Norwood Elementary School earned a State accountability rating of D (60-69) 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 69 in student achievement, 68 in school progress and 62 in closing performance gaps. It scored 67 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, Bishop Elementary School earned a State accountability rating of B. The school posted 73 in student achievement, 82 in school progress, 87 in closing performance gaps and 84 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.

Bishop Elementary School's one out of seven distinction is in Science. Norwood Elementary School has no distinction.

Based on Racial/Ethnic Groups, Whites or Caucasians comprise the biggest group at Norwood Elementary School. They make up for 55.53% of student population, followed by Hispanics (28.00%), Two or More Races (8.94%), African Americans (6.59%) and Asians (0.94%). There is no Native Americans student in the school.

At Bishop Elementary School, Hispanics make up 73.31% of student population, followed by African Americans (21.11%), Whites or Caucasians (3.52%), Asians (0.88%), Two or More Races (0.88%) and Native Americans (0.29%).

Based on household incomes, the Norwood Elementary School’s economically disadvantaged students is significantly lower at 56.24% compared to 92.67% at Bishop 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, Norwood Elementary School has 30 English Language Learners or ELLS or about 7.06% of student population. Bishop Elementary School has significantly more ELLs at 188 or about 55.13% of student population.

In addition, Norwood Elementary School has 5.88% bilingual students, 5.65% are in the gifted and talented program, while 26.12% are in the special education program. This stacks up against Bishop Elementary School with 54.25% bilingual students, 6.16% gifted and talented students and 27.27% students in the special education program.

34 teachers employed at Norwood Elementary School have been teaching in the school for an average of about 7.7 years with individual teaching experience averaging 12.3 years. The 24 teachers at Bishop Elementary School have been serving the school for an average of 6 years with individual teaching experience averaging 7.8 years.

Of its teaching staff, Norwood Elementary School has one teacher only serving the school for over 30 years, has four teachers serving the school for 20-30 years, 15 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 two beginning teachers. Bishop Elementary School no teacher serving the school for over 30 years, has one teacher only serving the school for 20-30 years, four teachers have worked for 11-20 years, eight teachers have worked for 6-10 years, while ten teachers have been serving the school for over 1-5 years, including one beginning teacher only.

In both schools, female teachers outnumber the male teachers. Norwood Elementary School has an all-female teaching staff. Of its teaching staff, six special education teachers are being assisted by ten 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.

At Bishop Elementary School there are 20 female teachers and four male teachers. Of its teaching staff, five special education teachers are being assisted by nine teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and seven more working as school support staff.