Compare Garland McMeans Junior High School with Haskett Junior High School

Garland McMeans Junior 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 95 in student achievement, 93 in school progress and an impressive100 in closing performance gaps. It scored 97 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, Haskett Junior High School earned a State accountability rating of B. The school posted 83 in student achievement, 86 in school progress, 81 in closing performance gaps and 85 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. Garland McMeans Junior High School bagged all seven distinction awards in Reading/English Language Arts (ELA), Mathematics, Science, Social Studies, post-secondary, with 25% student progress and 25% closing performance gaps. Haskett Junior High School’s four out of seven distinctions are in Science, Social Studies, post-secondary and 25% closing performance gaps.

Based on Racial/Ethnic Groups, Whites or Caucasians comprise the biggest group at Garland McMeans Junior High School. They make up for 45.14% of student population, followed by Asians (24.74%), Hispanics (18.75%), African Americans (7.03%), Two or More Races (4.25%) and Native Americans (0.09%).

The student population at Haskett Junior High School is also predominantly by Hispanics at 42.98%, followed by African Americans (25.75%), Whites or Caucasians (21.88%), Asians (4.53%) and Two or More Races (4.53%). There is no Native Americans student in the school.

Based on household incomes, the Garland McMeans Junior High School’s economically disadvantaged students is significantly lower at 24.83% compared to 57.13% at Haskett Junior 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, Garland McMeans Junior High School has 132 English Language Learners or ELLS or about 11.46% of student population. Haskett Junior High School has slightly more ELLs at 148 or about 16.35% of student population.

Garland McMeans Junior High School’s bilingual students comprise 11.37%, gifted and talented students, 16.93%, while 9.72% are in the special education program. Haskett Junior High School bilingual students comprise 15.80%, gifted and talented students, 3.09%, and 13.92% are in the special education program.

Garland McMeans Junior High School's 69 teachers have been working at the campus for an average of 6.9 years with individual teaching experience averaging 10.8 years. Teachers at Haskett Junior High School, numbering 56 teachers, have been serving the school for an average of 3.9 years with individual teaching experience averaging 6.2 years.

Of its teaching staff, Garland McMeans Junior High School has two teachers serving the school for over 30 years, has nine teachers serving the school for 20-30 years, 15 teachers have worked for 11-20 years, 18 teachers have worked for 6-10 years, while 24 teachers have been serving the school for over 1-5 years, including one beginning teacher only. Haskett Junior High School no teacher serving the school for over 30 years, no teacher serving the school for 20-30 years, 12 teachers have worked for 11-20 years, 12 teachers have worked for 6-10 years, while 24 teachers have been serving the school for over 1-5 years, including nine beginning teachers.

In both schools, female teachers outnumber the male teachers. At Garland McMeans Junior High School there are 48 female teachers and 20 male teachers. Of its teaching staff, eight special education teachers are being assisted by nine teachers aides or paraprofessionals. In addition to its teaching staff, the school has four staff members in the school administration department and 12 more working as school support staff.

At Haskett Junior High School there are 43 female teachers and 12 male teachers. Of its teaching staff, six special education teachers are being assisted by ten teachers aides or paraprofessionals. In addition to its teaching staff, the school has four staff members in the school administration department and 11 more working as school support staff.