Compare James Coble Middle School with Rogene Worley Middle School

James Coble Middle School 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 80 in student achievement, 85 in school progress and 75 in closing performance gaps. It scored 82 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, Rogene Worley Middle School also earned a State accountability rating of B. The school posted 85 in student achievement, 86 in school progress, 87 in closing performance gaps and 86 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.

Rogene Worley Middle School's one out of seven distinction is in Mathematics. James Coble Middle School has no distinction.

Based on Racial/Ethnic Groups, African Americans comprise the biggest group at James Coble Middle School. They make up for 46.05% of student population, followed by Hispanics (26.22%), Whites or Caucasians (12.13%), Asians (12.13%), Two or More Races (3.14%) and Native Americans (0.22%).

The student population at Rogene Worley Middle School is also predominantly by Whites or Caucasians at 36.06%, followed by Hispanics (33.58%), African Americans (19.56%), Asians (5.55%), Two or More Races (4.96%) and Native Americans (0.29%).

Based on household incomes, James Coble Middle School’s economically disadvantaged students is significantly higher at 53.95% compared to 41.17% at Rogene Worley Middle 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, James Coble Middle School has a significantly higher number of English Language Learners comprising 10.29% of its student population compared to 10.51% at Rogene Worley Middle School.

In addition, James Coble Middle School has 9.86% bilingual students, 4.44% are in the gifted and talented program, while 11.27% are in the special education program. This stacks up against Rogene Worley Middle School with 10.36% bilingual students, 8.03% gifted and talented students and 12.26% students in the special education program.

James Coble Middle School's 58 teachers have been working at the campus for an average of 4.7 years with individual teaching experience averaging 9.8 years. Teachers at Rogene Worley Middle School, numbering 51 teachers, have been serving the school for an average of 9.8 years with individual teaching experience averaging 14.3 years.

Of its teaching staff, James Coble Middle School no teacher serving the school for over 30 years, has six teachers serving the school for 20-30 years, 20 teachers have worked for 11-20 years, 16 teachers have worked for 6-10 years, while 14 teachers have been serving the school for over 1-5 years, including four beginning teachers. Rogene Worley Middle School has one teacher only serving the school for over 30 years, has 13 teachers serving the school for 20-30 years, 17 teachers have worked for 11-20 years, 12 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.

In both schools, female teachers outnumber the male teachers. At James Coble Middle School there are 38 female teachers and 20 male teachers. Of its teaching staff, eight special education teachers are being assisted by five teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and two more working as school support staff.

At Rogene Worley Middle School there are 34 female teachers and 16 male teachers. Of its teaching staff, eight special education teachers are being assisted by three teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and three more working as school support staff.