learners comprising 15.84% of its student population compared to 11.06% at Hofius Intermediate.

In addition, Ulrich Intermediate has 15.23% bilingual students, 6.41% are in the gifted and talented program, while 14.10% are in the special education program. This stacks up against Hofius Intermediate with 10.64% bilingual students, 10.40% gifted and talented students and 9.57% students in the special education program.

Ulrich Intermediate's 90 teachers have been working at the campus for an average of 6.3 years with individual teaching experience averaging 9.3 years. Teachers at Hofius Intermediate, numbering 72 teachers, have been serving the school for an average of 5.9 years with individual teaching experience averaging 10.3 years.

Of its teaching staff, Ulrich Intermediate no teacher serving the school for over 30 years, has seven teachers serving the school for 20-30 years, 27 teachers have worked for 11-20 years, 20 teachers have worked for 6-10 years, while 23 teachers have been serving the school for over 1-5 years, including 13 beginning teachers. Hofius Intermediate no teacher serving the school for over 30 years, has six teachers serving the school for 20-30 years, 28 teachers have worked for 11-20 years, 13 teachers have worked for 6-10 years, while 19 teachers have been serving the school for over 1-5 years, including six beginning teachers.

In both schools, female teachers outnumber the male teachers. At Ulrich Intermediate there are 64 female teachers and 25 male teachers. Of its teaching staff, three special education teachers are being assisted by six teachers aides or paraprofessionals. In addition to its teaching staff, the school has four staff members in the school administration department and 11 more working as school support staff.

At Hofius Intermediate there are 60 female teachers and 12 male teachers. Of its teaching staff, 11 special education teachers are being assisted by eight teachers aides or paraprofessionals. In addition to its teaching staff, the school has four staff members in the school administration department and seven more working as school support staff.