Compare Kathlyn Joy Gilliam Collegiate Academy with Woodrow Wilson High School

Kathlyn Joy Gilliam Collegiate Academy 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 97 in student achievement, 95 in school progress and an impressive100 in closing performance gaps. It scored 94 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, Woodrow Wilson High School earned a State accountability rating of C. The school posted 84 in student achievement, 85 in school progress, 83 in closing performance gaps and 78 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.

It is in this area where the two schools differ. Kathlyn Joy Gilliam Collegiate Academy’s four out of seven distinctions are in Mathematics, post-secondary, with 25% student progress and 25% closing performance gaps. Woodrow Wilson High School's seven out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, Science, Social Studies, post-secondary, with 25% student progress and 25% closing performance gaps.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Kathlyn Joy Gilliam Collegiate Academy. They make up for 52.12% of student population, followed by African Americans (45.61%), Asians (1.13%), Whites or Caucasians (0.57%) and Two or More Races (0.57%). There is no Native Americans student in the school.

At Woodrow Wilson High School, Hispanics are the biggest group, comprising 59.23% of student population, followed by Whites or Caucasians (31.22%), African Americans (6.75%), Two or More Races (1.69%), Asians (0.90%) and Native Americans (0.16%).

Based on household incomes, Kathlyn Joy Gilliam Collegiate Academy’s economically disadvantaged students is significantly higher at 69.69% compared to 53.43% at Woodrow Wilson High 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, Kathlyn Joy Gilliam Collegiate Academy has 100 English Language Learners or ELLS or about 28.33% of student population. Woodrow Wilson High School has significantly more ELLs at 538 or about 28.38% of student population.

Kathlyn Joy Gilliam Collegiate Academy’s bilingual students comprise 26.91%, gifted and talented students, 31.16%, while 1.42% are in the special education program. Woodrow Wilson High School bilingual students comprise 24.53%, gifted and talented students, 18.67%, and 10.28% are in the special education program.

Kathlyn Joy Gilliam Collegiate Academy's 19 teachers have been working at the campus for an average of 9.2 years with individual teaching experience averaging nearly 11.7 years. Woodrow Wilson High School's 123 teachers have been working at the campus for an average of 5.8 years with individual teaching experience averaging close to 8.7 years.

Of its teaching staff, Kathlyn Joy Gilliam Collegiate Academy has one teacher only serving the school for over 30 years, has three teachers serving the school for 20-30 years, five teachers have worked for 11-20 years, five teachers have worked for 6-10 years, while four teachers have been serving the school for over 1-5 years, including two beginning teachers. Woodrow Wilson High School has three teachers serving the school for over 30 years, has four teachers serving the school for 20-30 years, 32 teachers have worked for 11-20 years, 34 teachers have worked for 6-10 years, while 46 teachers have been serving the school for over 1-5 years, including four beginning teachers.

In both schools, male teachers outnumber the female teachers. Kathlyn Joy Gilliam Collegiate Academy employs eight male teachers and 11 female teachers. Of its teaching staff, one special education teacher is being assisted by one teacher only aides or paraprofessionals. The school also employs two staff members in the school administration department and three more working as school support staff.

On the other hand, Woodrow Wilson High School employs 61 male teachers and 61 female teachers. Of its teaching staff, 18 special education teachers are being assisted by 18 teachers aides or paraprofessionals. The school also employs eight staff members in the school administration department and 11 more working as school support staff.