Compare Challenge Early College High School with Chavez High School

Challenge Early College 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 97 in student achievement, 96 in school progress and an impressive100 in closing performance gaps. It scored 98 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, Chavez High School earned a State accountability rating of B. The school posted 72 in student achievement, 83 in school progress, 73 in closing performance gaps and 80 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. Challenge Early College High School's six out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, Science, Social Studies, with 25% student progress and 25% closing performance gaps. Chavez High School’s two out of seven distinctions are in Mathematics and with 25% student progress.

Based on Racial/Ethnic Groups, the dominant group in Challenge Early College High School is Hispanics who make up nearly 73.74% of student population, followed by African Americans (10.92%), Whites or Caucasians (8.40%), Asians (5.25%), Two or More Races (1.05%) and Native Americans (0.63%).

At Chavez High School, Hispanics make up 86.73% of student population, followed by African Americans (8.15%), Asians (3.66%), Whites or Caucasians (1.16%), Native Americans (0.12%) and Two or More Races (0.12%).

Based on household incomes, the Challenge Early College High School’s economically disadvantaged students is significantly lower at 76.47% compared to 93.05% at Chavez 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, Challenge Early College High School has 52 English Language Learners or ELLS or about 10.92% of student population. Chavez High School has significantly more ELLs at 826 or about 34.36% of student population.

Challenge Early College High School’s bilingual students comprise 10.71%, gifted and talented students, 35.08%, while 1.89% are in the special education program. Chavez High School bilingual students comprise 32.07%, gifted and talented students, 19.72%, and 8.94% are in the special education program.

Challenge Early College High School's 20 teachers have been working at the campus for an average of 11 years with individual teaching experience averaging nearly 17.4 years. Chavez High School's 148 teachers have been working at the campus for an average of 8.1 years with individual teaching experience averaging close to 11.6 years.

Of its teaching staff, Challenge Early College High School has two teachers serving the school for over 30 years, has five teachers serving the school for 20-30 years, ten teachers have worked for 11-20 years, one teacher only has worked for 6-10 years, while two teachers have been serving the school for over 1-5 years, and school has no beginning teacher. Chavez High School has five teachers serving the school for over 30 years, has 23 teachers serving the school for 20-30 years, 41 teachers have worked for 11-20 years, 30 teachers have worked for 6-10 years, while 45 teachers have been serving the school for over 1-5 years, including five beginning teachers.

In both schools, female teachers outnumber the male teachers. Challenge Early College High School employs ten female teachers and ten male teachers. Of its teaching staff, one teacher is aides or paraprofessionals. The school also employs one staff members in the school administration department and four more working as school support staff.

On the other hand, Chavez High School employs 80 female teachers and 68 male teachers. Of its teaching staff, four special education teachers are being assisted by four teachers aides or paraprofessionals. The school also employs two staff members in the school administration department and 16 more working as school support staff.