Compare Danish Elementary School with Matzke Elementary School

Danish Elementary School was accorded a State accountability rating of C (70-79) 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 71 in student achievement, 80 in school progress and 75 in closing performance gaps. It scored 79 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, Matzke Elementary School also earned a State accountability rating of C. The school posted 69 in student achievement, 77 in school progress, 74 in closing performance gaps and 76 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 Danish Elementary School and Matzke Elementary 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 Danish Elementary School. They make up for 43.34% of student population, followed by African Americans (35.78%), Whites or Caucasians (10.18%), Asians (7.03%), Two or More Races (2.94%) and Native Americans (0.73%).

The student population at Matzke Elementary School is also predominantly by Hispanics at 50.88%, followed by African Americans (25.10%), Whites or Caucasians (12.60%), Asians (6.54%), Two or More Races (4.59%) and Native Americans (0.20%).

Based on household incomes, Danish Elementary School’s economically disadvantaged students is slightly higher at 81.22% compared to 71.88% at Matzke 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, Danish Elementary School has a significantly higher number of English Language Learners comprising 27.60% of its student population compared to 22.85% at Matzke Elementary School.

Danish Elementary School’s bilingual students comprise 26.86%, gifted and talented students, 3.15%, while 12.49% are in the special education program. Matzke Elementary School bilingual students comprise 21.78%, gifted and talented students, 1.07%, and 13.57% are in the special education program.

73 teachers employed at Danish Elementary School have been teaching in the school for an average of about 7.9 years with individual teaching experience averaging 9.7 years. The 74 teachers at Matzke Elementary School have been serving the school for an average of 8.9 years with individual teaching experience averaging 10.4 years.

Of its teaching staff, Danish Elementary School has two teachers serving the school for over 30 years, has five teachers serving the school for 20-30 years, 24 teachers have worked for 11-20 years, 19 teachers have worked for 6-10 years, while 21 teachers have been serving the school for over 1-5 years, including three beginning teachers. Matzke Elementary School has three teachers serving the school for over 30 years, has five teachers serving the school for 20-30 years, 24 teachers have worked for 11-20 years, 19 teachers have worked for 6-10 years, while 17 teachers have been serving the school for over 1-5 years, including eight beginning teachers.

In both schools, female teachers outnumber the male teachers. At Danish Elementary School there are 67 female teachers and six male teachers. Of its teaching staff, eight special education teachers are being assisted by 25 teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and nine more working as school support staff.

At Matzke Elementary School there are 71 female teachers and three male teachers. Of its teaching staff, 16 special education teachers are being assisted by 30 teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and 11 more working as school support staff.