Compare Math/Science/Tech Magnet with Risd Acad

Math/Science/Tech Magnet 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, 92 in school progress and 94 in closing performance gaps. It scored 93 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, Risd Acad not rated a State accountability rating of Not Rated: SB 1365. The school posted 52 in student achievement, 69 in school progress, 64 in closing performance gaps and 68 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.

Math/Science/Tech Magnet's four out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, Science and post-secondary. Risd Acad did not earn any distinction.

Based on Racial/Ethnic Groups, African Americans comprise the biggest group at Math/Science/Tech Magnet. They make up for 35.06% of student population, followed by Whites or Caucasians (23.66%), Hispanics (22.28%), Asians (15.03%), Two or More Races (3.45%) and Native Americans (0.17%).

At Risd Acad, Hispanics make up 91.77% of student population, followed by African Americans (3.49%), Whites or Caucasians (2.37%), Asians (1.95%), Native Americans (0.28%) and Two or More Races (0.14%).

Based on household incomes, the Math/Science/Tech Magnet’s economically disadvantaged students is significantly lower at 51.64% compared to 94.84% at Risd Acad.

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, Math/Science/Tech Magnet has 183 English Language Learners or ELLS or about 31.61% of student population. Risd Acad has significantly more ELLs at 605 or about 84.38% of student population.

Math/Science/Tech Magnet’s bilingual students comprise 31.26%, gifted and talented students, 16.58%, while 12.61% are in the special education program. Risd Acad bilingual students comprise 84.38%, gifted and talented students, 2.79%, and 11.72% are in the special education program.

47 teachers employed at Math/Science/Tech Magnet have been teaching in the school for an average of about 8.8 years with individual teaching experience averaging 11.2 years. The 56 teachers at Risd Acad have been serving the school for an average of 4.8 years with individual teaching experience averaging 9.1 years.

Of its teaching staff, Math/Science/Tech Magnet has one teacher only serving the school for over 30 years, has 11 teachers serving the school for 20-30 years, seven teachers have worked for 11-20 years, four teachers have worked for 6-10 years, while 18 teachers have been serving the school for over 1-5 years, including six beginning teachers. Risd Acad no teacher serving the school for over 30 years, has three teachers serving the school for 20-30 years, 12 teachers have worked for 11-20 years, 16 teachers have worked for 6-10 years, while 18 teachers have been serving the school for over 1-5 years, including six beginning teachers.

In both schools, female teachers outnumber the male teachers. At Math/Science/Tech Magnet there are 46 female teachers and zero male teacher. Of its teaching staff, seven special education teachers are being assisted by eight teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and nine more working as school support staff.

At Risd Acad there are 45 female teachers and ten male teachers. Of its teaching staff, five special education teachers are being assisted by three 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.