Compare Early Childhood Development Ctr with Smith Elementary School

Early Childhood Development Ctr 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 91 in student achievement, 91 in school progress and 77 in closing performance gaps. It scored 87 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, Smith Elementary School performed excellent to earn a State accountability rating of A. The school posted 74 in student achievement, 93 in school progress, 82 in closing performance gaps and 90 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. Early Childhood Development Ctr’s only distinction designation is in Post-Secondary. Smith Elementary School's four out of seven distinctions are in Mathematics, post-secondary, with 25% student progress and 25% closing performance gaps.

Based on Racial/Ethnic Groups, the dominant group in Early Childhood Development Ctr is Hispanics who make up nearly 86.96% of student population, followed by Whites or Caucasians (7.97%), Two or More Races (3.62%), African Americans (0.72%) and Asians (0.72%). There is no Native Americans student in the school.

At Smith Elementary School, Hispanics make up 83.13% of student population, followed by Whites or Caucasians (8.44%), African Americans (4.32%), Two or More Races (2.26%), Asians (1.03%) and Native Americans (0.21%).

Based on household incomes, the Early Childhood Development Ctr’s economically disadvantaged students is significantly lower at 65.22% compared to 84.36% at Smith 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, Early Childhood Development Ctr has a significantly higher number of English Language Learners comprising 36.96% of its student population compared to 4.12% at Smith Elementary School.

Early Childhood Development Ctr has no gifted and talented student, while 3.62% are in the special education program, and bilingual students comprise 100.00% students. Smith Elementary School has no gifted and talented student, while 15.02% are in the special education program, and bilingual students comprise 3.50% students.

eight teachers employed at Early Childhood Development Ctr have been teaching in the school for an average of about 10 years with individual teaching experience averaging 12.4 years. The 32 teachers at Smith Elementary School have been serving the school for an average of 9.1 years with individual teaching experience averaging 12.4 years.

Of its teaching staff, Early Childhood Development Ctr has one teacher only serving the school for over 30 years, no teacher serving the school for 20-30 years, five teachers have worked for 11-20 years, school has no teacher serving 6-10 years, while one teacher only has been serving the school for over 1-5 years, including two beginning teachers. Smith Elementary School no teacher serving the school for over 30 years, has seven teachers serving the school for 20-30 years, 11 teachers have worked for 11-20 years, three teachers have worked for 6-10 years, while nine teachers have been serving the school for over 1-5 years, including three beginning teachers.

In both schools, female teachers outnumber the male teachers. At Early Childhood Development Ctr there are seven female teachers and one male teacher only. Of its teaching staff, one special education teacher is being assisted by three teachers aides or paraprofessionals. In addition to its teaching staff, the school has one staff members in the school administration department and one more working as school support staff.

At Smith Elementary School there are 29 female teachers and three male teachers. Of its teaching staff, five special education teachers are being assisted by ten teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and four more working as school support staff.