Compare Windsor Park G/T with Early Childhood Development Ctr

Windsor Park G/T 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 97 in student achievement, 96 in school progress and an impressive100 in closing performance gaps. It scored 98 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, Early Childhood Development Ctr earned a State accountability rating of B. The school posted 91 in student achievement, 91 in school progress, 77 in closing performance gaps and 87 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. Windsor Park G/T'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. Early Childhood Development Ctr’s only distinction designation is in Post-Secondary.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Windsor Park G/T. They make up for 50.60% of student population, followed by Whites or Caucasians (27.35%), Asians (15.38%), African Americans (3.76%), Two or More Races (2.56%) and Native Americans (0.17%).

At Early Childhood Development Ctr, Hispanics make up 86.96% of student population, followed by Whites or Caucasians (7.97%), Two or More Races (3.62%), African Americans (0.72%) and Asians (0.72%). There is no Native Americans student in the school.

Based on household incomes, the Windsor Park G/T’s economically disadvantaged students is significantly lower at 28.55% compared to 65.22% at Early Childhood Development Ctr.

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, Windsor Park G/T has 23 English Language Learners or ELLS or about 3.93% of student population. Early Childhood Development Ctr has significantly more ELLs at 51 or about 36.96% of student population.

Windsor Park G/T 3.08% are in the special education program, 100.00% are in the gifted and talented program, and bilingual students comprise 2.91% students. Early Childhood Development Ctr has no gifted and talented student, while 3.62% are in the special education program, and bilingual students comprise 100.00% students.

36 teachers employed at Windsor Park G/T have been teaching in the school for an average of about 12.1 years with individual teaching experience averaging 16.1 years. The eight teachers at Early Childhood Development Ctr have been serving the school for an average of 10 years with individual teaching experience averaging 12.4 years.

Of its teaching staff, Windsor Park G/T has six teachers serving the school for over 30 years, has seven teachers serving the school for 20-30 years, 12 teachers have worked for 11-20 years, three teachers have worked for 6-10 years, while nine teachers have been serving the school for over 1-5 years, and school has no beginning teacher. Early Childhood Development Ctr has one teacher only serving the school for over 30 years, no teacher serving the school for 20-30 years, five teachers have worked for 11-20 years, school has no teacher serving 6-10 years, while one teacher only has been serving the school for over 1-5 years, including two beginning teachers.

In both schools, female teachers outnumber the male teachers. At Windsor Park G/T there are 33 female teachers and three male teachers. Of its teaching staff, one special education teacher is being assisted by five teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and three more working as school support staff.

At Early Childhood Development Ctr there are seven female teachers and one male teacher only. Of its teaching staff, one special education teacher is being assisted by three teachers aides or paraprofessionals. In addition to its teaching staff, the school has one staff members in the school administration department and one more working as school support staff.