Compare Haas Middle School with Kaffie Middle School

Haas Middle 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 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, Kaffie Middle School earned a State accountability rating of B. The school posted 83 in student achievement, 83 in school progress, 78 in closing performance gaps and 82 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.

Kaffie Middle School's two out of seven distinctions are in Reading/English Language Arts (ELA) and with 25% student progress. Haas Middle School has no distinction.

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 Kaffie Middle School, Hispanics make up 66.76% of student population, followed by Whites or Caucasians (20.36%), Asians (6.51%), African Americans (4.71%) and Two or More Races (1.66%). There is no Native Americans student in the school.

Based on household incomes, Haas Middle School’s economically disadvantaged students is significantly higher at 86.90% compared to 47.37% at Kaffie 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 significantly higher number of English Language Learners comprising 6.55% of its student population compared to 2.22% at Kaffie 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. Kaffie Middle School has no gifted and talented student, while 9.00% are in the special education program, and bilingual students comprise 1.94% 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 Kaffie Middle School, numbering 38 teachers, have been serving the school for an average of 11.6 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. Kaffie Middle School has three teachers serving the school for over 30 years, has five teachers serving the school for 20-30 years, 15 teachers have worked for 11-20 years, eight teachers have worked for 6-10 years, while five teachers have been serving the school for over 1-5 years, including two 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 Kaffie Middle School there are 26 female teachers and 11 male teachers. Of its teaching staff, two 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.