Compare Maurice L Wolfe Elementary School with Keiko Davidson 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, Keiko Davidson Elementary School also performed excellent to earn a State accountability rating of A. The school posted 94 in student achievement, 93 in school progress, 100 in closing performance gaps and 96 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.

It is in this area where the two schools differ. Maurice L Wolfe Elementary School's five out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, post-secondary, with 25% student progress and 25% closing performance gaps. Keiko Davidson Elementary School’s only distinction designation is in Comparative Closing the 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 Keiko Davidson Elementary School is also predominantly by Asians at 40.81%, followed by Whites or Caucasians (27.95%), Hispanics (15.38%), African Americans (9.10%), Two or More Races (6.10%) and Native Americans (0.38%).

Based on household incomes, Maurice L Wolfe Elementary School’s economically disadvantaged students is significantly higher at 62.88% compared to 14.92% at Keiko Davidson 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. Keiko Davidson Elementary School has significantly more ELLs at 292 or about 27.39% 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 Keiko Davidson Elementary School with 25.70% bilingual students, 8.35% gifted and talented students and 12.66% 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 Keiko Davidson Elementary School have been serving the school for an average of 5.7 years with individual teaching experience averaging 8.8 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. Keiko Davidson Elementary School no teacher serving the school for over 30 years, has five teachers serving the school for 20-30 years, 24 teachers have worked for 11-20 years, 15 teachers have worked for 6-10 years, while 23 teachers have been serving the school for over 1-5 years, including eight 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 Keiko Davidson Elementary School there are 74 female teachers and one male teacher only. Of its teaching staff, seven special education teachers are being assisted by 22 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.