Compare Sterling High School with Worthing High School

Sterling High School was accorded a State accountability rating of C (70-79) 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 70 in student achievement, 79 in school progress and 73 in closing performance gaps. It scored 77 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, Worthing High School also earned a State accountability rating of C. The school posted 67 in student achievement, 77 in school progress, 76 in closing performance gaps and 77 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 Sterling High School and Worthing High School are not applicable as neither one earned a recognition for outstanding achievement in seven categories.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Sterling High School. They make up for 49.19% of student population, followed by African Americans (48.51%), Whites or Caucasians (1.25%), Asians (0.56%), Two or More Races (0.44%) and Native Americans (0.06%).

At Worthing High School, African Americans make up 69.02% of student population, followed by Hispanics (29.04%), Two or More Races (0.97%), Whites or Caucasians (0.61%), Asians (0.12%) and Native Americans (0.12%).

Based on household incomes, the Sterling High School’s economically disadvantaged students is slightly lower at 90.10% compared to 96.48% at Worthing 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, Sterling High School has a significantly higher number of English Language Learners comprising 24.78% of its student population compared to 13.61% at Worthing High School.

Sterling High School’s bilingual students comprise 20.30%, gifted and talented students, 6.29%, while 13.26% are in the special education program. Worthing High School bilingual students comprise 12.52%, gifted and talented students, 4.37%, and 15.31% are in the special education program.

Sterling High School's 81 teachers have been working at the campus for an average of 7.5 years with individual teaching experience averaging nearly 12.2 years. Worthing High School's 53 teachers have been working at the campus for an average of 6.2 years with individual teaching experience averaging close to 9.7 years.

Of its teaching staff, Sterling High School has six teachers serving the school for over 30 years, has nine teachers serving the school for 20-30 years, 22 teachers have worked for 11-20 years, 18 teachers have worked for 6-10 years, while 20 teachers have been serving the school for over 1-5 years, including seven beginning teachers. Worthing High School has two teachers serving the school for over 30 years, has five teachers serving the school for 20-30 years, 11 teachers have worked for 11-20 years, eight teachers have worked for 6-10 years, while 23 teachers have been serving the school for over 1-5 years, including five beginning teachers.

In both schools, female teachers outnumber the male teachers. Sterling High School employs 42 female teachers and 39 male teachers. Of its teaching staff, four special education teachers are being assisted by ten teachers aides or paraprofessionals. The school also employs two staff members in the school administration department and 22 more working as school support staff.

On the other hand, Worthing High School employs 31 female teachers and 21 male teachers. Of its teaching staff, four special education teachers are being assisted by nine teachers aides or paraprofessionals. The school also employs two staff members in the school administration department and 15 more working as school support staff.