Compare Dan J Kubacak Elementary School with Roy J Wollam Elementary School

Dan J Kubacak Elementary 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 80 in student achievement, 92 in school progress and 90 in closing performance gaps. It scored 91 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, Roy J Wollam Elementary School also performed excellent to earn a State accountability rating of A. The school posted 90 in student achievement, 92 in school progress, 96 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.

It is in this area where the two schools differ. Dan J Kubacak Elementary School’s two out of seven distinctions are in Science and with 25% student progress. Roy J Wollam Elementary School's six out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, Science, post-secondary, with 25% student progress and 25% closing performance gaps.

Based on Racial/Ethnic Groups, the dominant group in Dan J Kubacak Elementary School is Whites or Caucasians who make up nearly 72.49% of student population, followed by Hispanics (23.96%), Two or More Races (2.16%), African Americans (1.08%), Asians (0.15%) and Native Americans (0.15%).

At Roy J Wollam Elementary School, Whites or Caucasians make up 67.73% of student population, followed by Hispanics (29.22%), Two or More Races (2.13%), African Americans (0.30%) and Asians (0.30%). There is no Native Americans student in the school.

Based on household incomes, Dan J Kubacak Elementary School’s economically disadvantaged students is higher at 56.26% compared to 55.25% at Roy J Wollam Elementary 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, Dan J Kubacak Elementary School has 43 English Language Learners or ELLS or about 6.65% of student population. Roy J Wollam Elementary School has more ELLs at 64 or about 9.74% of student population.

In addition, Dan J Kubacak Elementary School has 6.65% bilingual students, 1.55% are in the gifted and talented program, while 12.67% are in the special education program. This stacks up against Roy J Wollam Elementary School with 9.74% bilingual students, 2.44% gifted and talented students and 15.07% students in the special education program.

40 teachers employed at Dan J Kubacak Elementary School have been teaching in the school for an average of about 8.5 years with individual teaching experience averaging 11.3 years. The 41 teachers at Roy J Wollam Elementary School have been serving the school for an average of 6 years with individual teaching experience averaging 10 years.

Of its teaching staff, Dan J Kubacak Elementary School has one teacher only serving the school for over 30 years, has four teachers serving the school for 20-30 years, 14 teachers have worked for 11-20 years, eight teachers have worked for 6-10 years, while nine teachers have been serving the school for over 1-5 years, including five beginning teachers. Roy J Wollam Elementary School no teacher serving the school for over 30 years, has three teachers serving the school for 20-30 years, 13 teachers have worked for 11-20 years, 13 teachers have worked for 6-10 years, while 12 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. Dan J Kubacak Elementary School has an all-female teaching staff. Of its teaching staff, five special education teachers are being assisted by 12 teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and 17 more working as school support staff.

On the other hand, Roy J Wollam Elementary School has an all-female teaching staff. Of its teaching staff, eight special education teachers are being assisted by 15 teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and 13 more working as school support staff.