Compare Benjamin Franklin International Exploratory Acad with Piedmont Global Academy

Benjamin Franklin International Exploratory Acad was accorded a State accountability rating of C (70-79) 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 70 in student achievement, 80 in school progress and 72 in closing performance gaps. It scored 73 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, Piedmont Global Academy also earned a State accountability rating of C. The school posted 62 in student achievement, 77 in school progress, 73 in closing performance gaps and 74 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.

Benjamin Franklin International Exploratory Acad's one out of seven distinction is in post-secondary. Piedmont Global Academy did not earn any distinction.

Based on Racial/Ethnic Groups, the dominant group in Benjamin Franklin International Exploratory Acad is Hispanics who make up nearly 70.64% of student population, followed by African Americans (21.56%), Whites or Caucasians (4.00%), Asians (1.54%), Two or More Races (1.54%) and Native Americans (0.62%).

At Piedmont Global Academy, Hispanics make up 86.76% of student population, followed by African Americans (11.31%), Whites or Caucasians (1.16%), Native Americans (0.39%) and Two or More Races (0.39%). There is no Asians student in the school.

Based on household incomes, Benjamin Franklin International Exploratory Acad’s economically disadvantaged students is slightly higher at 87.37% compared to 83.42% at Piedmont Global Academy.

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, Benjamin Franklin International Exploratory Acad has a slightly higher number of English Language Learners comprising 55.65% of its student population compared to 67.10% at Piedmont Global Academy.

In addition, Benjamin Franklin International Exploratory Acad has 51.54% bilingual students, 15.91% are in the gifted and talented program, while 14.48% are in the special education program. This stacks up against Piedmont Global Academy with 61.57% bilingual students, 16.71% gifted and talented students and 14.14% students in the special education program.

Benjamin Franklin International Exploratory Acad's 70 teachers have been working at the campus for an average of 7.9 years with individual teaching experience averaging 11 years. Teachers at Piedmont Global Academy, numbering 56 teachers, have been serving the school for an average of 7.5 years with individual teaching experience averaging 9.5 years.

Of its teaching staff, Benjamin Franklin International Exploratory Acad has seven teachers serving the school for over 30 years, has six teachers serving the school for 20-30 years, 13 teachers have worked for 11-20 years, 16 teachers have worked for 6-10 years, while 18 teachers have been serving the school for over 1-5 years, including 11 beginning teachers. Piedmont Global Academy has one teacher only serving the school for over 30 years, has eight teachers serving the school for 20-30 years, ten teachers have worked for 11-20 years, six teachers have worked for 6-10 years, while 26 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 Benjamin Franklin International Exploratory Acad there are 47 female teachers and 23 male teachers. Of its teaching staff, 12 special education teachers are being assisted by eight teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and five more working as school support staff.

At Piedmont Global Academy there are 40 female teachers and 16 male teachers. Of its teaching staff, seven special education teachers are being assisted by 11 teachers aides or paraprofessionals. In addition to its teaching staff, the school has five staff members in the school administration department and five more working as school support staff.