Compare Milby High School with Chavez High School

Milby High School earned a State accountability rating of B (80-89) 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 81 in student achievement, 87 in school progress and 80 in closing performance gaps. It scored 85 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, Chavez High School also earned a State accountability rating of B. The school posted 72 in student achievement, 83 in school progress, 73 in closing performance gaps and 80 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. Milby High School's four out of seven distinctions are in Reading/English Language Arts (ELA), post-secondary, with 25% student progress and 25% closing performance gaps. Chavez High School’s two out of seven distinctions are in Mathematics and with 25% student progress.

Based on Racial/Ethnic Groups, the dominant group in Milby High School is Hispanics who make up nearly 94.74% of student population, followed by African Americans (4.02%), Whites or Caucasians (0.57%), Native Americans (0.33%), Asians (0.19%) and Two or More Races (0.10%).

At Chavez High School, Hispanics make up 86.73% of student population, followed by African Americans (8.15%), Asians (3.66%), Whites or Caucasians (1.16%), Native Americans (0.12%) and Two or More Races (0.12%).

Based on household incomes, the Milby High School’s economically disadvantaged students is lower at 92.30% compared to 93.05% at Chavez High 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, Milby High School has 577 English Language Learners or ELLS or about 27.58% of student population. Chavez High School has significantly more ELLs at 826 or about 34.36% of student population.

Milby High School’s bilingual students comprise 26.53%, gifted and talented students, 19.74%, while 9.37% are in the special education program. Chavez High School bilingual students comprise 32.07%, gifted and talented students, 19.72%, and 8.94% are in the special education program.

Milby High School's 94 teachers have been working at the campus for an average of 8.3 years with individual teaching experience averaging nearly 10.7 years. Chavez High School's 148 teachers have been working at the campus for an average of 8.1 years with individual teaching experience averaging close to 11.6 years.

Of its teaching staff, Milby High School has two teachers serving the school for over 30 years, has 13 teachers serving the school for 20-30 years, 22 teachers have worked for 11-20 years, 24 teachers have worked for 6-10 years, while 28 teachers have been serving the school for over 1-5 years, including five beginning teachers. Chavez High School has five teachers serving the school for over 30 years, has 23 teachers serving the school for 20-30 years, 41 teachers have worked for 11-20 years, 30 teachers have worked for 6-10 years, while 45 teachers have been serving the school for over 1-5 years, including five beginning teachers.

Milby High School has four special education teachers assisted by 5 teacher aides or paraprofessionals. Chavez High School has three special education teachers and 4 teacher aides or paraprofessionals.