Compare W T White High School with H Grady Spruce High School

W T White High School earned a State accountability rating of C (70-79) 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, 79 in school progress and 67 in closing performance gaps. It scored 73 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, H Grady Spruce High School not rated a State accountability rating of Not Rated: SB 1365. The school posted 59 in student achievement, 63 in school progress, 60 in closing performance gaps and 62 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.

W T White High School's one out of seven distinction is in Social Studies. H Grady Spruce High School did not earn any distinction.

Based on Racial/Ethnic Groups, the dominant group in W T White High School is Hispanics who make up nearly 80.37% of student population, followed by African Americans (12.25%), Whites or Caucasians (4.98%), Asians (0.91%), Two or More Races (0.91%) and Native Americans (0.48%).

At H Grady Spruce High School, Hispanics make up 79.64% of student population, followed by African Americans (17.66%), Whites or Caucasians (1.53%), Two or More Races (0.49%), Native Americans (0.43%) and Asians (0.25%).

Based on household incomes, the W T White High School’s economically disadvantaged students is significantly lower at 73.72% compared to 92.95% at H Grady Spruce High 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, W T White High School has a significantly higher number of English Language Learners comprising 54.52% of its student population compared to 58.06% at H Grady Spruce High School.

W T White High School’s bilingual students comprise 49.59%, gifted and talented students, 12.88%, while 7.56% are in the special education program. H Grady Spruce High School bilingual students comprise 54.38%, gifted and talented students, 10.55%, and 12.51% are in the special education program.

W T White High School's 128 teachers have been working at the campus for an average of 6.8 years with individual teaching experience averaging nearly 9.7 years. H Grady Spruce High School's 115 teachers have been working at the campus for an average of 6 years with individual teaching experience averaging close to 8.2 years.

Of its teaching staff, W T White High School has four teachers serving the school for over 30 years, has 12 teachers serving the school for 20-30 years, 32 teachers have worked for 11-20 years, 27 teachers have worked for 6-10 years, while 39 teachers have been serving the school for over 1-5 years, including 14 beginning teachers. H Grady Spruce High School has two teachers serving the school for over 30 years, has 13 teachers serving the school for 20-30 years, 12 teachers have worked for 11-20 years, 33 teachers have worked for 6-10 years, while 45 teachers have been serving the school for over 1-5 years, including 11 beginning teachers.

In both schools, female teachers outnumber the male teachers. W T White High School employs 68 female teachers and 60 male teachers. Of its teaching staff, 17 special education teachers are being assisted by 14 teachers aides or paraprofessionals. The school also employs seven staff members in the school administration department and 11 more working as school support staff.

On the other hand, H Grady Spruce High School employs 64 female teachers and 51 male teachers. Of its teaching staff, 11 special education teachers are being assisted by 21 teachers aides or paraprofessionals. The school also employs seven staff members in the school administration department and nine more working as school support staff.