Compare Royal Elementary School with Royal Early Childhood Center

Royal 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 65 in student achievement, 86 in school progress and 76 in closing performance gaps. It scored 83 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, Royal Early Childhood Center also earned a State accountability rating of B. The school posted only 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.

Distinction Designations for Royal Elementary School and Royal Early Childhood Center are not applicable as neither one earned a recognition for outstanding achievement in seven categories.

Based on Racial/Ethnic Groups, the dominant group in Royal Elementary School is Hispanics who make up nearly 75.67% of student population, followed by African Americans (14.00%), Whites or Caucasians (8.77%), Two or More Races (1.27%) and Asians (0.28%). There is no Native Americans student in the school.

At Royal Early Childhood Center, Hispanics make up 71.98% of student population, followed by African Americans (15.73%), Whites or Caucasians (9.27%), Two or More Races (2.16%), Asians (0.65%) and Native Americans (0.22%).

Based on household incomes, Royal Elementary School’s economically disadvantaged students is slightly higher at 82.46% compared to 75.00% at Royal Early Childhood Center.

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, Royal Elementary School has a significantly higher number of English Language Learners comprising 54.17% of its student population compared to 44.61% at Royal Early Childhood Center.

Royal Elementary School’s bilingual students comprise 55.45%, gifted and talented students, 1.41%, while 13.30% are in the special education program. Royal Early Childhood Center bilingual students comprise 47.20%, gifted and talented students, 1.29%, and 6.90% are in the special education program.

49 teachers employed at Royal Elementary School have been teaching in the school for an average of about 3.1 years with individual teaching experience averaging 6.7 years. The 32 teachers at Royal Early Childhood Center have been serving the school for an average of 3.8 years with individual teaching experience averaging 7.4 years.

Of its teaching staff, Royal Elementary School no teacher serving the school for over 30 years, has two teachers serving the school for 20-30 years, nine teachers have worked for 11-20 years, 12 teachers have worked for 6-10 years, while 20 teachers have been serving the school for over 1-5 years, including seven beginning teachers. Royal Early Childhood Center no teacher 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, eight teachers have worked for 6-10 years, while 14 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 Royal Elementary School there are 38 female teachers and 11 male teachers. Of its teaching staff, seven special education teachers are being assisted by 15 teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and four more working as school support staff.

On the other hand, Royal Early Childhood Center has an all-female teaching staff. Of its teaching staff, one special education teacher is being assisted by 16 teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and one more working as school support staff.