Choosing the right middle school for your children can prove to be a daunting task. Middle school is when children start to flex their growing independence. This is a critical transition period for students. As they assert their independence, their responsibilities increase, they attend multiple classes and their academic performance are closely monitored and graded. Schools focus on preparing them for the more rigorous academic grind in high school.
Vogel 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 87 in student achievement, 87 in school progress and 94 in closing performance gaps. It scored 89 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, Collins Intermediate performed excellent to earn a State accountability rating of A. The school posted 95 in student achievement, 90 in school progress, 94 in closing performance gaps and 95 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. Vogel Intermediate’s four out of seven distinctions are in Mathematics, post-secondary, with 25% student progress and 25% closing performance gaps. Collins Intermediate's five out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, Science, post-secondary and with 25% student progress.
Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Vogel Intermediate. They make up for 41.25% of student population, followed by Whites or Caucasians (40.14%), African Americans (11.83%), Two or More Races (3.34%), Asians (2.53%) and Native Americans (0.40%).
At Collins Intermediate, Whites or Caucasians are the biggest group, comprising 57.06% of student population, followed by Hispanics (20.71%), Asians (10.43%), African Americans (5.62%), Two or More Races (5.21%) and Native Americans (0.55%).
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, Vogel Intermediate has a significantly higher number of English Language Learners comprising 19.31% of its student population compared to 4.39% at Collins Intermediate.
In addition, Vogel Intermediate has 18.91% bilingual students, 8.80% are in the gifted and talented program, while 8.90% are in the special education program. This stacks up against Collins Intermediate with 4.25% bilingual students, 20.85% gifted and talented students and 5.62% students in the special education program.
Vogel Intermediate's 61 teachers have been working at the campus for an average of 7.1 years with individual teaching experience averaging 11.6 years. Teachers at Collins Intermediate, numbering 41 teachers, have been serving the school for an average of 5.9 years with individual teaching experience averaging 10.4 years.
Of its teaching staff, Vogel Intermediate no teacher serving the school for over 30 years, has eight teachers serving the school for 20-30 years, 25 teachers have worked for 11-20 years, nine teachers have worked for 6-10 years, while 16 teachers have been serving the school for over 1-5 years, including three beginning teachers. Collins Intermediate has one teacher only serving the school for over 30 years, has four teachers serving the school for 20-30 years, ten teachers have worked for 11-20 years, 15 teachers have worked for 6-10 years, while ten 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 Vogel Intermediate there are 53 female teachers and eight male teachers. Of its teaching staff, 11 special education teachers are being assisted by 11 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.
At Collins Intermediate there are 36 female teachers and five male teachers. Of its teaching staff, three special education teachers are being assisted by nine teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and eight more working as school support staff.
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