Compare Alfred Sorensen Elementary School with Zeferino Farias Elementary School

Alfred Sorensen Elementary School 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 78 in student achievement, 96 in school progress and 89 in closing performance gaps. It scored 94 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, Zeferino Farias Elementary School earned a State accountability rating of B. The school posted 62 in student achievement, 90 in school progress, 74 in closing performance gaps and 85 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.

Alfred Sorensen Elementary School's four out of seven distinctions are in Mathematics, Science, post-secondary and with 25% student progress. Zeferino Farias Elementary School did not earn any distinction.

Based on Racial/Ethnic Groups, the dominant group in Alfred Sorensen Elementary School is Hispanics who make up nearly 98.95% of student population, followed by Whites or Caucasians (0.88%) and Asians (0.18%). There is no African Americans, Native Americans and Two or More Racesstudents in the school.

At Zeferino Farias Elementary School, Hispanics make up 98.82% of student population, followed by Asians (0.78%) and Whites or Caucasians (0.39%). There is no African Americans, Native Americans and Two or More Racesstudents in the school.

Based on household incomes, the Alfred Sorensen Elementary School’s economically disadvantaged students is significantly lower at 81.40% compared to 95.29% at Zeferino Farias 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, Alfred Sorensen Elementary School has 207 English Language Learners or ELLS or about 36.32% of student population. Zeferino Farias Elementary School has significantly more ELLs at 283 or about 55.49% of student population.

Alfred Sorensen Elementary School’s bilingual students comprise 33.68%, gifted and talented students, 4.56%, while 7.19% are in the special education program. Zeferino Farias Elementary School bilingual students comprise 52.35%, gifted and talented students, 1.57%, and 9.61% are in the special education program.

35 teachers employed at Alfred Sorensen Elementary School have been teaching in the school for an average of about 6.4 years with individual teaching experience averaging 8.8 years. The 33 teachers at Zeferino Farias Elementary School have been serving the school for an average of 8.6 years with individual teaching experience averaging 10.7 years.

Of its teaching staff, Alfred Sorensen Elementary School no teacher serving the school for over 30 years, has one teacher only serving the school for 20-30 years, 12 teachers have worked for 11-20 years, ten teachers have worked for 6-10 years, while 11 teachers have been serving the school for over 1-5 years, including one beginning teacher only. Zeferino Farias Elementary School no teacher serving the school for over 30 years, has two teachers serving the school for 20-30 years, 17 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, including one beginning teacher only.

In both schools, female teachers outnumber the male teachers. At Alfred Sorensen Elementary School there are 34 female teachers and one male teacher only. Of its teaching staff, three 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 four more working as school support staff.

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