Compare Thompson Elementary School with Kujawa Elementary School

Thompson Elementary 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 75 in student achievement, 97 in school progress and 83 in closing performance gaps. It scored 93 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, Kujawa Elementary School earned a State accountability rating of B. The school posted 56 in student achievement, 86 in school progress, 74 in closing performance gaps and 82 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.

Thompson Elementary School's six out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, Science, post-secondary, with 25% student progress and 25% closing performance gaps. Kujawa Elementary School did not earn any distinction.

Based on Racial/Ethnic Groups, the dominant group in Thompson Elementary School is Hispanics who make up nearly 94.61% of student population, followed by African Americans (2.49%), Whites or Caucasians (1.87%), Two or More Races (0.62%), Asians (0.21%) and Native Americans (0.21%).

At Kujawa Elementary School, Hispanics are the biggest group, comprising 63.64% of student population, followed by African Americans (31.27%), Whites or Caucasians (2.00%), Asians (1.09%), Two or More Races (1.09%) and Native Americans (0.91%).

Based on household incomes, Thompson Elementary School’s economically disadvantaged students is slightly higher at 91.70% compared to 88.18% at Kujawa Elementary 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, Thompson Elementary School has a significantly higher number of English Language Learners comprising 74.27% of its student population compared to 47.09% at Kujawa Elementary School.

Thompson Elementary School’s bilingual students comprise 73.86%, gifted and talented students, 4.98%, while 8.71% are in the special education program. Kujawa Elementary School bilingual students comprise 46.73%, gifted and talented students, 3.27%, and 9.45% are in the special education program.

33 teachers employed at Thompson Elementary School have been teaching in the school for an average of about 7.3 years with individual teaching experience averaging 8.1 years. The 39 teachers at Kujawa Elementary School have been serving the school for an average of 9.9 years with individual teaching experience averaging 12.4 years.

Of its teaching staff, Thompson Elementary School no teacher serving the school for over 30 years, has three teachers serving the school for 20-30 years, eight teachers have worked for 11-20 years, six teachers have worked for 6-10 years, while nine teachers have been serving the school for over 1-5 years, including seven beginning teachers. Kujawa Elementary School has three teachers serving the school for over 30 years, has five teachers serving the school for 20-30 years, 13 teachers have worked for 11-20 years, four teachers have worked for 6-10 years, while nine teachers have been serving the school for over 1-5 years, including five beginning teachers.

In both schools, female teachers outnumber the male teachers. At Thompson Elementary School there are 28 female teachers and five male teachers. Of its teaching staff, three special education teachers are being assisted by 13 teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and seven more working as school support staff.

At Kujawa Elementary School there are 35 female teachers and four male teachers. Of its teaching staff, two special education teachers are being assisted by ten teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and 11 more working as school support staff.