Compare Jackson Elementary School with Bess Campbell Elementary School

Jackson Elementary 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 64 in student achievement, 74 in school progress and 75 in closing performance gaps. It scored 74 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, Bess Campbell Elementary School performed excellent to earn a State accountability rating of A. The school posted 96 in student achievement, 94 in school progress, 100 in closing performance gaps and 97 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.

Bess Campbell Elementary School's six out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, Science, post-secondary, with 25% student progress and 25% closing performance gaps. Jackson Elementary School has no distinction.

Based on Racial/Ethnic Groups, the dominant group in Jackson Elementary School is Hispanics who make up nearly 82.51% of student population, followed by African Americans (10.89%), Whites or Caucasians (5.94%), Asians (0.33%) and Two or More Races (0.33%). There is no Native Americans student in the school.

At Bess Campbell Elementary School, Whites or Caucasians are the biggest group, comprising 61.97% of student population, followed by Hispanics (15.49%), Asians (11.07%), African Americans (8.05%) and Two or More Races (3.22%). There is no Native Americans student in the school.

Based on household incomes, Jackson Elementary School’s economically disadvantaged students is significantly higher at 92.74% compared to 14.29% at Bess Campbell 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, Jackson Elementary School has a significantly higher number of English Language Learners comprising 39.60% of its student population compared to 6.24% at Bess Campbell Elementary School.

In addition, Jackson Elementary School has 39.60% bilingual students, 6.27% are in the gifted and talented program, while 23.43% are in the special education program. This stacks up against Bess Campbell Elementary School with 6.24% bilingual students, 25.35% gifted and talented students and 13.48% students in the special education program.

27 teachers employed at Jackson Elementary School have been teaching in the school for an average of about 5.9 years with individual teaching experience averaging 10.3 years. The 40 teachers at Bess Campbell Elementary School have been serving the school for an average of 13.5 years with individual teaching experience averaging 17.3 years.

Of its teaching staff, Jackson Elementary School has one teacher only serving the school for over 30 years, has two 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 five teachers have been serving the school for over 1-5 years, including six beginning teachers. Bess Campbell Elementary School has three teachers serving the school for over 30 years, has 11 teachers serving the school for 20-30 years, 20 teachers have worked for 11-20 years, four teachers have worked for 6-10 years, while three 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 Jackson Elementary School there are 25 female teachers and two male teachers. Of its teaching staff, six special education teachers are being assisted by nine 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.

On the other hand, Bess Campbell Elementary School has an all-female teaching staff. Of its teaching staff, three special education teachers are being assisted by eight teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and six more working as school support staff.