Compare Young Women's Leadership Academy with Charles C Ball Elementary School

Young Women's Leadership Academy performed excellent to earn a State accountability rating of A (90-100) 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 97 in student achievement, 95 in school progress and an impressive100 in closing performance gaps. It scored 98 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, Charles C Ball Elementary School earned a State accountability rating of B. The school posted 58 in student achievement, 89 in school progress, 77 in closing performance gaps and 85 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.

Young Women's Leadership Academy's seven out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, Science, Social Studies, post-secondary, with 25% student progress and 25% closing performance gaps. Charles C Ball Elementary School did not earn any distinction.

Based on Racial/Ethnic Groups, the dominant group in Young Women's Leadership Academy is Hispanics who make up nearly 88.69% of student population, followed by Whites or Caucasians (5.16%), African Americans (3.16%), Asians (1.50%) and Two or More Races (1.50%). There is no Native Americans student in the school.

At Charles C Ball Elementary School, Hispanics make up 89.69% of student population, followed by Whites or Caucasians (5.57%), African Americans (4.18%) and Two or More Races (0.56%). There is no Asians and Native Americansstudents in the school.

Based on household incomes, the Young Women's Leadership Academy’s economically disadvantaged students is significantly lower at 50.08% compared to 93.87% at Charles C Ball 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, Young Women's Leadership Academy has 18 English Language Learners or ELLS or about 3.00% of student population. Charles C Ball Elementary School has significantly more ELLs at 82 or about 22.84% of student population.

Young Women's Leadership Academy’s bilingual students comprise 2.83%, gifted and talented students, 40.77%, while 0.33% are in the special education program. Charles C Ball Elementary School bilingual students comprise 32.31%, gifted and talented students, 1.67%, and 13.65% are in the special education program.

37 teachers employed at Young Women's Leadership Academy have been teaching in the school for an average of about 5.2 years with individual teaching experience averaging 10.5 years. The 26 teachers at Charles C Ball Elementary School have been serving the school for an average of 6.9 years with individual teaching experience averaging 8.2 years.

Of its teaching staff, Young Women's Leadership Academy has one teacher only serving the school for over 30 years, has six teachers serving the school for 20-30 years, ten teachers have worked for 11-20 years, six teachers have worked for 6-10 years, while eight teachers have been serving the school for over 1-5 years, including seven beginning teachers. Charles C Ball Elementary School no teacher serving the school for over 30 years, has three teachers serving the school for 20-30 years, seven teachers have worked for 11-20 years, four teachers have worked for 6-10 years, while five teachers have been serving the school for over 1-5 years, including eight beginning teachers.

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

At Charles C Ball Elementary School there are 25 female teachers and one male teacher only. Of its teaching staff, three special education teachers are being assisted by seven teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and three more working as school support staff.