Compare Cannaday Elementary School with Porter Elementary School

Cannaday Elementary School 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 72 in student achievement, 91 in school progress and 79 in closing performance gaps. It scored 87 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, Porter Elementary School also earned a State accountability rating of B. The school posted 79 in student achievement, 86 in school progress, 92 in closing performance gaps and 88 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. Cannaday Elementary School’s two out of seven distinctions are in Reading/English Language Arts (ELA) and Science. Porter Elementary School's three out of seven distinctions are in Mathematics, post-secondary and 25% closing performance gaps.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Cannaday Elementary School. They make up for 46.11% of student population, followed by African Americans (37.48%), Whites or Caucasians (10.02%), Asians (2.94%), Two or More Races (2.76%) and Native Americans (0.52%).

At Porter Elementary School, Hispanics are the biggest group, comprising 63.99% of student population, followed by African Americans (17.88%), Whites or Caucasians (11.40%), Asians (4.40%) and Two or More Races (2.33%). There is no Native Americans student in the school.

Based on household incomes, Cannaday Elementary School’s economically disadvantaged students is slightly higher at 85.49% compared to 75.65% at Porter 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, Cannaday Elementary School has a slightly higher number of English Language Learners comprising 35.41% of its student population compared to 48.45% at Porter Elementary School.

In addition, Cannaday Elementary School has 35.41% bilingual students, 3.80% are in the gifted and talented program, while 14.85% are in the special education program. This stacks up against Porter Elementary School with 47.93% bilingual students, 5.96% gifted and talented students and 13.47% students in the special education program.

41 teachers employed at Cannaday Elementary School have been teaching in the school for an average of about 8.6 years with individual teaching experience averaging 10.2 years. The 31 teachers at Porter Elementary School have been serving the school for an average of 8.1 years with individual teaching experience averaging 11 years.

Of its teaching staff, Cannaday Elementary School no teacher 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, 12 teachers have worked for 6-10 years, while seven teachers have been serving the school for over 1-5 years, including four beginning teachers. Porter Elementary School has one teacher only serving the school for over 30 years, has five teachers serving the school for 20-30 years, seven teachers have worked for 11-20 years, five 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 Cannaday Elementary School there are 35 female teachers and five male teachers. Of its teaching staff, five special education teachers are being assisted by 13 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.

At Porter Elementary School there are 27 female teachers and three male teachers. 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 six more working as school support staff.