Compare Noble Reed with Barbara Walker Elementary School

Noble Reed earned a State accountability rating of C (70-79) 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 67 in student achievement, 80 in school progress and 73 in closing performance gaps. It scored 78 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, Barbara Walker Elementary School earned a State accountability rating of B. The school posted 79 in student achievement, 85 in school progress, 89 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.

Barbara Walker Elementary School's three out of seven distinctions are in Mathematics, Science and 25% closing performance gaps. Noble Reed has no distinction.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Noble Reed. They make up for 47.67% of student population, followed by African Americans (24.78%), Whites or Caucasians (23.32%), Two or More Races (3.35%), Asians (0.73%) and Native Americans (0.15%).

The student population at Barbara Walker Elementary School is also predominantly by African Americans at 38.11%, followed by Hispanics (27.92%), Whites or Caucasians (27.74%), Two or More Races (5.66%), Native Americans (0.38%) and Asians (0.19%).

Based on household incomes, Noble Reed’s economically disadvantaged students is significantly higher at 67.06% compared to 54.91% at Barbara Walker 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, Noble Reed has a significantly higher number of English Language Learners comprising 26.53% of its student population compared to 9.62% at Barbara Walker Elementary School.

Noble Reed’s bilingual students comprise 25.66%, gifted and talented students, 6.27%, while 11.37% are in the special education program. Barbara Walker Elementary School bilingual students comprise 8.87%, gifted and talented students, 5.28%, and 16.42% are in the special education program.

36 teachers employed at Noble Reed have been teaching in the school for an average of about 1.4 years with individual teaching experience averaging 7.1 years. The 36 teachers at Barbara Walker Elementary School have been serving the school for an average of 3.6 years with individual teaching experience averaging 8.1 years.

Of its teaching staff, Noble Reed no teacher serving the school for over 30 years, has two teachers serving the school for 20-30 years, eight teachers have worked for 11-20 years, six teachers have worked for 6-10 years, while 16 teachers have been serving the school for over 1-5 years, including five beginning teachers. Barbara Walker Elementary School has one teacher only serving the school for over 30 years, has two teachers serving the school for 20-30 years, eight teachers have worked for 11-20 years, seven teachers have worked for 6-10 years, while 15 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 Noble Reed there are 33 female teachers and three male teachers. Of its teaching staff, four special education teachers are being assisted by 11 teachers aides or paraprofessionals. In addition to its teaching staff, the school has one staff members in the school administration department and five more working as school support staff.

At Barbara Walker Elementary School there are 33 female teachers and three male teachers. Of its teaching staff, four special education teachers are being assisted by 13 teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and six more working as school support staff.