Compare Beacon Hill Academy with Madison Elementary School

Beacon Hill Academy 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 60 in student achievement, 85 in school progress and 73 in closing performance gaps. It scored 81 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, Madison Elementary School also earned a State accountability rating of B. The school posted 60 in student achievement, 93 in school progress, 73 in closing performance gaps and 87 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.

Madison Elementary School's one out of seven distinction is in with 25% student progress. Beacon Hill Academy has no distinction.

Based on Racial/Ethnic Groups, the dominant group in Beacon Hill Academy is Hispanics who make up nearly 91.35% of student population, followed by African Americans (4.05%), Whites or Caucasians (3.24%), Two or More Races (1.08%) and Native Americans (0.27%). There is no Asians student in the school.

At Madison Elementary School, Hispanics make up 95.42% of student population, followed by Whites or Caucasians (1.93%), African Americans (0.96%), Asians (0.72%), Native Americans (0.48%) and Two or More Races (0.48%).

Based on household incomes, Beacon Hill Academy’s economically disadvantaged students is higher at 93.51% compared to 91.57% at Madison 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, Beacon Hill Academy has a significantly higher number of English Language Learners comprising 27.57% of its student population compared to 18.80% at Madison Elementary School.

Beacon Hill Academy’s bilingual students comprise 33.51%, gifted and talented students, 4.32%, while 11.35% are in the special education program. Madison Elementary School bilingual students comprise 20.24%, gifted and talented students, 3.61%, and 19.04% are in the special education program.

22 teachers employed at Beacon Hill Academy have been teaching in the school for an average of about 8.1 years with individual teaching experience averaging 9.4 years. The 30 teachers at Madison Elementary School have been serving the school for an average of 11 years with individual teaching experience averaging 12.7 years.

Of its teaching staff, Beacon Hill Academy no teacher serving the school for over 30 years, has three teachers serving the school for 20-30 years, five teachers have worked for 11-20 years, nine teachers have worked for 6-10 years, while four teachers have been serving the school for over 1-5 years, including two beginning teachers. Madison Elementary School no teacher serving the school for over 30 years, has ten teachers serving the school for 20-30 years, six 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, including five beginning teachers.

In both schools, female teachers outnumber the male teachers. At Beacon Hill Academy there are 18 female teachers and four male teachers. Of its teaching staff, one special education teacher is being assisted by six teachers aides or paraprofessionals. In addition to its teaching staff, the school has one staff members in the school administration department and three more working as school support staff.

At Madison Elementary School there are 26 female teachers and four male teachers. Of its teaching staff, four special education teachers are being assisted by 11 teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and three more working as school support staff.