Venus Elementary School was accorded 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 55 in student achievement, 69 in school progress and 66 in closing performance gaps. It scored 68 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, Venus Primary School also earned a State accountability rating of D. The school posted only 68 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 Venus Elementary School and Venus Primary 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 Venus Elementary School. They make up for 64.25% of student population, followed by Whites or Caucasians (23.98%), African Americans (6.18%), Two or More Races (3.77%), Asians (0.75%) and Native Americans (0.75%).

At Venus Primary School, Hispanics are the biggest group, comprising 64.81% of student population, followed by Whites or Caucasians (22.03%), African Americans (7.85%), Two or More Races (3.54%), Native Americans (1.01%) and Asians (0.51%).

Based on household incomes, the Venus Elementary School’s economically disadvantaged students is lower at 73.91% compared to 73.92% at Venus Primary 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, Venus Elementary School has a significantly higher number of English Language Learners comprising 31.22% of its student population compared to 34.43% at Venus Primary School.

Venus Elementary School’s bilingual students comprise 31.07%, gifted and talented students, 7.69%, while 12.97% are in the special education program. Venus Primary School bilingual students comprise 34.18%, gifted and talented students, 1.01%, and 8.10% are in the special education program.

39 teachers employed at Venus Elementary School have been teaching in the school for an average of about 6.8 years with individual teaching experience averaging 13.6 years. The 27 teachers at Venus Primary School have been serving the school for an average of 7.5 years with individual teaching experience averaging 13.3 years.

Of its teaching staff, Venus Elementary School no teacher serving the school for over 30 years, has nine teachers serving the school for 20-30 years, 14 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, and school has no beginning teacher. Venus Primary School no teacher serving the school for over 30 years, has five teachers serving the school for 20-30 years, 13 teachers have worked for 11-20 years, four teachers have worked for 6-10 years, while six 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 Venus Elementary School there are 38 female teachers and zero male teacher. Of its teaching staff, two special education teachers are being assisted by 12 teachers aides or paraprofessionals. In addition to its teaching staff, the school has four staff members in the school administration department and two more working as school support staff.

At Venus Primary School there are 26 female teachers and one male teacher only. Of its teaching staff, three special education teachers are being assisted by seven teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and one more working as school support staff.