How do these schools compare?
| Metric | Aiken New Tech High School | Spencer Center for Gifted and Exceptional Students |
|---|---|---|
| Location | Cincinnati, OH | Cincinnati, OH |
| School Type | regular | regular |
| Grade Level | other | other |
| Enrollment | 1,226 | 373 |
| Student:Teacher Ratio | 17.4:1 | 12.2:1 |
| Free/Reduced Lunch | — | 24.9% |
| Charter School | No | No |
| Magnet School | No | No |
| Title I | No | No |
Funding
Per-pupil expenditure reflects district-level spending. Source: NCES Finance Survey.
| Metric | Aiken New Tech High School | Spencer Center for Gifted and Exceptional Students |
|---|---|---|
| District Per-Pupil Expenditure | $20,319 | $20,319 |
| District | Cincinnati Public Schools | Cincinnati Public Schools |
Demographics
Source: CCD Membership 2024-25 CCD Membership 2024-25
| Group | Aiken New Tech High School | Spencer Center for Gifted and Exceptional Students |
|---|---|---|
| White | 6.0% | 55.0% |
| African American | 67.1% | 31.4% |
| Hispanic or Latino | 19.7% | 1.9% |
| Asian | 1.7% | 2.7% |
| American Indian / Alaska Native | 0.2% | 0.0% |
| Pacific Islander | 0.1% | 0.0% |
| Multiracial | 5.2% | 9.1% |
Academic Resources & Climate
Source: Civil Rights Data Collection (CRDC) 2021-22 Civil Rights Data Collection (CRDC) 2021-22
| Metric | Aiken New Tech High School | Spencer Center for Gifted and Exceptional Students |
|---|---|---|
| AP Courses Offered | 4 | 6 |
| Gifted Program | No | Yes |
| Counselor Ratio | 408.7:1 | 621.7:1 |
| Chronic Absenteeism | 67.9% | 25.2% |
| IDEA Students | — | — |
| In-School Suspensions | 1 | 30 |
Data Sources: NCES Common Core of Data (CCD) 2023-24 for enrollment and school characteristics. Civil Rights Data Collection (CRDC) 2021-22 for AP courses, counselors, absenteeism, and discipline. NCES Finance Survey for per-pupil expenditure. Some fields may be unavailable for all schools.
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Source: U.S. Department of Education NCES Common Core of Data + F-33 finance + Civil Rights Data Collection Compiled and formatted by PlainSchools Editorial.