Compare Alice D Contreras with World Languages Institute

Alice D Contreras 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 75 in student achievement, 94 in school progress and 87 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, World Languages Institute earned a State accountability rating of B. The school posted 83 in student achievement, 93 in school progress, 80 in closing performance gaps and 89 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.

It is in this area where the two schools differ. Alice D Contreras's four out of seven distinctions are in Reading/English Language Arts (ELA), post-secondary, with 25% student progress and 25% closing performance gaps. World Languages Institute’s only distinction designation is in Post-Secondary.

Based on Racial/Ethnic Groups, the dominant group in Alice D Contreras is Hispanics who make up nearly 94.54% of student population, followed by Whites or Caucasians (2.07%), African Americans (1.69%), Asians (0.75%), Two or More Races (0.75%) and Native Americans (0.19%).

At World Languages Institute, Hispanics make up 89.85% of student population, followed by Whites or Caucasians (5.94%), African Americans (2.68%), Two or More Races (1.15%) and Asians (0.19%). There is no Native Americans student in the school.

Based on household incomes, Alice D Contreras’s economically disadvantaged students is slightly higher at 91.15% compared to 81.99% at World Languages Institute.

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, Alice D Contreras has a significantly higher number of English Language Learners comprising 56.87% of its student population compared to 45.40% at World Languages Institute.

In addition, Alice D Contreras has 52.54% bilingual students, 6.78% are in the gifted and talented program, while 8.29% are in the special education program. This stacks up against World Languages Institute with 77.78% bilingual students, 53.07% gifted and talented students and 2.49% students in the special education program.

33 teachers employed at Alice D Contreras have been teaching in the school for an average of about 10.3 years with individual teaching experience averaging 10.6 years. The 38 teachers at World Languages Institute have been serving the school for an average of 8.4 years with individual teaching experience averaging 12.8 years.

Of its teaching staff, Alice D Contreras no teacher serving the school for over 30 years, has seven teachers serving the school for 20-30 years, seven teachers have worked for 11-20 years, seven teachers have worked for 6-10 years, while 11 teachers have been serving the school for over 1-5 years, including two beginning teachers. World Languages Institute has one teacher only serving the school for over 30 years, has five teachers serving the school for 20-30 years, 15 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, including two beginning teachers.

In both schools, female teachers outnumber the male teachers. At Alice D Contreras there are 27 female teachers and six male teachers. Of its teaching staff, one special education teacher is being assisted by five 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 World Languages Institute there are 23 female teachers and 15 male teachers. Of its teaching staff, one special education teacher is being assisted by one teacher only 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.