Compare Chavez High School with East Early College High School

Chavez High 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, 83 in school progress and 73 in closing performance gaps. It scored 80 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, East Early College High School performed excellent to earn a State accountability rating of A. The school posted 97 in student achievement, 96 in school progress, 100 in closing performance gaps and 98 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 only two distinction designations or awards for performance. For Chavez High School these are in Mathematics and with 25% student progress while East Early College High School secured in Reading/English Language Arts (ELA) and 25% closing performance gaps.

Based on Racial/Ethnic Groups, the dominant group in Chavez High School is Hispanics who make up nearly 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%).

At East Early College High School, Hispanics make up 91.29% of student population, followed by African Americans (4.02%), Asians (3.57%), Whites or Caucasians (0.45%), Native Americans (0.22%) and Two or More Races (0.22%).

Based on household incomes, Chavez High School’s economically disadvantaged students is significantly higher at 93.05% compared to 80.13% at East Early College 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, Chavez High School has a significantly higher number of English Language Learners comprising 34.36% of its student population compared to 10.04% at East Early College High School.

In addition, Chavez High School has 32.07% bilingual students, 19.72% are in the gifted and talented program, while 8.94% are in the special education program. This stacks up against East Early College High School with 9.82% bilingual students, 45.54% gifted and talented students and 0.67% students in the special education program.

Chavez High School's 148 teachers have been working at the campus for an average of 8.1 years with individual teaching experience averaging nearly 11.6 years. East Early College High School's 24 teachers have been working at the campus for an average of 7.1 years with individual teaching experience averaging close to 11.6 years.

Of its teaching staff, 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. East Early College High School has two teachers serving the school for over 30 years, has three teachers serving the school for 20-30 years, three teachers have worked for 11-20 years, nine teachers have worked for 6-10 years, while eight teachers have been serving the school for over 1-5 years, and school has no beginning teacher.

Chavez High School has three special education teachers assisted by 4 teacher aides or paraprofessionals. East Early College High School has zero special education teachers and 0 teacher aides or paraprofessionals.