Compare Haas Middle School with Grant Middle School

Haas Middle School was accorded 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 60 in student achievement, 70 in school progress and 72 in closing performance gaps. It scored 71 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, Grant Middle School also earned a State accountability rating of C. The school posted 76 in student achievement, 79 in school progress, 74 in closing performance gaps and 78 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.

Distinction Designations for Haas Middle School and Grant Middle School are not applicable as neither one earned a recognition for outstanding achievement in seven categories.

Based on Racial/Ethnic Groups, the dominant group in Haas Middle School is Hispanics who make up nearly 80.19% of student population, followed by Whites or Caucasians (13.74%), African Americans (3.83%), Two or More Races (1.12%) and Asians (0.96%). There is no Native Americans student in the school.

At Grant Middle School, Hispanics make up 80.61% of student population, followed by Whites or Caucasians (13.70%), African Americans (3.03%), Asians (1.33%), Two or More Races (0.97%) and Native Americans (0.24%).

Based on household incomes, Haas Middle School’s economically disadvantaged students is significantly higher at 86.90% compared to 57.45% at Grant Middle 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, Haas Middle School has a slightly higher number of English Language Learners comprising 6.55% of its student population compared to 3.64% at Grant Middle School.

Haas Middle School has no gifted and talented student, while 15.81% are in the special education program, and bilingual students comprise 5.59% students. Grant Middle School has no gifted and talented student, while 10.91% are in the special education program, and bilingual students comprise 3.27% students.

Haas Middle School's 42 teachers have been working at the campus for an average of 7.2 years with individual teaching experience averaging 10.3 years. Teachers at Grant Middle School, numbering 47 teachers, have been serving the school for an average of 11.5 years with individual teaching experience averaging 14.6 years.

Of its teaching staff, Haas Middle School no teacher serving the school for over 30 years, has five teachers serving the school for 20-30 years, 13 teachers have worked for 11-20 years, 11 teachers have worked for 6-10 years, while ten teachers have been serving the school for over 1-5 years, including four beginning teachers. Grant Middle School has four teachers serving the school for over 30 years, has ten teachers serving the school for 20-30 years, 14 teachers have worked for 11-20 years, six teachers have worked for 6-10 years, while 11 teachers have been serving the school for over 1-5 years, including three beginning teachers.

In both schools, female teachers outnumber the male teachers. At Haas Middle School there are 31 female teachers and ten male teachers. Of its teaching staff, six special education teachers are being assisted by eight teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and five more working as school support staff.

At Grant Middle School there are 37 female teachers and nine male teachers. Of its teaching staff, seven special education teachers are being assisted by six teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and seven more working as school support staff.