Compare North Hi Mount Elementary School with World Languages Institute

North Hi Mount Elementary 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 74 in student achievement, 91 in school progress and 77 in closing performance gaps. It scored 87 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, World Languages Institute also earned a State accountability rating of B. The school posted 83 in student achievement, 93 in school progress, 80 in closing performance gaps and 89 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 one distinction designation or award for performance. For North Hi Mount Elementary School this is in with 25% student progress while World Languages Institute secured one for post-secondary.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at North Hi Mount Elementary School. They make up for 47.01% of student population, followed by Whites or Caucasians (33.51%), African Americans (14.29%), Two or More Races (3.90%), Asians (1.04%) and Native Americans (0.26%).

At World Languages Institute, Hispanics make up 89.85% of student population, followed by Whites or Caucasians (5.94%), African Americans (2.68%), Two or More Races (1.15%) and Asians (0.19%). There is no Native Americans student in the school.

Based on household incomes, the North Hi Mount Elementary School’s economically disadvantaged students is significantly lower at 50.91% compared to 81.99% at World Languages Institute.

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, North Hi Mount Elementary School has 34 English Language Learners or ELLS or about 8.83% of student population. World Languages Institute has significantly more ELLs at 237 or about 45.40% of student population.

In addition, North Hi Mount Elementary School has 30.39% bilingual students, 14.55% are in the gifted and talented program, while 8.83% are in the special education program. This stacks up against World Languages Institute with 77.78% bilingual students, 53.07% gifted and talented students and 2.49% students in the special education program.

25 teachers employed at North Hi Mount Elementary School have been teaching in the school for an average of about 9.5 years with individual teaching experience averaging 11.8 years. The 38 teachers at World Languages Institute have been serving the school for an average of 8.4 years with individual teaching experience averaging 12.8 years.

Of its teaching staff, North Hi Mount Elementary School has one teacher only serving the school for over 30 years, has two teachers serving the school for 20-30 years, ten teachers have worked for 11-20 years, six teachers have worked for 6-10 years, while four teachers have been serving the school for over 1-5 years, including two beginning teachers. World Languages Institute has one teacher only serving the school for over 30 years, has five teachers serving the school for 20-30 years, 15 teachers have worked for 11-20 years, nine teachers have worked for 6-10 years, while seven teachers have been serving the school for over 1-5 years, including two beginning teachers.

In both schools, female teachers outnumber the male teachers. At North Hi Mount Elementary School there are 23 female teachers and two male teachers. Of its teaching staff, one special education teacher is being assisted by one teacher only aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and three more working as school support staff.

At World Languages Institute there are 23 female teachers and 15 male teachers. Of its teaching staff, one special education teacher is being assisted by one teacher only 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.