Compare Peet Junior High School with Bozman Intermediate

Peet Junior 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 82 in student achievement, 86 in school progress and 81 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, Bozman Intermediate also earned a State accountability rating of B. The school posted 76 in student achievement, 83 in school progress, 79 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.

Peet Junior High School's one out of seven distinction is in post-secondary. Bozman Intermediate did not earn any distinction.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Peet Junior High School. They make up for 44.54% of student population, followed by Whites or Caucasians (34.87%), African Americans (14.04%), Two or More Races (3.20%), Asians (2.65%) and Native Americans (0.47%).

At Bozman Intermediate, Hispanics are the biggest group, comprising 55.19% of student population, followed by Whites or Caucasians (34.10%), African Americans (5.77%), Two or More Races (3.36%), Asians (1.05%) and Native Americans (0.42%).

Based on household incomes, the Peet Junior High School’s economically disadvantaged students is slightly lower at 55.30% compared to 60.55% at Bozman Intermediate.

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, Peet Junior High School has 274 English Language Learners or ELLS or about 21.37% of student population. Bozman Intermediate has more ELLs at 278 or about 29.17% of student population.

Peet Junior High School’s bilingual students comprise 20.51%, gifted and talented students, 8.35%, while 12.17% are in the special education program. Bozman Intermediate bilingual students comprise 28.86%, gifted and talented students, 4.93%, and 13.43% are in the special education program.

Peet Junior High School's 86 teachers have been working at the campus for an average of 7.9 years with individual teaching experience averaging 12.9 years. Teachers at Bozman Intermediate, numbering 59 teachers, have been serving the school for an average of 3.2 years with individual teaching experience averaging 6.8 years.

Of its teaching staff, Peet Junior High School has two teachers serving the school for over 30 years, has 14 teachers serving the school for 20-30 years, 29 teachers have worked for 11-20 years, 23 teachers have worked for 6-10 years, while 16 teachers have been serving the school for over 1-5 years, including three beginning teachers. Bozman Intermediate no teacher serving the school for over 30 years, has four teachers serving the school for 20-30 years, 11 teachers have worked for 11-20 years, 12 teachers have worked for 6-10 years, while 26 teachers have been serving the school for over 1-5 years, including seven beginning teachers.

In both schools, female teachers outnumber the male teachers. At Peet Junior High School there are 56 female teachers and 30 male teachers. Of its teaching staff, 17 special education teachers are being assisted by 13 teachers aides or paraprofessionals. In addition to its teaching staff, the school has four staff members in the school administration department and 11 more working as school support staff.

At Bozman Intermediate there are 50 female teachers and eight male teachers. Of its teaching staff, nine special education teachers are being assisted by 12 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.