Compare Moody High School with Ray High School

Moody High School earned a State accountability rating of C (70-79) 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 79 in student achievement, 82 in school progress and 73 in closing performance gaps. It scored 79 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, Ray High School earned a State accountability rating of B. The school posted 80 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.

It is in this area where the two schools differ. Moody High School’s only distinction designation is in Comparative Academic Growth. Ray High School's four out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, Science and Social Studies.

Based on Racial/Ethnic Groups, the dominant group in Moody High School is Hispanics who make up nearly 88.77% of student population, followed by Whites or Caucasians (6.61%), African Americans (3.34%), Two or More Races (0.78%), Asians (0.28%) and Native Americans (0.07%).

At Ray High School, Hispanics make up 78.82% of student population, followed by Whites or Caucasians (14.44%), Asians (2.84%), African Americans (2.78%), Two or More Races (0.65%) and Native Americans (0.47%).

Based on household incomes, Moody High School’s economically disadvantaged students is significantly higher at 83.80% compared to 68.93% at Ray 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, Moody High School has a significantly higher number of English Language Learners comprising 7.46% of its student population compared to 4.20% at Ray High School.

Moody High School has no gifted and talented student, while 11.16% are in the special education program, and bilingual students comprise 7.25% students. Ray High School 9.17% are in the special education program, 13.49% are in the gifted and talented program, and bilingual students comprise 4.08% students.

Moody High School's 89 teachers have been working at the campus for an average of 10.4 years with individual teaching experience averaging nearly 13.6 years. Ray High School's 108 teachers have been working at the campus for an average of 10.3 years with individual teaching experience averaging close to 13.5 years.

Of its teaching staff, Moody High School has eight teachers serving the school for over 30 years, has 11 teachers serving the school for 20-30 years, 30 teachers have worked for 11-20 years, 19 teachers have worked for 6-10 years, while 20 teachers have been serving the school for over 1-5 years, including one beginning teacher only. Ray High School has six teachers serving the school for over 30 years, has 18 teachers serving the school for 20-30 years, 38 teachers have worked for 11-20 years, 23 teachers have worked for 6-10 years, while 19 teachers have been serving the school for over 1-5 years, including five beginning teachers.

In both schools, female teachers outnumber the male teachers. Moody High School employs 54 female teachers and 35 male teachers. Of its teaching staff, eight special education teachers are being assisted by 16 teachers aides or paraprofessionals. The school also employs six staff members in the school administration department and 12 more working as school support staff.

On the other hand, Ray High School employs 56 female teachers and 51 male teachers. Of its teaching staff, nine special education teachers are being assisted by 12 teachers aides or paraprofessionals. The school also employs five staff members in the school administration department and 13 more working as school support staff.