Compare Bowden Academy with Wilson Elementary School

Bowden 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 56 in student achievement, 88 in school progress and 75 in closing performance gaps. It scored 84 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, Wilson Elementary School also earned a State accountability rating of B. The school posted 62 in student achievement, 88 in school progress, 75 in closing performance gaps and 84 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.

Distinction Designations for Bowden Academy and Wilson Elementary School are not applicable as neither one earned a recognition for outstanding achievement in seven categories.

Based on Racial/Ethnic Groups, the dominant group in Bowden Academy is Hispanics who make up nearly 87.13% of student population, followed by African Americans (6.96%), Whites or Caucasians (4.22%) and Two or More Races (1.48%). There is no Asians and Native Americansstudents in the school.

At Wilson Elementary School, Hispanics make up 97.53% of student population, followed by Whites or Caucasians (0.99%), Two or More Races (0.74%) and Native Americans (0.25%). There is no African Americans and Asiansstudents in the school.

Based on household incomes, Bowden Academy’s economically disadvantaged students is higher at 93.04% compared to 90.12% at Wilson 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, Bowden Academy has 103 English Language Learners or ELLS or about 21.73% of student population. Wilson Elementary School has significantly more ELLs at 160 or about 39.51% of student population.

Bowden Academy’s bilingual students comprise 24.05%, gifted and talented students, 4.43%, while 16.67% are in the special education program. Wilson Elementary School bilingual students comprise 42.47%, gifted and talented students, 3.46%, and 9.63% are in the special education program.

37 teachers employed at Bowden Academy have been teaching in the school for an average of about 4.3 years with individual teaching experience averaging 6.9 years. The 25 teachers at Wilson Elementary School have been serving the school for an average of 9.5 years with individual teaching experience averaging 10.3 years.

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

In both schools, female teachers outnumber the male teachers. At Bowden Academy there are 29 female teachers and seven male teachers. Of its teaching staff, six 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 five more working as school support staff.

At Wilson Elementary School there are 25 female teachers and zero male teacher. 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 one staff members in the school administration department and three more working as school support staff.