Compare Tuscany Heights with Redland Oaks Elementary School

Tuscany Heights 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 91 in student achievement, 91 in school progress and 98 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, Redland Oaks Elementary School also performed excellent to earn a State accountability rating of A. The school posted 91 in student achievement, 90 in school progress, 88 in closing performance gaps and 90 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.

It is in this area where the two schools differ. Tuscany Heights’s three out of seven distinctions are in Reading/English Language Arts (ELA), post-secondary and 25% closing performance gaps. Redland Oaks Elementary School's four out of seven distinctions are in Reading/English Language Arts (ELA), Science, post-secondary and 25% closing performance gaps.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Tuscany Heights. They make up for 39.33% of student population, followed by Whites or Caucasians (38.08%), African Americans (8.37%), Asians (8.23%), Two or More Races (5.72%) and Native Americans (0.28%).

The student population at Redland Oaks Elementary School is also predominantly by Hispanics at 51.97%, followed by Whites or Caucasians (31.50%), Two or More Races (6.82%), African Americans (4.72%), Asians (4.72%) and Native Americans (0.26%).

Based on household incomes, the Tuscany Heights’s economically disadvantaged students is significantly lower at 37.38% compared to 51.97% at Redland Oaks 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, Tuscany Heights has a significantly higher number of English Language Learners comprising 8.65% of its student population compared to 4.72% at Redland Oaks Elementary School.

Tuscany Heights’s bilingual students comprise 8.23%, gifted and talented students, 6.42%, while 10.60% are in the special education program. Redland Oaks Elementary School bilingual students comprise 4.72%, gifted and talented students, 6.30%, and 19.42% are in the special education program.

40 teachers employed at Tuscany Heights have been teaching in the school for an average of about 8.4 years with individual teaching experience averaging 10.9 years. The 30 teachers at Redland Oaks Elementary School have been serving the school for an average of 9.9 years with individual teaching experience averaging 12.8 years.

Of its teaching staff, Tuscany Heights no teacher serving the school for over 30 years, has three teachers serving the school for 20-30 years, 18 teachers have worked for 11-20 years, ten teachers have worked for 6-10 years, while ten teachers have been serving the school for over 1-5 years, and school has no beginning teacher. Redland Oaks Elementary School has one teacher only serving the school for over 30 years, has five teachers serving the school for 20-30 years, eight teachers have worked for 11-20 years, ten 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.

In both schools, female teachers outnumber the male teachers. At Tuscany Heights there are 37 female teachers and three male teachers. Of its teaching staff, six special education teachers are being assisted by 12 teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and five more working as school support staff.

On the other hand, Redland Oaks Elementary School has an all-female teaching staff. Of its teaching staff, nine special education teachers are being assisted by 15 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.