Compare Clark Elementary School with Hopper Primary School

Clark 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 76 in student achievement, 88 in school progress and 76 in closing performance gaps. It scored 84 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, Hopper Primary School earned a State accountability rating of C. The school posted only 77 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.

Distinction Designations for Clark Elementary School and Hopper Primary School are not applicable as neither one earned a recognition for outstanding achievement in seven categories.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Clark Elementary School. They make up for 49.39% of student population, followed by Whites or Caucasians (28.40%), African Americans (16.29%), Two or More Races (3.90%), Asians (1.88%) and Native Americans (0.13%).

At Hopper Primary School, Hispanics are the biggest group, comprising 64.58% of student population, followed by Whites or Caucasians (21.60%), African Americans (8.42%), Two or More Races (4.54%) and Asians (0.86%). There is no Native Americans student in the school.

Based on household incomes, the Clark Elementary School’s economically disadvantaged students is significantly lower at 57.87% compared to 82.72% at Hopper Primary 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, Clark Elementary School has 43 English Language Learners or ELLS or about 5.79% of student population. Hopper Primary School has significantly more ELLs at 125 or about 27.00% of student population.

Clark Elementary School’s bilingual students comprise 5.65%, gifted and talented students, 9.42%, while 16.42% are in the special education program. Hopper Primary School bilingual students comprise 26.57%, gifted and talented students, 0.86%, and 11.02% are in the special education program.

51 teachers employed at Clark Elementary School have been teaching in the school for an average of about 4.4 years with individual teaching experience averaging 6.5 years. The 31 teachers at Hopper Primary School have been serving the school for an average of 7.4 years with individual teaching experience averaging 10.1 years.

Of its teaching staff, Clark Elementary School no teacher serving the school for over 30 years, has five teachers serving the school for 20-30 years, four teachers have worked for 11-20 years, 18 teachers have worked for 6-10 years, while 17 teachers have been serving the school for over 1-5 years, including eight beginning teachers. Hopper Primary School has one teacher only serving the school for over 30 years, has two teachers serving the school for 20-30 years, ten teachers have worked for 11-20 years, four teachers have worked for 6-10 years, while 12 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 Clark Elementary School there are 48 female teachers and three male teachers. Of its teaching staff, 11 special education teachers are being assisted by 14 teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and four more working as school support staff.

At Hopper Primary School there are 30 female teachers and one male teacher only. Of its teaching staff, three special education teachers are being assisted by 13 teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and five more working as school support staff.