Compare Madison High School with Jones Futures Academy

Madison High 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 68 in student achievement, 78 in school progress and 73 in closing performance gaps. It scored 77 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, Jones Futures Academy earned a State accountability rating of B. The school posted 86 in student achievement, 90 in school progress, 77 in closing performance gaps and 86 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.

Jones Futures Academy's two out of seven distinctions are in Social Studies and with 25% student progress. Madison High School has no distinction.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Madison High School. They make up for 63.77% of student population, followed by African Americans (34.08%), Whites or Caucasians (1.12%), Two or More Races (0.46%), Asians (0.41%) and Native Americans (0.15%).

At Jones Futures Academy, Hispanics are the biggest group, comprising 59.40% of student population, followed by African Americans (38.59%), Whites or Caucasians (1.01%), Two or More Races (0.67%) and Native Americans (0.34%). There is no Asians student in the school.

Based on household incomes, the Madison High School’s economically disadvantaged students is slightly lower at 88.91% compared to 92.28% at Jones Futures Academy.

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, Madison High School has a significantly higher number of English Language Learners comprising 34.75% of its student population compared to 21.48% at Jones Futures Academy.

In addition, Madison High School has 32.75% bilingual students, 9.40% are in the gifted and talented program, while 10.78% are in the special education program. This stacks up against Jones Futures Academy with 19.13% bilingual students, 16.78% gifted and talented students and 7.05% students in the special education program.

Madison High School's 107 teachers have been working at the campus for an average of 7.4 years with individual teaching experience averaging nearly 10.8 years. Jones Futures Academy's 24 teachers have been working at the campus for an average of 6.9 years with individual teaching experience averaging close to 11.2 years.

Of its teaching staff, Madison High School has four teachers serving the school for over 30 years, has 14 teachers serving the school for 20-30 years, 30 teachers have worked for 11-20 years, 18 teachers have worked for 6-10 years, while 26 teachers have been serving the school for over 1-5 years, including 16 beginning teachers. Jones Futures 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, seven teachers have worked for 6-10 years, while six teachers have been serving the school for over 1-5 years, including three beginning teachers.

In both schools, female teachers outnumber the male teachers. Madison High School employs 66 female teachers and 41 male teachers. Of its teaching staff, six special education teachers are being assisted by seven teachers aides or paraprofessionals. The school also employs seven staff members in the school administration department and eight more working as school support staff.

On the other hand, Jones Futures Academy employs 16 female teachers and eight male teachers. Of its teaching staff, three special education teachers are being assisted by one teacher only aides or paraprofessionals. The school also employs one staff members in the school administration department and three more working as school support staff.