Compare Cesar Chavez Primary School with Young Women's Leadership Academy

Cesar Chavez Primary 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 59 in student achievement, 89 in school progress and 75 in closing performance gaps. It scored 85 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, Young Women's Leadership Academy performed excellent to earn a State accountability rating of A. The school posted 96 in student achievement, 95 in school progress, 85 in closing performance gaps and 93 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.

Young Women's Leadership Academy's three out of seven distinctions are in Reading/English Language Arts (ELA), Social Studies and post-secondary. Cesar Chavez Primary School has no distinction.

Based on Racial/Ethnic Groups, the dominant group in Cesar Chavez Primary School is Hispanics who make up nearly 88.44% of student population, followed by African Americans (6.21%), Whites or Caucasians (4.07%), Asians (1.07%) and Two or More Races (0.21%). There is no Native Americans student in the school.

At Young Women's Leadership Academy, Hispanics are the biggest group, comprising 61.67% of student population, followed by African Americans (19.70%), Whites or Caucasians (13.06%), Asians (3.43%) and Two or More Races (2.14%). There is no Native Americans student in the school.

Based on household incomes, Cesar Chavez Primary School’s economically disadvantaged students is significantly higher at 94.00% compared to 73.02% at Young Women's Leadership Academy.

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, Cesar Chavez Primary School has a significantly higher number of English Language Learners comprising 62.74% of its student population compared to 19.49% at Young Women's Leadership Academy.

In addition, Cesar Chavez Primary School has 59.74% bilingual students, 7.92% are in the gifted and talented program, while 16.92% are in the special education program. This stacks up against Young Women's Leadership Academy with 18.63% bilingual students, 52.46% gifted and talented students and 1.28% students in the special education program.

30 teachers employed at Cesar Chavez Primary School have been teaching in the school for an average of about 8.8 years with individual teaching experience averaging 10.7 years. The 33 teachers at Young Women's Leadership Academy have been serving the school for an average of 9 years with individual teaching experience averaging 10.9 years.

Of its teaching staff, Cesar Chavez Primary School no teacher serving the school for over 30 years, has four teachers serving the school for 20-30 years, nine teachers have worked for 11-20 years, nine teachers have worked for 6-10 years, while seven teachers have been serving the school for over 1-5 years, including two beginning teachers. Young Women's Leadership Academy no teacher serving the school for over 30 years, has one teacher only serving the school for 20-30 years, 17 teachers have worked for 11-20 years, nine teachers have worked for 6-10 years, while six teachers have been serving the school for over 1-5 years, and school has no beginning teacher.

In both schools, female teachers outnumber the male teachers. At Cesar Chavez Primary School there are 29 female teachers and one male teacher only. Of its teaching staff, four special education teachers are being assisted by seven teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and three more working as school support staff.

At Young Women's Leadership Academy there are 25 female teachers and eight male teachers. In addition to its teaching staff, the school has three staff members in the school administration department and seven more working as school support staff.