Compare York Junior High School with Cox Intermediate

York Junior High 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 92 in student achievement, 88 in school progress and 94 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, Cox Intermediate also performed excellent to earn a State accountability rating of A. The school posted 91 in student achievement, 83 in school progress, 89 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.

Distinction Designations for York Junior High School and Cox Intermediate are not applicable as neither one earned a recognition for outstanding achievement in seven categories.

Based on Racial/Ethnic Groups, Whites or Caucasians comprise the biggest group at York Junior High School. They make up for 50.94% of student population, followed by Hispanics (25.94%), African Americans (13.09%), Asians (5.12%), Two or More Races (4.23%) and Native Americans (0.10%).

The student population at Cox Intermediate is also predominantly by Whites or Caucasians at 47.62%, followed by Hispanics (27.41%), African Americans (13.70%), Asians (5.34%), Two or More Races (4.88%) and Native Americans (0.46%).

Based on household incomes, the York Junior High School’s economically disadvantaged students is lower at 20.92% compared to 21.95% at Cox Intermediate.

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, York Junior High School has a significantly higher number of English Language Learners comprising 5.12% of its student population compared to 7.08% at Cox Intermediate.

York Junior High School’s bilingual students comprise 4.63%, gifted and talented students, 13.04%, while 6.05% are in the special education program. Cox Intermediate bilingual students comprise 6.27%, gifted and talented students, 12.66%, and 9.76% are in the special education program.

York Junior High School's 110 teachers have been working at the campus for an average of 6.4 years with individual teaching experience averaging 10.5 years. Teachers at Cox Intermediate, numbering 52 teachers, have been serving the school for an average of 5.1 years with individual teaching experience averaging 8.9 years.

Of its teaching staff, York Junior High School no teacher serving the school for over 30 years, has eight teachers serving the school for 20-30 years, 47 teachers have worked for 11-20 years, 23 teachers have worked for 6-10 years, while 28 teachers have been serving the school for over 1-5 years, including five beginning teachers. Cox Intermediate no teacher serving the school for over 30 years, has five teachers serving the school for 20-30 years, 11 teachers have worked for 11-20 years, 15 teachers have worked for 6-10 years, while 18 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 York Junior High School there are 77 female teachers and 32 male teachers. Of its teaching staff, 19 special education teachers are being assisted by 13 teachers aides or paraprofessionals. In addition to its teaching staff, the school has four staff members in the school administration department and eight more working as school support staff.

At Cox Intermediate there are 48 female teachers and four male teachers. Of its teaching staff, seven special education teachers are being assisted by nine teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and seven more working as school support staff.