Compare W A Martin Elementary School with Noble Reed

W A Martin Elementary School 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 64 in student achievement, 74 in school progress and 68 in closing performance gaps. It scored 72 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, Noble Reed also earned a State accountability rating of C. The school posted 67 in student achievement, 80 in school progress, 73 in closing performance gaps and 78 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 W A Martin Elementary School and Noble Reed 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 W A Martin Elementary School. They make up for 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%).

The student population at Noble Reed is also predominantly by Hispanics at 47.67%, 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%).

Based on household incomes, W A Martin Elementary School’s economically disadvantaged students is higher at 68.18% compared to 67.06% at Noble Reed.

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, W A Martin Elementary School has a significantly higher number of English Language Learners comprising 38.33% of its student population compared to 26.53% at Noble Reed.

In addition, W A Martin Elementary School has 38.18% bilingual students, 5.45% are in the gifted and talented program, while 17.42% are in the special education program. This stacks up against Noble Reed with 25.66% bilingual students, 6.27% gifted and talented students and 11.37% students in the special education program.

40 teachers employed at W A Martin Elementary School have been teaching in the school for an average of about 4.5 years with individual teaching experience averaging 8.8 years. The 36 teachers at Noble Reed have been serving the school for an average of 1.4 years with individual teaching experience averaging 7.1 years.

Of its teaching staff, 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. 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.

In both schools, female teachers outnumber the male teachers. 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.

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.