Compare Malala Yousafzai with Dulles Elementary School

Malala Yousafzai 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 93 in student achievement, 94 in school progress and 96 in closing performance gaps. It scored 95 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, Dulles Elementary School earned a State accountability rating of B. The school posted 65 in student achievement, 85 in school progress, 76 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.

Malala Yousafzai's one out of seven distinction is in with 25% student progress. Dulles Elementary School did not earn any distinction.

Based on Racial/Ethnic Groups, the dominant group in Malala Yousafzai is Asians who make up nearly 70.42% of student population, followed by Whites or Caucasians (10.44%), African Americans (10.34%), Hispanics (5.83%), Two or More Races (1.74%) and Native Americans (1.13%).

The student population at Dulles Elementary School is also predominantly by African Americans at 35.96%, followed by Hispanics (27.45%), Asians (22.79%), Whites or Caucasians (7.06%), Two or More Races (5.62%) and Native Americans (0.96%).

Based on household incomes, the Malala Yousafzai’s economically disadvantaged students is significantly lower at 25.49% compared to 61.48% at Dulles Elementary 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, Malala Yousafzai has a significantly higher number of English Language Learners comprising 36.03% of its student population compared to 19.10% at Dulles Elementary School.

Malala Yousafzai’s bilingual students comprise 35.41%, gifted and talented students, 6.45%, while 7.06% are in the special education program. Dulles Elementary School bilingual students comprise 18.30%, gifted and talented students, 1.28%, and 12.52% are in the special education program.

57 teachers employed at Malala Yousafzai have been teaching in the school for an average of about 5.5 years with individual teaching experience averaging 9.1 years. The 42 teachers at Dulles Elementary School have been serving the school for an average of 6.6 years with individual teaching experience averaging 10.1 years.

Of its teaching staff, Malala Yousafzai has one teacher only serving the school for over 30 years, has three teachers serving the school for 20-30 years, 16 teachers have worked for 11-20 years, 14 teachers have worked for 6-10 years, while 22 teachers have been serving the school for over 1-5 years, including two beginning teachers. Dulles Elementary School has three teachers serving the school for over 30 years, has three teachers serving the school for 20-30 years, seven teachers have worked for 11-20 years, 15 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.

In both schools, female teachers outnumber the male teachers. At Malala Yousafzai there are 55 female teachers and two male teachers. Of its teaching staff, three special education teachers are being assisted by nine teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and six more working as school support staff.

At Dulles Elementary School there are 39 female teachers and three male teachers. Of its teaching staff, three special education teachers are being assisted by 14 teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and four more working as school support staff.