Compare Bozman Intermediate with Clark Intermediate

Bozman Intermediate 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 76 in student achievement, 83 in school progress and 79 in closing performance gaps. It scored 82 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, Clark Intermediate performed excellent to earn a State accountability rating of A. The school posted 93 in student achievement, 88 in school progress, 90 in closing performance gaps and 92 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.

Clark Intermediate's two out of seven distinctions are in Mathematics and post-secondary. Bozman Intermediate has no distinction.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Bozman Intermediate. They make up for 55.19% of student population, followed by Whites or Caucasians (34.10%), African Americans (5.77%), Two or More Races (3.36%), Asians (1.05%) and Native Americans (0.42%).

At Clark Intermediate, Whites or Caucasians are the biggest group, comprising 56.56% of student population, followed by Hispanics (23.20%), African Americans (10.66%), Asians (4.64%), Two or More Races (3.95%) and Native Americans (0.30%).

Based on household incomes, Bozman Intermediate’s economically disadvantaged students is significantly higher at 60.55% compared to 18.46% at Clark Intermediate.

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, Bozman Intermediate has a significantly higher number of English Language Learners comprising 29.17% of its student population compared to 4.94% at Clark Intermediate.

In addition, Bozman Intermediate has 28.86% bilingual students, 4.93% are in the gifted and talented program, while 13.43% are in the special education program. This stacks up against Clark Intermediate with 4.64% bilingual students, 11.45% gifted and talented students and 8.19% students in the special education program.

Bozman Intermediate's 59 teachers have been working at the campus for an average of 3.2 years with individual teaching experience averaging 6.8 years. Teachers at Clark Intermediate, numbering 53 teachers, have been serving the school for an average of 7.7 years with individual teaching experience averaging 12.7 years.

Of its teaching staff, Bozman Intermediate no teacher serving the school for over 30 years, has four teachers serving the school for 20-30 years, 11 teachers have worked for 11-20 years, 12 teachers have worked for 6-10 years, while 26 teachers have been serving the school for over 1-5 years, including seven beginning teachers. Clark Intermediate has one teacher only serving the school for over 30 years, has ten teachers serving the school for 20-30 years, 16 teachers have worked for 11-20 years, 14 teachers have worked for 6-10 years, while 11 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 Bozman Intermediate there are 50 female teachers and eight male teachers. Of its teaching staff, nine special education teachers are being assisted by 12 teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and nine more working as school support staff.

At Clark Intermediate there are 41 female teachers and 12 male teachers. Of its teaching staff, seven special education teachers are being assisted by nine teachers 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.