Choosing the right middle school for your children can prove to be a daunting task. Middle school is when children start to flex their growing independence. This is a critical transition period for students. As they assert their independence, their responsibilities increase, they attend multiple classes and their academic performance are closely monitored and graded. Schools focus on preparing them for the more rigorous academic grind in high school.
Brooks Wester Middle 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 92 in student achievement, 91 in school progress and 96 in closing performance gaps. It scored 93 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, Mary Lillard I S earned a State accountability rating of B. The school posted 85 in student achievement, 66 in school progress, 74 in closing performance gaps and 82 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.
Brooks Wester Middle School's six out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, Social Studies, post-secondary, with 25% student progress and 25% closing performance gaps. Mary Lillard I S did not earn any distinction.
Based on Racial/Ethnic Groups, Whites or Caucasians comprise the biggest group at Brooks Wester Middle School. They make up for 36.17% of student population, followed by African Americans (24.90%), Hispanics (23.20%), Asians (9.33%), Two or More Races (5.84%) and Native Americans (0.32%).
The student population at Mary Lillard I S is also predominantly by African Americans at 43.11%, followed by Whites or Caucasians (24.58%), Hispanics (16.85%), Asians (10.31%) and Two or More Races (5.15%). There is no Native Americans student in the 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, Brooks Wester Middle School has a higher number of English Language Learners comprising 3.57% of its student population compared to 3.87% at Mary Lillard I S.
Brooks Wester Middle School’s bilingual students comprise 3.49%, gifted and talented students, 20.92%, while 8.92% are in the special education program. Mary Lillard I S bilingual students comprise 3.57%, gifted and talented students, 8.62%, and 9.32% are in the special education program.
Brooks Wester Middle School's 68 teachers have been working at the campus for an average of 8.6 years with individual teaching experience averaging 12.4 years. Teachers at Mary Lillard I S, numbering 62 teachers, have been serving the school for an average of 8 years with individual teaching experience averaging 12.3 years.
Of its teaching staff, Brooks Wester Middle School has one teacher only serving the school for over 30 years, has ten teachers serving the school for 20-30 years, 21 teachers have worked for 11-20 years, 20 teachers have worked for 6-10 years, while nine teachers have been serving the school for over 1-5 years, including seven beginning teachers. Mary Lillard I S no teacher serving the school for over 30 years, has 11 teachers serving the school for 20-30 years, 19 teachers have worked for 11-20 years, 24 teachers have worked for 6-10 years, while eight teachers have been serving the school for over 1-5 years, including one beginning teacher only.
In both schools, female teachers outnumber the male teachers. At Brooks Wester Middle School there are 41 female teachers and 26 male teachers. Of its teaching staff, eight special education teachers are being assisted by seven teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and three more working as school support staff.
At Mary Lillard I S there are 53 female teachers and nine male teachers. Of its teaching staff, eight special education teachers are being assisted by five 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.
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