Compare Central Junior High School with Bedford Junior High School

Central Junior High 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, 93 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, Bedford Junior High School also performed excellent to earn a State accountability rating of A. The school posted 92 in student achievement, 92 in school progress, 88 in closing performance gaps and 91 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.

Both schools garnered all of seven distinction designations or awards for outstanding performance. These are in Reading/English Language Arts (ELA), Mathematics, Science, Social Studies, post-secondary, with 25% student progress and 25% closing performance gaps.

Based on Racial/Ethnic Groups, Whites or Caucasians comprise the biggest group at Central Junior High School. They make up for 29.33% of student population, followed by Hispanics (27.53%), African Americans (25.38%), Asians (9.15%), Two or More Races (5.65%) and Native Americans (0.09%).

The student population at Bedford Junior High School is also predominantly by Whites or Caucasians at 45.32%, followed by Hispanics (33.68%), African Americans (11.33%), Two or More Races (5.41%), Asians (3.01%) and Native Americans (0.10%).

Based on household incomes, Central Junior High School’s economically disadvantaged students is significantly higher at 62.24% compared to 48.75% at Bedford Junior High 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, Central Junior High School has a significantly higher number of English Language Learners comprising 14.53% of its student population compared to 12.27% at Bedford Junior High School.

In addition, Central Junior High School has 14.44% bilingual students, 12.20% are in the gifted and talented program, while 10.04% are in the special education program. This stacks up against Bedford Junior High School with 11.95% bilingual students, 13.20% gifted and talented students and 11.75% students in the special education program.

Central Junior High School's 76 teachers have been working at the campus for an average of 6 years with individual teaching experience averaging 10.5 years. Teachers at Bedford Junior High School, numbering 57 teachers, have been serving the school for an average of 7.4 years with individual teaching experience averaging 10.8 years.

Of its teaching staff, Central Junior High School has two teachers serving the school for over 30 years, has 11 teachers serving the school for 20-30 years, 16 teachers have worked for 11-20 years, 22 teachers have worked for 6-10 years, while 23 teachers have been serving the school for over 1-5 years, including three beginning teachers. Bedford Junior High School has one teacher only serving the school for over 30 years, has eight teachers serving the school for 20-30 years, 16 teachers have worked for 11-20 years, 12 teachers have worked for 6-10 years, while 19 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 Central Junior High School there are 61 female teachers and 15 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 three staff members in the school administration department and six more working as school support staff.

At Bedford Junior High School there are 44 female teachers and 13 male teachers. Of its teaching staff, six 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 five more working as school support staff.