Compare South Early College High School with Milby High School

South Early College High 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 95 in student achievement, 94 in school progress and 94 in closing performance gaps. It scored 95 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, Milby High School earned a State accountability rating of B. The school posted 81 in student achievement, 87 in school progress, 80 in closing performance gaps and 85 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.

Milby High School's four out of seven distinctions are in Reading/English Language Arts (ELA), post-secondary, with 25% student progress and 25% closing performance gaps. South Early College High School has no distinction.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at South Early College High School. They make up for 54.29% of student population, followed by African Americans (41.67%), Whites or Caucasians (2.02%), Asians (0.76%) and Two or More Races (0.76%). There is no Native Americans student in the school.

At Milby High School, Hispanics make up 94.74% of student population, followed by African Americans (4.02%), Whites or Caucasians (0.57%), Native Americans (0.33%), Asians (0.19%) and Two or More Races (0.10%).

Based on household incomes, the South Early College High School’s economically disadvantaged students is significantly lower at 80.81% compared to 92.30% at Milby High 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, South Early College High School has 46 English Language Learners or ELLS or about 11.62% of student population. Milby High School has significantly more ELLs at 577 or about 27.58% of student population.

South Early College High School’s bilingual students comprise 10.61%, gifted and talented students, 25.76%, while 1.52% are in the special education program. Milby High School bilingual students comprise 26.53%, gifted and talented students, 19.74%, and 9.37% are in the special education program.

South Early College High School's 19 teachers have been working at the campus for an average of 6.1 years with individual teaching experience averaging nearly 13.9 years. Milby High School's 94 teachers have been working at the campus for an average of 8.3 years with individual teaching experience averaging close to 10.7 years.

Of its teaching staff, South Early College High School has two teachers serving the school for over 30 years, has one teacher only serving the school for 20-30 years, seven teachers have worked for 11-20 years, three teachers have worked for 6-10 years, while five teachers have been serving the school for over 1-5 years, including one beginning teacher only. Milby High School has two teachers serving the school for over 30 years, has 13 teachers serving the school for 20-30 years, 22 teachers have worked for 11-20 years, 24 teachers have worked for 6-10 years, while 28 teachers have been serving the school for over 1-5 years, including five beginning teachers.

South Early College High School has zero special education teachers assisted by 1 teacher aides or paraprofessionals. Milby High School has four special education teachers and 5 teacher aides or paraprofessionals.