Compare George Junior High School with Reading Junior High School

George Junior High School earned 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 67 in student achievement, 74 in school progress and 71 in closing performance gaps. It scored 73 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, Reading Junior High School performed excellent to earn a State accountability rating of A. The school posted 92 in student achievement, 90 in school progress, 89 in closing performance gaps and 91 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.

Reading Junior High School's one out of seven distinction is in post-secondary. George Junior High School has no distinction.

Based on Racial/Ethnic Groups, the dominant group in George Junior High School is Hispanics who make up nearly 78.39% of student population, followed by African Americans (9.76%), Whites or Caucasians (9.40%), Two or More Races (1.36%), Asians (0.90%) and Native Americans (0.18%).

The student population at Reading Junior High School is also predominantly by Whites or Caucasians at 40.80%, followed by Hispanics (26.55%), African Americans (17.16%), Asians (11.44%), Two or More Races (3.86%) and Native Americans (0.12%).

Based on household incomes, George Junior High School’s economically disadvantaged students is significantly higher at 79.02% compared to 33.40% at Reading 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, George Junior High School has a significantly higher number of English Language Learners comprising 24.95% of its student population compared to 7.96% at Reading Junior High School.

In addition, George Junior High School has 23.96% bilingual students, 5.97% are in the gifted and talented program, while 20.43% are in the special education program. This stacks up against Reading Junior High School with 7.71% bilingual students, 19.84% gifted and talented students and 13.06% students in the special education program.

George Junior High School's 73 teachers have been working at the campus for an average of 6.5 years with individual teaching experience averaging 11.5 years. Teachers at Reading Junior High School, numbering 87 teachers, have been serving the school for an average of 7.9 years with individual teaching experience averaging 11.2 years.

Of its teaching staff, George Junior High School has four teachers serving the school for over 30 years, has 11 teachers serving the school for 20-30 years, 16 teachers have worked for 11-20 years, 15 teachers have worked for 6-10 years, while 24 teachers have been serving the school for over 1-5 years, including four beginning teachers. Reading Junior High School no teacher serving the school for over 30 years, has 11 teachers serving the school for 20-30 years, 33 teachers have worked for 11-20 years, 17 teachers have worked for 6-10 years, while 25 teachers have been serving the school for over 1-5 years, including one beginning teacher only.

In both schools, female teachers outnumber the male teachers. At George Junior High School there are 51 female teachers and 21 male teachers. Of its teaching staff, seven special education teachers are being assisted by 17 teachers aides or paraprofessionals. In addition to its teaching staff, the school has five staff members in the school administration department and 14 more working as school support staff.

At Reading Junior High School there are 58 female teachers and 29 male teachers. Of its teaching staff, two special education teachers are being assisted by 13 teachers aides or paraprofessionals. In addition to its teaching staff, the school has four staff members in the school administration department and 14 more working as school support staff.