Compare C W Cline Elementary School with Zue S Bales Intermediate

C W Cline 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 93 in student achievement, 77 in school progress and an impressive100 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, Zue S Bales Intermediate also performed excellent to earn a State accountability rating of A. The school posted 92 in student achievement, 91 in school progress, 100 in closing performance gaps and 94 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. Except for Science, C W Cline Elementary School earned one out of seven distinctions. Zue S Bales Intermediate's two out of seven distinctions are in Science and 25% closing performance gaps.

Based on Racial/Ethnic Groups, the dominant group in C W Cline Elementary School is Whites or Caucasians who make up nearly 67.20% of student population, followed by Hispanics (17.76%), Two or More Races (6.78%), Asians (6.17%), African Americans (1.85%) and Native Americans (0.12%).

At Zue S Bales Intermediate, Whites or Caucasians make up 68.42% of student population, followed by Hispanics (23.94%), Asians (3.23%), African Americans (2.04%), Two or More Races (2.04%) and Native Americans (0.17%).

Based on household incomes, the C W Cline Elementary School’s economically disadvantaged students is slightly lower at 7.77% compared to 15.96% at Zue S Bales 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, C W Cline Elementary School has 19 English Language Learners or ELLS or about 2.34% of student population. Zue S Bales Intermediate has more ELLs at 21 or about 3.57% of student population.

In addition, C W Cline Elementary School has 2.34% bilingual students, 3.95% are in the gifted and talented program, while 13.56% are in the special education program. This stacks up against Zue S Bales Intermediate with 3.57% bilingual students, 11.88% gifted and talented students and 19.19% students in the special education program.

51 teachers employed at C W Cline Elementary School have been teaching in the school for an average of about 7.2 years with individual teaching experience averaging 11.5 years. The 40 teachers at Zue S Bales Intermediate have been serving the school for an average of 8.1 years with individual teaching experience averaging 14.1 years.

Of its teaching staff, C W Cline Elementary School has three teachers serving the school for over 30 years, has five teachers serving the school for 20-30 years, 13 teachers have worked for 11-20 years, 15 teachers have worked for 6-10 years, while 16 teachers have been serving the school for over 1-5 years, and school has no beginning teacher. Zue S Bales Intermediate no teacher serving the school for over 30 years, has ten teachers serving the school for 20-30 years, 11 teachers have worked for 11-20 years, ten teachers have worked for 6-10 years, while nine 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 C W Cline Elementary School there are 50 female teachers and one male teacher only. Of its teaching staff, four special education teachers are being assisted by ten 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.

On the other hand, Zue S Bales Intermediate has an all-female teaching staff. Of its teaching staff, four 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.