Compare Story Intermediate with Washington Early Childhood Center

Story Intermediate 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 74 in student achievement, 82 in school progress and 76 in closing performance gaps. It scored 80 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, Washington Early Childhood Center earned a State accountability rating of C. The school posted only 78 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 Story Intermediate and Washington Early Childhood Center 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 Story Intermediate. They make up for 42.88% of student population, followed by Whites or Caucasians (26.45%), African Americans (26.13%), Two or More Races (3.13%), Asians (0.78%) and Native Americans (0.47%).

The student population at Washington Early Childhood Center is also predominantly by Hispanics at 40.09%, followed by African Americans (28.63%), Whites or Caucasians (24.67%), Two or More Races (6.17%) and Asians (0.44%). There is no Native Americans student in the school.

Based on household incomes, the Story Intermediate’s economically disadvantaged students is slightly lower at 81.06% compared to 87.22% at Washington 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, Story Intermediate has a significantly higher number of English Language Learners comprising 25.04% of its student population compared to 9.25% at Washington Early Childhood Center.

Story Intermediate 15.34% are in the special education program, 1.72% are in the gifted and talented program, and bilingual students comprise 22.22% students. Washington Early Childhood Center has no gifted and talented student, while 10.13% are in the special education program, and bilingual students comprise 8.37% students.

46 teachers employed at Story Intermediate have been teaching in the school for an average of about 5.1 years with individual teaching experience averaging 11.2 years. The 15 teachers at Washington Early Childhood Center have been serving the school for an average of 6.9 years with individual teaching experience averaging 9.3 years.

Of its teaching staff, Story Intermediate has four teachers serving the school for over 30 years, has six teachers serving the school for 20-30 years, ten teachers have worked for 11-20 years, eight teachers have worked for 6-10 years, while 15 teachers have been serving the school for over 1-5 years, including four beginning teachers. Washington Early Childhood Center no teacher serving the school for over 30 years, has one teacher only serving the school for 20-30 years, six teachers have worked for 11-20 years, one teacher only has worked for 6-10 years, while four teachers have been serving the school for over 1-5 years, including three beginning teachers.

In both schools, female teachers outnumber the male teachers. At Story Intermediate there are 36 female teachers and ten male teachers. Of its teaching staff, five special education teachers are being assisted by 16 teachers aides or paraprofessionals. In addition to its teaching staff, the school has four staff members in the school administration department and three more working as school support staff.

At Washington Early Childhood Center there are 14 female teachers and one male teacher only. Of its teaching staff, one special education teacher is being assisted by 29 teachers aides or paraprofessionals. In addition to its teaching staff, the school has one staff members in the school administration department.