Compare Global Leadership Academy with Roy Benavidez 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, Roy Benavidez Elementary School earned a State accountability rating of B. The school posted 52 in student achievement, 88 in school progress, 74 in closing performance gaps and 84 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.

Global Leadership Academy's two out of seven distinctions are in Reading/English Language Arts (ELA) and post-secondary. Roy Benavidez Elementary School did not earn any distinction.

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 Roy Benavidez Elementary School, Hispanics make up 97.16% of student population, followed by Whites or Caucasians (1.75%), African Americans (0.44%), Native Americans (0.44%) and Two or More Races (0.22%). There is no Asians student in the school.

Based on household incomes, the Global Leadership Academy’s economically disadvantaged students is significantly lower at 70.59% compared to 91.47% at Roy Benavidez 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. Roy Benavidez Elementary School has significantly more ELLs at 162 or about 35.45% of student population.

Global Leadership Academy’s bilingual students comprise 5.88%, gifted and talented students, 5.88%, while 2.94% are in the special education program. Roy Benavidez Elementary School bilingual students comprise 36.98%, gifted and talented students, 1.97%, and 12.69% are in the special education program.

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 30 teachers at Roy Benavidez Elementary School have been serving the school for an average of 8.9 years with individual teaching experience averaging 10.2 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. Roy Benavidez Elementary 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, 13 teachers have worked for 6-10 years, while seven 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 Roy Benavidez Elementary School there are 29 female teachers and zero male teacher. Of its teaching staff, three special education teachers are being assisted by ten teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and three more working as school support staff.