Compare Edison Middle School with Marshall Middle School

Edison Middle 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 64 in student achievement, 89 in school progress and 81 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, Marshall Middle School earned a State accountability rating of C. The school posted 60 in student achievement, 72 in school progress, 71 in closing performance gaps and 72 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.

Edison Middle School's two out of seven distinctions are in with 25% student progress and 25% closing performance gaps. Marshall Middle School did not earn any distinction.

Based on Racial/Ethnic Groups, the dominant group in Edison Middle School is Hispanics who make up nearly 98.23% of student population, followed by African Americans (1.18%) and Whites or Caucasians (0.59%). There is no Asians, Native Americans and Two or More Racesstudents in the school.

At Marshall Middle School, Hispanics make up 81.17% of student population, followed by African Americans (16.79%), Whites or Caucasians (1.61%), Two or More Races (0.29%) and Native Americans (0.15%). There is no Asians student in the school.

Based on household incomes, the Edison Middle School’s economically disadvantaged students is lower at 95.09% compared to 97.96% at Marshall Middle 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, Edison Middle School has a slightly higher number of English Language Learners comprising 55.01% of its student population compared to 38.39% at Marshall Middle School.

Edison Middle School’s bilingual students comprise 53.44%, gifted and talented students, 9.63%, while 17.68% are in the special education program. Marshall Middle School bilingual students comprise 33.87%, gifted and talented students, 7.01%, and 12.70% are in the special education program.

Edison Middle School's 36 teachers have been working at the campus for an average of 6.8 years with individual teaching experience averaging 8.4 years. Teachers at Marshall Middle School, numbering 42 teachers, have been serving the school for an average of 7 years with individual teaching experience averaging 8.9 years.

Of its teaching staff, Edison Middle School has one teacher only serving the school for over 30 years, has three teachers serving the school for 20-30 years, six teachers have worked for 11-20 years, seven teachers have worked for 6-10 years, while 14 teachers have been serving the school for over 1-5 years, including six beginning teachers. Marshall Middle School no teacher serving the school for over 30 years, has five teachers serving the school for 20-30 years, eight teachers have worked for 11-20 years, 16 teachers have worked for 6-10 years, while ten teachers have been serving the school for over 1-5 years, including four beginning teachers.

In both schools, female teachers outnumber the male teachers. At Edison Middle School there are 25 female teachers and 11 male teachers. Of its teaching staff, three special education teachers are being assisted by five teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and ten more working as school support staff.

At Marshall Middle School there are 23 female teachers and 18 male teachers. Of its teaching staff, four special education teachers are 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 four more working as school support staff.