Compare Henry Middle School with Edison Middle School

Henry 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 56 in student achievement, 77 in school progress and 75 in closing performance gaps. It scored 76 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, Edison Middle School earned a State accountability rating of B. The school posted 64 in student achievement, 89 in school progress, 81 in closing performance gaps and 87 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.

Edison Middle School's two out of seven distinctions are in with 25% student progress and 25% closing performance gaps. Henry Middle School has no distinction.

Based on Racial/Ethnic Groups, the dominant group in Henry Middle School is Hispanics who make up nearly 87.97% of student population, followed by African Americans (9.67%), Whites or Caucasians (2.09%) and Two or More Races (0.26%). There is no Asians and Native Americansstudents in the school.

At Edison Middle School, Hispanics make up 98.23% of student population, followed by African Americans (1.18%) and Whites or Caucasians (0.59%). There is no Asians, Native Americans and Two or More Racesstudents in the school.

Based on household incomes, Henry Middle School’s economically disadvantaged students is higher at 97.52% compared to 95.09% at Edison 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, Henry Middle School has a significantly higher number of English Language Learners comprising 48.24% of its student population compared to 55.01% at Edison Middle School.

In addition, Henry Middle School has 47.19% bilingual students, 6.93% are in the gifted and talented program, while 16.21% are in the special education program. This stacks up against Edison Middle School with 53.44% bilingual students, 9.63% gifted and talented students and 17.68% students in the special education program.

Henry Middle School's 52 teachers have been working at the campus for an average of 5.6 years with individual teaching experience averaging 8.7 years. Teachers at Edison Middle School, numbering 36 teachers, have been serving the school for an average of 6.8 years with individual teaching experience averaging 8.4 years.

Of its teaching staff, Henry Middle School has two teachers serving the school for over 30 years, has four teachers serving the school for 20-30 years, ten teachers have worked for 11-20 years, nine teachers have worked for 6-10 years, while 24 teachers have been serving the school for over 1-5 years, including four beginning teachers. Edison Middle 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, seven teachers have worked for 6-10 years, while 14 teachers have been serving the school for over 1-5 years, including six beginning teachers.

In both schools, female teachers outnumber the male teachers. At Henry Middle School there are 32 female teachers and 20 male teachers. Of its teaching staff, three special education teachers are being assisted by six teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and seven more working as school support staff.

At Edison Middle School there are 25 female teachers and 11 male teachers. Of its teaching staff, three special education teachers are being assisted by five teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and ten more working as school support staff.