Kipp Camino Academy was accorded 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 60 in student achievement, 72 in school progress and 67 in closing performance gaps. It scored 71 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, Kipp Somos Primary School also earned a State accountability rating of C. The school posted 73 in student achievement, 82 in school progress, 63 in closing performance gaps and 76 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 Kipp Camino Academy and Kipp Somos Primary School are not applicable as neither one earned a recognition for outstanding achievement in seven categories.

Based on Racial/Ethnic Groups, the dominant group in Kipp Camino Academy is Hispanics who make up nearly 89.22% of student population, followed by Whites or Caucasians (4.41%), African Americans (3.19%), Asians (1.96%), Native Americans (0.74%) and Two or More Races (0.25%).

At Kipp Somos Primary School, Hispanics make up 78.01% of student population, followed by African Americans (11.20%), Whites or Caucasians (4.98%), Two or More Races (3.73%) and Asians (2.07%). There is no Native Americans student in the school.

Based on household incomes, Kipp Camino Academy’s economically disadvantaged students is slightly higher at 94.36% compared to 88.80% at Kipp Somos Primary 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, Kipp Camino Academy has a significantly higher number of English Language Learners comprising 43.63% of its student population compared to 43.57% at Kipp Somos Primary School.

Kipp Camino Academy has no gifted and talented student, while 20.59% are in the special education program, and bilingual students comprise 43.63% students. Kipp Somos Primary School has no gifted and talented student, while 9.54% are in the special education program, and bilingual students comprise 40.25% students.

20 teachers employed at Kipp Camino Academy have been teaching in the school for an average of about 2.4 years with individual teaching experience averaging 5.4 years. The 17 teachers at Kipp Somos Primary School have been serving the school for an average of 1.1 years with individual teaching experience averaging 5.7 years.

Of its teaching staff, Kipp Camino Academy no teacher serving the school for over 30 years, has one teacher only serving the school for 20-30 years, one teacher only has worked for 11-20 years, five teachers have worked for 6-10 years, while 13 teachers have been serving the school for over 1-5 years, including one beginning teacher only. Kipp Somos Primary School no teacher serving the school for over 30 years, has one teacher only serving the school for 20-30 years, three teachers have worked for 11-20 years, one teacher only has worked for 6-10 years, while 12 teachers have been serving the school for over 1-5 years, including one beginning teacher only.

In both schools, female teachers outnumber the male teachers. At Kipp Camino Academy there are 14 female teachers and six male teachers. Of its teaching staff, four teachers are aides or paraprofessionals. In addition to its teaching staff, the school has five staff members in the school administration department and six more working as school support staff.

At Kipp Somos Primary School there are 14 female teachers and three male teachers. Of its teaching staff, two special education teachers are being assisted by two teachers aides or paraprofessionals. In addition to its teaching staff, the school has one staff members in the school administration department and zero more working as school support staff.