Compare Clements High School with Thurgood Marshall High School

Clements 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 95 in student achievement, 88 in school progress and 89 in closing performance gaps. It scored 93 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, Thurgood Marshall High School not rated a State accountability rating of Not Rated: SB 1365. The school posted 64 in student achievement, 63 in school progress, 69 in closing performance gaps and 66 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.

Clements High School's six out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, Science, Social Studies, post-secondary and 25% closing performance gaps. Thurgood Marshall High School did not earn any distinction.

Based on Racial/Ethnic Groups, Asians comprise the biggest group at Clements High School. They make up for 54.73% of student population, followed by Whites or Caucasians (21.17%), Hispanics (12.80%), African Americans (7.08%), Two or More Races (3.98%) and Native Americans (0.24%).

At Thurgood Marshall High School, African Americans are the biggest group, comprising 64.06% of student population, followed by Hispanics (32.13%), Two or More Races (1.49%), Whites or Caucasians (0.90%), Asians (0.90%) and Native Americans (0.26%).

Based on household incomes, the Clements High School’s economically disadvantaged students is significantly lower at 20.04% compared to 80.87% at Thurgood Marshall 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, Clements High School has 147 English Language Learners or ELLS or about 5.92% of student population. Thurgood Marshall High School has slightly more ELLs at 158 or about 10.21% of student population.

Clements High School’s bilingual students comprise 5.92%, gifted and talented students, 20.36%, while 6.88% are in the special education program. Thurgood Marshall High School bilingual students comprise 9.44%, gifted and talented students, 0.52%, and 14.54% are in the special education program.

Clements High School's 137 teachers have been working at the campus for an average of 7.7 years with individual teaching experience averaging nearly 10.9 years. Thurgood Marshall High School's 113 teachers have been working at the campus for an average of 6.2 years with individual teaching experience averaging close to 10.8 years.

Of its teaching staff, Clements High School has three teachers serving the school for over 30 years, has 20 teachers serving the school for 20-30 years, 43 teachers have worked for 11-20 years, 27 teachers have worked for 6-10 years, while 38 teachers have been serving the school for over 1-5 years, including seven beginning teachers. Thurgood Marshall High School has two teachers serving the school for over 30 years, has 14 teachers serving the school for 20-30 years, 36 teachers have worked for 11-20 years, 22 teachers have worked for 6-10 years, while 30 teachers have been serving the school for over 1-5 years, including ten beginning teachers.

In both schools, female teachers outnumber the male teachers. Clements High School employs 73 female teachers and 64 male teachers. Of its teaching staff, 18 special education teachers are being assisted by 19 teachers aides or paraprofessionals. The school also employs seven staff members in the school administration department and 12 more working as school support staff.

On the other hand, Thurgood Marshall High School employs 63 female teachers and 49 male teachers. Of its teaching staff, ten special education teachers are being assisted by 18 teachers aides or paraprofessionals. The school also employs six staff members in the school administration department and 16 more working as school support staff.