Compare Pershing Middle School with Project Chrysalis Middle School

Pershing Middle 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 85 in student achievement, 90 in school progress and 87 in closing performance gaps. It scored 89 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, Project Chrysalis Middle School performed excellent to earn a State accountability rating of A. The school posted 93 in student achievement, 95 in school progress, 100 in closing performance gaps and 97 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. Pershing Middle School’s five out of seven distinctions are in Reading/English Language Arts (ELA), Social Studies, post-secondary, with 25% student progress and 25% closing performance gaps. Project Chrysalis Middle School's seven out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, Science, Social Studies, post-secondary, with 25% student progress and 25% closing performance gaps.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Pershing Middle School. They make up for 40.14% of student population, followed by African Americans (32.91%), Whites or Caucasians (18.51%), Asians (6.15%) and Two or More Races (2.23%). There is no Native Americans student in the school.

At Project Chrysalis Middle School, Hispanics make up 94.42% of student population, followed by Asians (2.60%), Whites or Caucasians (1.49%), African Americans (1.12%) and Two or More Races (0.37%). There is no Native Americans student in the school.

Based on household incomes, the Pershing Middle School’s economically disadvantaged students is significantly lower at 56.49% compared to 75.09% at Project Chrysalis Middle 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, Pershing Middle School has a significantly higher number of English Language Learners comprising 16.15% of its student population compared to 30.11% at Project Chrysalis Middle School.

In addition, Pershing Middle School has 14.53% bilingual students, 28.24% are in the gifted and talented program, while 10.14% are in the special education program. This stacks up against Project Chrysalis Middle School with 25.65% bilingual students, 54.28% gifted and talented students and 1.12% students in the special education program.

Pershing Middle School's 87 teachers have been working at the campus for an average of 7.9 years with individual teaching experience averaging 11.3 years. Teachers at Project Chrysalis Middle School, numbering 15 teachers, have been serving the school for an average of 4.8 years with individual teaching experience averaging 7.6 years.

Of its teaching staff, Pershing Middle School has two teachers serving the school for over 30 years, has 15 teachers serving the school for 20-30 years, 20 teachers have worked for 11-20 years, 20 teachers have worked for 6-10 years, while 30 teachers have been serving the school for over 1-5 years, including one beginning teacher only. Project Chrysalis Middle School no teacher serving the school for over 30 years, has one teacher only serving the school for 20-30 years, four teachers have worked for 11-20 years, school has no teacher serving 6-10 years, while ten teachers have been serving the school for over 1-5 years, and school has no beginning teacher.

In both schools, female teachers outnumber the male teachers. At Pershing Middle School there are 59 female teachers and 28 male teachers. Of its teaching staff, three special education teachers are being assisted by five teachers aides or paraprofessionals. In addition to its teaching staff, the school has five staff members in the school administration department and nine more working as school support staff.

At Project Chrysalis Middle School there are 13 female teachers and two male teachers. Of its teaching staff, two teachers are aides or paraprofessionals. In addition to its teaching staff, the school has one more working as school support staff.