Meridith-dunbar Early Childhood Academy earned a State accountability rating of B (80-89). It scored 87 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 only.

On the other hand, Buckholts School earned a State accountability rating of C. The school posted 75 in student achievement, 71 in school progress, 65 in closing performance gaps and 72 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 Meridith-dunbar Early Childhood Academy and Buckholts School are not applicable as neither one earned a recognition for outstanding achievement in seven categories.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Meridith-dunbar Early Childhood Academy. They make up for 52.41% of student population, followed by African Americans (25.58%), Whites or Caucasians (13.42%), Two or More Races (5.24%), Asians (2.73%) and Native Americans (0.63%).

At Buckholts School, Hispanics are the biggest group, comprising 63.39% of student population, followed by Whites or Caucasians (33.93%) and African Americans (2.68%). There is no Asians, Native Americans and Two or More Racesstudents in the school.

Based on household incomes, Meridith-dunbar Early Childhood Academy’s economically disadvantaged students is slightly higher at 87.21% compared to 81.25% at Buckholts 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, Meridith-dunbar Early Childhood Academy has a significantly higher number of English Language Learners comprising 17.40% of its student population compared to 17.86% at Buckholts School.

Meridith-dunbar Early Childhood Academy has no gifted and talented student, while 18.24% are in the special education program, and bilingual students comprise 16.98% students. Buckholts School 16.96% are in the special education program, 3.57% are in the gifted and talented program, and bilingual students comprise 17.86% students.

25 teachers employed at Meridith-dunbar Early Childhood Academy have been teaching in the school for an average of about 5.4 years with individual teaching experience averaging 9.3 years. The 16 teachers at Buckholts School have been serving the school for an average of 1.4 years with individual teaching experience averaging 13.7 years.

Of its teaching staff, Meridith-dunbar Early Childhood Academy no teacher serving the school for over 30 years, has two teachers serving the school for 20-30 years, six teachers have worked for 11-20 years, nine teachers have worked for 6-10 years, while seven teachers have been serving the school for over 1-5 years, including one beginning teacher only. Buckholts School has one teacher only serving the school for over 30 years, has six teachers serving the school for 20-30 years, three teachers have worked for 11-20 years, one teacher only has worked for 6-10 years, while seven teachers have been serving the school for over 1-5 years, and school has no beginning teacher.

In both schools, female teachers outnumber the male teachers. At Meridith-dunbar Early Childhood Academy there are 24 female teachers and one male teacher only. Of its teaching staff, 25 teachers are aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and six more working as school support staff.

At Buckholts School there are 13 female teachers and four male teachers. Of its teaching staff, three special education teachers are being assisted by two teachers aides or paraprofessionals. In addition to its teaching staff, the school has one staff members in the school administration department and one more working as school support staff.