Compare Keyes Elementary School with Clifton Early Childhood

Keyes 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 64 in student achievement, 92 in school progress and 74 in closing performance gaps. It scored 87 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, Clifton Early Childhood also earned a State accountability rating of B. The school posted only 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.

Distinction Designations for Keyes Elementary School and Clifton Early Childhood are not applicable as neither one earned a recognition for outstanding achievement in seven categories.

Based on Racial/Ethnic Groups, the dominant group in Keyes Elementary School is Hispanics who make up nearly 82.86% of student population, followed by Whites or Caucasians (9.17%), African Americans (3.61%), Native Americans (3.01%), Asians (0.75%) and Two or More Races (0.30%).

The student population at Clifton Early Childhood is also predominantly by Hispanics at 39.89%, followed by African Americans (32.98%), Asians (18.88%), Whites or Caucasians (6.12%), Two or More Races (1.86%) and Native Americans (0.27%).

Based on household incomes, Keyes Elementary School’s economically disadvantaged students is significantly higher at 93.98% compared to 83.78% at Clifton Early Childhood.

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, Keyes Elementary School has a significantly higher number of English Language Learners comprising 68.42% of its student population compared to 59.04% at Clifton Early Childhood.

Keyes Elementary School 6.47% are in the special education program, 12.48% are in the gifted and talented program, and bilingual students comprise 70.98% students. Clifton Early Childhood has no gifted and talented student, while 10.37% are in the special education program, and bilingual students comprise 59.04% students.

44 teachers employed at Keyes Elementary School have been teaching in the school for an average of about 5.4 years with individual teaching experience averaging 7.2 years. The 19 teachers at Clifton Early Childhood have been serving the school for an average of 11.2 years with individual teaching experience averaging 12.1 years.

Of its teaching staff, Keyes Elementary School no teacher serving the school for over 30 years, has one teacher only serving the school for 20-30 years, nine teachers have worked for 11-20 years, 12 teachers have worked for 6-10 years, while 19 teachers have been serving the school for over 1-5 years, including four beginning teachers. Clifton Early Childhood has one teacher only serving the school for over 30 years, has two teachers serving the school for 20-30 years, seven teachers have worked for 11-20 years, two teachers have worked for 6-10 years, while five teachers have been serving the school for over 1-5 years, including two beginning teachers.

In both schools, female teachers outnumber the male teachers. At Keyes Elementary School there are 39 female teachers and five male teachers. Of its teaching staff, four special education teachers are being assisted by 12 teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and seven more working as school support staff.

At Clifton Early Childhood there are 17 female teachers and one male teacher only. Of its teaching staff, three special education teachers are being assisted by 24 teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and three more working as school support staff.