Compare Global Leadership Academy with Palo Alto Elementary School

Global Leadership Academy performed excellent to earn a State accountability rating of A (90-100) based on two domains: student achievement and school progress. Scores are scaled from 0 to 100 to align with letter grades. The school scored 89 in student achievement, 90 in school progress and closing performance gaps not applicable. It scored 90 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, Palo Alto Elementary School earned a State accountability rating of B. The school posted 57 in student achievement, 89 in school progress, 75 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. Global Leadership Academy's two out of seven distinctions are in Reading/English Language Arts (ELA) and post-secondary. Except for Reading/English Language Arts (ELA), Palo Alto Elementary School earned one out of seven distinctions.

Based on Racial/Ethnic Groups, the dominant group in Global Leadership Academy is Hispanics who make up nearly 97.06% of student population, followed by African Americans (2.94%). There is no Asians, Native Americans, Two or More Races and Whites or Caucasians students in the school.

At Palo Alto Elementary School, Hispanics make up 94.60% of student population, followed by Whites or Caucasians (3.05%), African Americans (1.88%), Asians (0.23%) and Two or More Races (0.23%). There is no Native Americans student in the school.

Based on household incomes, the Global Leadership Academy’s economically disadvantaged students is significantly lower at 70.59% compared to 93.90% at Palo Alto 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, Global Leadership Academy has 5 English Language Learners or ELLS or about 14.71% of student population. Palo Alto Elementary School has more ELLs at 6 or about 1.41% of student population.

Global Leadership Academy 2.94% are in the special education program, 5.88% are in the gifted and talented program, and bilingual students comprise 5.88% students. Palo Alto Elementary School has no bilingual student, while 15.96% are in the special education program, and 3.05% are in the gifted and talented program students.

two teachers employed at Global Leadership Academy have been teaching in the school for an average of about 8.8 years with individual teaching experience averaging 9 years. The 26 teachers at Palo Alto Elementary School have been serving the school for an average of 6.7 years with individual teaching experience averaging 10.1 years.

Of its teaching staff, Global Leadership Academy no teacher serving the school for over 30 years, no teacher serving the school for 20-30 years, no teacher serving the school for 11-20 years, one teacher only has worked for 6-10 years, while one teacher only has been serving the school for over 1-5 years, and school has no beginning teacher. Palo Alto Elementary School no teacher serving the school for over 30 years, has three teachers serving the school for 20-30 years, eight teachers have worked for 11-20 years, six teachers have worked for 6-10 years, while nine 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 Global Leadership Academy there are two female teachers and zero male teacher. .

At Palo Alto Elementary School there are 24 female teachers and two male teachers. Of its teaching staff, three special education teachers are being assisted by 12 teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and two more working as school support staff.