Compare Noble Reed with W A Martin Elementary School

Noble Reed was accorded 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, W A Martin Elementary School also earned a State accountability rating of C. The school posted 64 in student achievement, 74 in school progress, 68 in closing performance gaps and 72 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 Noble Reed and W A Martin Elementary School are not applicable as neither one earned a recognition for outstanding achievement in seven categories.

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%).

At W A Martin Elementary School, Hispanics are the biggest group, comprising 57.73% of student population, followed by Whites or Caucasians (35.30%), African Americans (5.15%), Two or More Races (1.06%), Asians (0.15%) and Native Americans (0.15%).

Based on household incomes, the Noble Reed’s economically disadvantaged students is lower at 67.06% compared to 68.18% at W A Martin 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 182 English Language Learners or ELLS or about 26.53% of student population. W A Martin Elementary School has significantly more ELLs at 253 or about 38.33% of student population.

Noble Reed’s bilingual students comprise 25.66%, gifted and talented students, 6.27%, while 11.37% are in the special education program. W A Martin Elementary School bilingual students comprise 38.18%, gifted and talented students, 5.45%, and 17.42% 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 40 teachers at W A Martin Elementary School have been serving the school for an average of 4.5 years with individual teaching experience averaging 8.8 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. W A Martin Elementary School no teacher serving the school for over 30 years, has three teachers serving the school for 20-30 years, 13 teachers have worked for 11-20 years, six teachers have worked for 6-10 years, while 17 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 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 W A Martin Elementary School there are 39 female teachers and one male teacher only. Of its teaching staff, five special education teachers are being assisted by 15 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.