Compare Maurice L Wolfe Elementary School with Hazel S Pattison Elementary School

Maurice L Wolfe Elementary School 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 83 in student achievement, 92 in school progress and 90 in closing performance gaps. It scored 91 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, Hazel S Pattison Elementary School also performed excellent to earn a State accountability rating of A. The school posted 96 in student achievement, 93 in school progress, 100 in closing performance gaps and 97 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.

Both schools garnered only five distinction designations or awards for outstanding performance. For Maurice L Wolfe Elementary School these are in Reading/English Language Arts (ELA), Mathematics, post-secondary, with 25% student progress and 25% closing performance gaps while Hazel S Pattison Elementary School secured in Reading/English Language Arts (ELA), Mathematics, Science, post-secondary and 25% closing performance gaps.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Maurice L Wolfe Elementary School. They make up for 39.65% of student population, followed by African Americans (25.00%), Whites or Caucasians (23.74%), Two or More Races (6.31%), Asians (5.05%) and Native Americans (0.25%).

The student population at Hazel S Pattison Elementary School is also predominantly by Whites or Caucasians at 46.70%, followed by Asians (25.64%), Hispanics (14.01%), African Americans (9.52%) and Two or More Races (3.96%). There is no Native Americans student in the school.

Based on household incomes, Maurice L Wolfe Elementary School’s economically disadvantaged students is significantly higher at 62.88% compared to 19.91% at Hazel S Pattison 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, Maurice L Wolfe Elementary School has 64 English Language Learners or ELLS or about 16.16% of student population. Hazel S Pattison Elementary School has significantly more ELLs at 287 or about 25.29% of student population.

In addition, Maurice L Wolfe Elementary School has 14.39% bilingual students, 5.81% are in the gifted and talented program, while 12.88% are in the special education program. This stacks up against Hazel S Pattison Elementary School with 24.93% bilingual students, 7.22% gifted and talented students and 10.57% students in the special education program.

30 teachers employed at Maurice L Wolfe Elementary School have been teaching in the school for an average of about 5.2 years with individual teaching experience averaging 9 years. The 75 teachers at Hazel S Pattison Elementary School have been serving the school for an average of 7.3 years with individual teaching experience averaging 10.1 years.

Of its teaching staff, Maurice L Wolfe Elementary School 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, five teachers have worked for 6-10 years, while 13 teachers have been serving the school for over 1-5 years, including three beginning teachers. Hazel S Pattison Elementary School has three teachers serving the school for over 30 years, has eight teachers serving the school for 20-30 years, 17 teachers have worked for 11-20 years, 12 teachers have worked for 6-10 years, while 33 teachers have been serving the school for over 1-5 years, including three beginning teachers.

In both schools, female teachers outnumber the male teachers. At Maurice L Wolfe Elementary School there are 30 female teachers and zero male teacher. Of its teaching staff, three special education teachers are being assisted by five teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and seven more working as school support staff.

At Hazel S Pattison Elementary School there are 72 female teachers and three male teachers. Of its teaching staff, five special education teachers are being assisted by 11 teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and nine more working as school support staff.