Compare Foster High School with Lamar Cons High School

Foster 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 93 in student achievement, 91 in school progress and 98 in closing performance gaps. It scored 95 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, Lamar Cons High School earned a State accountability rating of C. The school posted 77 in student achievement, 81 in school progress, 73 in closing performance gaps and 79 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. Foster High School's six out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, Science, Social Studies, with 25% student progress and 25% closing performance gaps. Lamar Cons High School’s three out of seven distinctions are in Reading/English Language Arts (ELA), Science and Social Studies.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Foster High School. They make up for 31.52% of student population, followed by Whites or Caucasians (31.20%), African Americans (24.17%), Asians (9.32%), Two or More Races (3.24%) and Native Americans (0.41%).

At Lamar Cons High School, Hispanics are the biggest group, comprising 54.61% of student population, followed by African Americans (25.55%), Whites or Caucasians (12.27%), Asians (5.82%), Two or More Races (1.53%) and Native Americans (0.23%).

Based on household incomes, the Foster High School’s economically disadvantaged students is significantly lower at 37.46% compared to 65.97% at Lamar Cons 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, Foster High School has 172 English Language Learners or ELLS or about 7.86% of student population. Lamar Cons High School has significantly more ELLs at 244 or about 13.79% of student population.

Foster High School’s bilingual students comprise 7.77%, gifted and talented students, 9.09%, while 9.14% are in the special education program. Lamar Cons High School bilingual students comprise 13.40%, gifted and talented students, 5.14%, and 14.75% are in the special education program.

Foster High School's 111 teachers have been working at the campus for an average of 9 years with individual teaching experience averaging nearly 13.3 years. Lamar Cons High School's 99 teachers have been working at the campus for an average of 7.6 years with individual teaching experience averaging close to 12.5 years.

Of its teaching staff, Foster High School has one teacher only serving the school for over 30 years, has 20 teachers serving the school for 20-30 years, 38 teachers have worked for 11-20 years, 29 teachers have worked for 6-10 years, while 22 teachers have been serving the school for over 1-5 years, including two beginning teachers. Lamar Cons High School has four teachers serving the school for over 30 years, has 17 teachers serving the school for 20-30 years, 23 teachers have worked for 11-20 years, 22 teachers have worked for 6-10 years, while 29 teachers have been serving the school for over 1-5 years, including four beginning teachers.

Foster High School has six special education teachers assisted by 12 teacher aides or paraprofessionals. Lamar Cons High School has four special education teachers and 12 teacher aides or paraprofessionals.