Compare Roberta Tipps Academy with Martha Reid Academy

Roberta Tipps Academy 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 89 in student achievement, 83 in school progress and 76 in closing performance gaps. It scored 85 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, Martha Reid Academy also earned a State accountability rating of B. The school posted 88 in student achievement, 81 in school progress, 78 in closing performance gaps and 85 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 Roberta Tipps Academy and Martha Reid Academy 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 Roberta Tipps Academy. They make up for 35.07% of student population, followed by African Americans (30.22%), Hispanics (18.66%), Asians (10.26%), Two or More Races (5.60%) and Native Americans (0.19%).

The student population at Martha Reid Academy is also predominantly by Whites or Caucasians at 37.19%, followed by African Americans (26.03%), Hispanics (25.83%), Asians (7.02%) and Two or More Races (3.93%). There is no Native Americans student in the school.

Based on household incomes, Roberta Tipps Academy’s economically disadvantaged students is higher at 41.42% compared to 40.08% at Martha Reid Academy.

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, Roberta Tipps Academy has a slightly higher number of English Language Learners comprising 15.86% of its student population compared to 13.84% at Martha Reid Academy.

Roberta Tipps Academy’s bilingual students comprise 15.11%, gifted and talented students, 5.22%, while 12.50% are in the special education program. Martha Reid Academy bilingual students comprise 13.64%, gifted and talented students, 3.93%, and 11.36% are in the special education program.

37 teachers employed at Roberta Tipps Academy have been teaching in the school for an average of about 9 years with individual teaching experience averaging 12.3 years. The 35 teachers at Martha Reid Academy have been serving the school for an average of 8.9 years with individual teaching experience averaging 13.4 years.

Of its teaching staff, Roberta Tipps Academy no teacher serving the school for over 30 years, has five teachers serving the school for 20-30 years, 14 teachers have worked for 11-20 years, nine teachers have worked for 6-10 years, while seven teachers have been serving the school for over 1-5 years, including two beginning teachers. Martha Reid Academy no teacher 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, eight teachers have worked for 6-10 years, while seven 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 Roberta Tipps Academy there are 36 female teachers and one male teacher only. Of its teaching staff, five special education teachers are being assisted by seven teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and four more working as school support staff.

At Martha Reid Academy there are 34 female teachers and one male teacher only. Of its teaching staff, five special education teachers are being assisted by seven teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and four more working as school support staff.