Compare Long Middle School with Bush Middle School

Long Middle 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 60 in student achievement, 74 in school progress and 71 in closing performance gaps. It scored 73 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, Bush Middle School earned a State accountability rating of B. The school posted 76 in student achievement, 84 in school progress, 77 in closing performance gaps and 82 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.

Bush Middle School's three out of seven distinctions are in Mathematics, Social Studies and with 25% student progress. Long Middle School has no distinction.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Long Middle School. They make up for 59.57% of student population, followed by African Americans (28.05%), Whites or Caucasians (7.26%), Two or More Races (2.31%), Asians (2.15%) and Native Americans (0.66%).

The student population at Bush Middle School is also predominantly by African Americans at 43.77%, followed by Hispanics (24.77%), Asians (14.55%), Whites or Caucasians (10.35%), Two or More Races (6.03%) and Native Americans (0.39%).

Based on household incomes, Long Middle School’s economically disadvantaged students is significantly higher at 78.05% compared to 55.18% at Bush Middle 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, Long Middle School has a significantly higher number of English Language Learners comprising 40.59% of its student population compared to 13.50% at Bush Middle School.

In addition, Long Middle School has 41.42% bilingual students, 8.58% are in the gifted and talented program, while 18.32% are in the special education program. This stacks up against Bush Middle School with 12.98% bilingual students, 10.62% gifted and talented students and 14.42% students in the special education program.

Long Middle School's 51 teachers have been working at the campus for an average of 4.9 years with individual teaching experience averaging 8.9 years. Teachers at Bush Middle School, numbering 51 teachers, have been serving the school for an average of 5.1 years with individual teaching experience averaging 8.6 years.

Of its teaching staff, Long Middle School has one teacher only serving the school for over 30 years, has six teachers serving the school for 20-30 years, 11 teachers have worked for 11-20 years, eight teachers have worked for 6-10 years, while 21 teachers have been serving the school for over 1-5 years, including four beginning teachers. Bush Middle School no teacher serving the school for over 30 years, has six teachers serving the school for 20-30 years, 13 teachers have worked for 11-20 years, seven teachers have worked for 6-10 years, while 17 teachers have been serving the school for over 1-5 years, including nine beginning teachers.

In both schools, female teachers outnumber the male teachers. At Long Middle School there are 37 female teachers and 13 male teachers. Of its teaching staff, seven special education teachers are being assisted by five teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and five more working as school support staff.

At Bush Middle School there are 38 female teachers and 13 male teachers. Of its teaching staff, six special education teachers are being assisted by six teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and four more working as school support staff.