Compare Holmsley Elementary School with Yeager Elementary School

Holmsley Elementary School earned a State accountability rating of B (80-89) 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 77 in student achievement, 86 in school progress and 79 in closing performance gaps. It scored 84 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, Yeager Elementary School earned a State accountability rating of C. The school posted 71 in student achievement, 79 in school progress, 72 in closing performance gaps and 77 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.

Both schools garnered only one distinction designation or award for performance. This is in Science.

Based on Racial/Ethnic Groups, the dominant group in Holmsley Elementary School is Hispanics who make up nearly 66.90% of student population, followed by African Americans (12.44%), Whites or Caucasians (10.09%), Asians (7.51%), Two or More Races (2.70%) and Native Americans (0.35%).

The student population at Yeager Elementary School is also predominantly by Hispanics at 53.37%, followed by African Americans (23.08%), Whites or Caucasians (16.57%), Asians (3.43%), Two or More Races (3.08%) and Native Americans (0.24%).

Based on household incomes, Holmsley Elementary School’s economically disadvantaged students is slightly higher at 74.18% compared to 70.77% at Yeager 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, Holmsley Elementary School has a significantly higher number of English Language Learners comprising 40.26% of its student population compared to 28.05% at Yeager Elementary School.

Holmsley Elementary School’s bilingual students comprise 39.91%, gifted and talented students, 1.76%, while 14.44% are in the special education program. Yeager Elementary School bilingual students comprise 27.69%, gifted and talented students, 1.66%, and 11.83% are in the special education program.

62 teachers employed at Holmsley Elementary School have been teaching in the school for an average of about 7.7 years with individual teaching experience averaging 10.2 years. The 55 teachers at Yeager Elementary School have been serving the school for an average of 8.8 years with individual teaching experience averaging 10.4 years.

Of its teaching staff, Holmsley Elementary School no teacher serving the school for over 30 years, has seven teachers serving the school for 20-30 years, 23 teachers have worked for 11-20 years, ten teachers have worked for 6-10 years, while 19 teachers have been serving the school for over 1-5 years, including four beginning teachers. Yeager Elementary School has two teachers serving the school for over 30 years, has seven 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 18 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 Holmsley Elementary School there are 61 female teachers and one male teacher only. Of its teaching staff, seven special education teachers are being assisted by 27 teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and 11 more working as school support staff.

At Yeager Elementary School there are 53 female teachers and two male teachers. Of its teaching staff, seven special education teachers are being assisted by 24 teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and 11 more working as school support staff.