Wilson Elementary School 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 86 in student achievement, 85 in school progress and 86 in closing performance gaps. It scored 86 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, Pinkerton Elementary School performed excellent to earn a State accountability rating of A. The school posted 92 in student achievement, 91 in school progress, 88 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.

Pinkerton Elementary School's one out of seven distinction is in Reading/English Language Arts (ELA). Wilson Elementary School has no distinction.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Wilson Elementary School. They make up for 46.22% of student population, followed by Whites or Caucasians (28.57%), Asians (18.28%), Two or More Races (3.57%), African Americans (3.15%) and Native Americans (0.21%).

The student population at Pinkerton Elementary School is also predominantly by Whites or Caucasians at 40.44%, followed by Asians (34.70%), Hispanics (11.48%), Two or More Races (8.20%), African Americans (4.92%) and Native Americans (0.27%).

Based on household incomes, Wilson Elementary School’s economically disadvantaged students is significantly higher at 25.21% compared to 7.10% at Pinkerton 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, Wilson Elementary School has a significantly higher number of English Language Learners comprising 38.24% of its student population compared to 10.93% at Pinkerton Elementary School.

Wilson Elementary School’s bilingual students comprise 61.76%, gifted and talented students, 11.34%, while 22.06% are in the special education program. Pinkerton Elementary School bilingual students comprise 10.66%, gifted and talented students, 7.38%, and 20.77% are in the special education program.

43 teachers employed at Wilson Elementary School have been teaching in the school for an average of about 7.2 years with individual teaching experience averaging 14.2 years. The 30 teachers at Pinkerton Elementary School have been serving the school for an average of 6.8 years with individual teaching experience averaging 12.8 years.

Of its teaching staff, Wilson Elementary School no teacher serving the school for over 30 years, has eight teachers serving the school for 20-30 years, 19 teachers have worked for 11-20 years, nine teachers have worked for 6-10 years, while five teachers have been serving the school for over 1-5 years, including two beginning teachers. Pinkerton Elementary School has two teachers serving the school for over 30 years, has five teachers serving the school for 20-30 years, ten 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, and school has no beginning teacher.

In both schools, female teachers outnumber the male teachers. At Wilson Elementary School there are 40 female teachers and three male teachers. Of its teaching staff, seven special education teachers are being assisted by 13 teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and five more working as school support staff.

At Pinkerton Elementary School there are 29 female teachers and one male teacher only. Of its teaching staff, four special education teachers are being assisted by eight teachers aides or paraprofessionals. In addition to its teaching staff, the school has one staff members in the school administration department and four more working as school support staff.