Compare Motley Elementary School with Rugel Elementary School

Motley 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 89 in student achievement, 96 in school progress and an impressive100 in closing performance gaps. It scored 97 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, Rugel Elementary School earned a State accountability rating of B. The school posted 71 in student achievement, 86 in school progress, 77 in closing performance gaps and 83 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. Motley Elementary School's five out of seven distinctions are in Mathematics, Science, post-secondary, with 25% student progress and 25% closing performance gaps. Rugel Elementary School’s only distinction designation is in Science.

Based on Racial/Ethnic Groups, the dominant group in Motley Elementary School is Hispanics who make up nearly 80.99% of student population, followed by Whites or Caucasians (11.41%), African Americans (6.08%), Two or More Races (0.76%), Asians (0.38%) and Native Americans (0.38%).

The student population at Rugel Elementary School is also predominantly by Hispanics at 45.45%, followed by African Americans (33.12%), Whites or Caucasians (16.23%), Two or More Races (4.22%) and Asians (0.97%). There is no Native Americans student in the school.

Based on household incomes, Motley Elementary School’s economically disadvantaged students is slightly higher at 89.35% compared to 81.17% at Rugel 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, Motley Elementary School has a significantly higher number of English Language Learners comprising 53.61% of its student population compared to 13.64% at Rugel Elementary School.

In addition, Motley Elementary School has 54.37% bilingual students, 3.42% are in the gifted and talented program, while 14.45% are in the special education program. This stacks up against Rugel Elementary School with 12.01% bilingual students, 3.57% gifted and talented students and 15.58% students in the special education program.

21 teachers employed at Motley Elementary School have been teaching in the school for an average of about 12 years with individual teaching experience averaging 14.6 years. The 24 teachers at Rugel Elementary School have been serving the school for an average of 10.8 years with individual teaching experience averaging 13.5 years.

Of its teaching staff, Motley Elementary School has one teacher only serving the school for over 30 years, has five teachers serving the school for 20-30 years, seven teachers have worked for 11-20 years, school has no teacher serving 6-10 years, while five teachers have been serving the school for over 1-5 years, including three beginning teachers. Rugel Elementary School has three teachers serving the school for over 30 years, has two teachers serving the school for 20-30 years, six teachers have worked for 11-20 years, four teachers have worked for 6-10 years, while eight teachers have been serving the school for over 1-5 years, including one beginning teacher only.

In both schools, female teachers outnumber the male teachers. At Motley Elementary School there are 19 female teachers and one male teacher only. Of its teaching staff, two special education teachers are being assisted by seven teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and five more working as school support staff.

At Rugel Elementary School there are 22 female teachers and two male teachers. Of its teaching staff, three 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 five more working as school support staff.