Compare Young Women's Leadership Academy with Storm 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, Storm Elementary School earned a State accountability rating of C. The school posted 44 in student achievement, 74 in school progress, 62 in closing performance gaps and 70 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. Storm 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 Storm Elementary School, Hispanics make up 94.57% of student population, followed by African Americans (3.62%), Whites or Caucasians (1.09%), Asians (0.36%) and Native Americans (0.36%). There is no Two or More Races student 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 99.64% at Storm 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. Storm Elementary School has more ELLs at 25 or about 9.06% 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. Storm Elementary School bilingual students comprise 20.29%, gifted and talented students, 1.81%, and 11.59% 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 18 teachers at Storm Elementary School have been serving the school for an average of 2.2 years with individual teaching experience averaging 4.3 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. Storm Elementary School no teacher serving the school for over 30 years, has one teacher only serving the school for 20-30 years, one teacher only has worked for 11-20 years, one teacher only has worked for 6-10 years, while 14 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 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 Storm Elementary School there are 14 female teachers and four male teachers. Of its teaching staff, one special education teacher is being assisted by three teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and six more working as school support staff.