Compare Black Elementary School with Copeland Elementary School

Black 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 90 in student achievement, 93 in school progress and 98 in closing performance gaps. It scored 95 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, Copeland Elementary School earned a State accountability rating of B. The school posted 89 in student achievement, 86 in school progress, 90 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. Black Elementary School's two out of seven distinctions are in with 25% student progress and 25% closing performance gaps. Except for with 25% student progress, Copeland Elementary School earned one out of seven distinctions.

Based on Racial/Ethnic Groups, Whites or Caucasians comprise the biggest group at Black Elementary School. They make up for 38.88% of student population, followed by Hispanics (38.00%), African Americans (11.07%), Asians (6.82%), Two or More Races (4.34%) and Native Americans (0.89%).

The student population at Copeland Elementary School is also predominantly by Hispanics at 35.01%, followed by Whites or Caucasians (26.12%), African Americans (22.16%), Asians (12.10%), Two or More Races (4.39%) and Native Americans (0.21%).

Based on household incomes, the Black Elementary School’s economically disadvantaged students is lower at 43.67% compared to 44.65% at Copeland 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, Black Elementary School has a significantly higher number of English Language Learners comprising 24.45% of its student population compared to 14.13% at Copeland Elementary School.

In addition, Black Elementary School has 23.38% bilingual students, 4.69% are in the gifted and talented program, while 12.84% are in the special education program. This stacks up against Copeland Elementary School with 13.06% bilingual students, 6.96% gifted and talented students and 16.81% students in the special education program.

72 teachers employed at Black Elementary School have been teaching in the school for an average of about 9.6 years with individual teaching experience averaging 12.6 years. The 57 teachers at Copeland Elementary School have been serving the school for an average of 11.9 years with individual teaching experience averaging 14.4 years.

Of its teaching staff, Black Elementary School has one teacher only serving the school for over 30 years, has 17 teachers serving the school for 20-30 years, 21 teachers have worked for 11-20 years, nine teachers have worked for 6-10 years, while 22 teachers have been serving the school for over 1-5 years, including three beginning teachers. Copeland Elementary School has three teachers serving the school for over 30 years, has 14 teachers serving the school for 20-30 years, 21 teachers have worked for 11-20 years, eight teachers have worked for 6-10 years, while ten 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 Black Elementary School there are 68 female teachers and four male teachers. Of its teaching staff, ten special education teachers are being assisted by 31 teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and ten more working as school support staff.

At Copeland Elementary School there are 55 female teachers and two male teachers. Of its teaching staff, seven special education teachers are being assisted by 26 teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and ten more working as school support staff.