Sst Sugarland 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 92 in student achievement, 92 in school progress and 93 in closing performance gaps. It scored 92 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, Sst Advancement also performed excellent to earn a State accountability rating of A. The school posted 90 in student achievement, 91 in school progress, 92 in closing performance gaps and 91 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.

Both schools garnered only six distinction designations or awards for outstanding performance. These are in Reading/English Language Arts (ELA), Mathematics, Science, post-secondary, with 25% student progress and 25% closing performance gaps.

Based on Racial/Ethnic Groups, African Americans comprise the biggest group at Sst Sugarland. They make up for 47.63% of student population, followed by Hispanics (33.69%), Asians (12.99%), Whites or Caucasians (4.60%) and Two or More Races (1.08%). There is no Native Americans student in the school.

At Sst Advancement, African Americans are the biggest group, comprising 55.88% of student population, followed by Hispanics (31.89%), Whites or Caucasians (4.95%), Asians (4.80%), Two or More Races (2.32%) and Native Americans (0.15%).

Based on household incomes, the Sst Sugarland’s economically disadvantaged students is significantly lower at 71.85% compared to 89.78% at Sst Advancement.

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, Sst Sugarland has 183 English Language Learners or ELLS or about 24.76% of student population. Sst Advancement has more ELLs at 192 or about 29.72% of student population.

Sst Sugarland’s bilingual students comprise 24.76%, gifted and talented students, 9.74%, while 7.58% are in the special education program. Sst Advancement bilingual students comprise 29.26%, gifted and talented students, 9.13%, and 9.91% are in the special education program.

46 teachers employed at Sst Sugarland have been teaching in the school for an average of about 2.8 years with individual teaching experience averaging 8.2 years. The 36 teachers at Sst Advancement have been serving the school for an average of 3.5 years with individual teaching experience averaging 7.7 years.

Of its teaching staff, Sst Sugarland has one teacher only serving the school for over 30 years, has four teachers serving the school for 20-30 years, nine teachers have worked for 11-20 years, eight teachers have worked for 6-10 years, while 20 teachers have been serving the school for over 1-5 years, including five beginning teachers. Sst Advancement no teacher serving the school for over 30 years, has three teachers serving the school for 20-30 years, three teachers have worked for 11-20 years, 16 teachers have worked for 6-10 years, while 15 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 Sst Sugarland there are 37 female teachers and nine male teachers. Of its teaching staff, five special education teachers are being assisted by seven teachers aides or paraprofessionals. In addition to its teaching staff, the school has five staff members in the school administration department and zero more working as school support staff.

At Sst Advancement there are 33 female teachers and three male teachers. Of its teaching staff, one special education teacher is being assisted by eight teachers aides or paraprofessionals. In addition to its teaching staff, the school has four staff members in the school administration department.