Compare Heights Elementary School with Calvin Vincent Pre-K Head Start

Heights Elementary School performed excellent to earn a State accountability rating of A (90-100) 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 83 in student achievement, 93 in school progress and an impressive100 in closing performance gaps. It scored 95 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, Calvin Vincent Pre-K Head Start earned a State accountability rating of B. The school posted only 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.

Heights Elementary School's five out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, post-secondary, with 25% student progress and 25% closing performance gaps. Calvin Vincent Pre-K Head Start did not earn any distinction.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Heights Elementary School. They make up for 53.51% of student population, followed by Whites or Caucasians (22.51%), African Americans (17.84%), Two or More Races (5.56%), Asians (0.29%) and Native Americans (0.29%).

The student population at Calvin Vincent Pre-K Head Start is also predominantly by Hispanics at 51.03%, followed by African Americans (28.81%), Whites or Caucasians (15.23%), Two or More Races (3.70%) and Asians (1.23%). There is no Native Americans student in the school.

Based on household incomes, 91.23% of students at Heights Elementary School's considered economically disadvantage, while the Calvin Vincent Pre-K Head Start’s current student population of is all economically disadvantage

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, Heights Elementary School has a significantly higher number of English Language Learners comprising 25.44% of its student population compared to 18.11% at Calvin Vincent Pre-K Head Start.

Heights Elementary School 19.30% are in the special education program, 2.05% are in the gifted and talented program, and bilingual students comprise 23.10% students. Calvin Vincent Pre-K Head Start has no gifted and talented student, while 16.05% are in the special education program, and bilingual students comprise 18.11% students.

24 teachers employed at Heights Elementary School have been teaching in the school for an average of about 7.1 years with individual teaching experience averaging 11.5 years. The 21 teachers at Calvin Vincent Pre-K Head Start have been serving the school for an average of 6 years with individual teaching experience averaging 9.6 years.

Of its teaching staff, Heights Elementary School has two teachers 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, six 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. Calvin Vincent Pre-K Head Start no teacher serving the school for over 30 years, has one teacher only serving the school for 20-30 years, eight teachers have worked for 11-20 years, seven teachers have worked for 6-10 years, while five teachers have been serving the school for over 1-5 years, and school has no beginning teacher.

In both schools, female teachers outnumber the male teachers. At Heights Elementary School there are 21 female teachers and three male teachers. Of its teaching staff, three special education teachers are being assisted by 13 teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and five more working as school support staff.

At Calvin Vincent Pre-K Head Start there are 20 female teachers and one male teacher only. Of its teaching staff, three special education teachers are being assisted by 19 teachers aides or paraprofessionals. In addition to its teaching staff, the school has one staff members in the school administration department and four more working as school support staff.