Academy 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, 79 in school progress and 82 in closing performance gaps. It scored 81 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, Academy Elementary School also earned a State accountability rating of B. The school posted only 81 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.

Distinction Designations for Academy Intermediate and Academy Elementary School are not applicable as neither one earned a recognition for outstanding achievement in seven categories.

Based on Racial/Ethnic Groups, Whites or Caucasians comprise the biggest group at Academy Intermediate. They make up for 59.46% of student population, followed by Hispanics (26.58%), African Americans (6.53%), Two or More Races (6.31%) and Asians (1.13%). There is no Native Americans student in the school.

At Academy Elementary School, Whites or Caucasians are the biggest group, comprising 55.25% of student population, followed by Hispanics (29.18%), Two or More Races (7.78%), African Americans (6.23%) and Asians (1.17%). There is no Native Americans student in the school.

Based on household incomes, the Academy Intermediate’s economically disadvantaged students is lower at 38.06% compared to 39.30% at Academy 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, Academy Intermediate has a higher number of English Language Learners comprising 4.73% of its student population compared to 7.00% at Academy Elementary School.

Academy Intermediate’s bilingual students comprise 4.73%, gifted and talented students, 9.23%, while 23.65% are in the special education program. Academy Elementary School bilingual students comprise 6.61%, gifted and talented students, 5.45%, and 16.34% are in the special education program.

24 teachers employed at Academy Intermediate have been teaching in the school for an average of about 3.4 years with individual teaching experience averaging 6.9 years. The 14 teachers at Academy Elementary School have been serving the school for an average of 6.2 years with individual teaching experience averaging 12.9 years.

Of its teaching staff, Academy Intermediate no teacher serving the school for over 30 years, has two teachers serving the school for 20-30 years, five 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 five beginning teachers. Academy Elementary School no teacher serving the school for over 30 years, has four teachers serving the school for 20-30 years, five teachers have worked for 11-20 years, two teachers have worked for 6-10 years, while two 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 Academy Intermediate there are 21 female teachers and two male teachers. Of its teaching staff, five special education teachers are being assisted by 11 teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and two more working as school support staff.

At Academy Elementary School there are 14 female teachers and zero male teacher. Of its teaching staff, one special education teacher is being assisted by two teachers aides or paraprofessionals. In addition to its teaching staff, the school has zero more working as school support staff.