How do these schools compare?
| Metric | Bazoline E. Usher/Collier Heights Elmentary School | Benjamin E. Mays High School |
|---|---|---|
| Location | Atlanta, GA | Atlanta, GA |
| School Type | regular | regular |
| Grade Level | other | high |
| Enrollment | 390 | 1,338 |
| Student:Teacher Ratio | 10.8:1 | 12.5:1 |
| Free/Reduced Lunch | 100.0% | 100.0% |
| 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 | Bazoline E. Usher/Collier Heights Elmentary School | Benjamin E. Mays High School |
|---|---|---|
| District Per-Pupil Expenditure | $24,033 | $24,033 |
| District | Atlanta Public Schools | Atlanta Public Schools |
Demographics
Source: CCD Membership 2024-25 CCD Membership 2024-25
| Group | Bazoline E. Usher/Collier Heights Elmentary School | Benjamin E. Mays High School |
|---|---|---|
| White | 0.5% | 0.1% |
| African American | 92.3% | 90.7% |
| Hispanic or Latino | 5.4% | 7.8% |
| Asian | 0.3% | 0.0% |
| American Indian / Alaska Native | 0.3% | 0.1% |
| Pacific Islander | 0.0% | 0.1% |
| Multiracial | 1.3% | 1.0% |
Academic Resources & Climate
Source: Civil Rights Data Collection (CRDC) 2021-22 Civil Rights Data Collection (CRDC) 2021-22
| Metric | Bazoline E. Usher/Collier Heights Elmentary School | Benjamin E. Mays High School |
|---|---|---|
| AP Courses Offered | — | 10 |
| Gifted Program | Yes | Yes |
| Counselor Ratio | 390:1 | 334.5:1 |
| Chronic Absenteeism | 53.8% | 59.9% |
| IDEA Students | — | — |
| In-School Suspensions | 0 | 103 |
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.