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School Public Accountability Reports

School Public Accountability Reports - 2013 – 2014

 

OCTOBER MEMBERSHIP

The following table provides information on the composition of the student population at the school, district and state levels.

Racial/Ethnic Group

Number of Students
Enrolled in October

School %

District %

State %

 

Female

Male

2013-14

2012-13

2013-14

2012-13

2013-14

2012-13

WHITE

*

22

26.2

34.5

58.1

58.7

40.9

41.6

BLACK OR AFRICAN AMERICAN

17

40

55.3

50.0

18.8

19.0

22.9

23.0

HISPANIC/LATINO

*

11

12.6

*

14.5

13.9

30.0

29.3

ASIAN

 

*

*

 

4.2

4.1

2.6

2.6

NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER

 

 

 

 

0.2

 

0.1

0.1

AMERICAN INDIAN OR ALASKA NATIVE

 

 

 

*

0.3

0.3

0.3

0.4

TWO OR MORE RACES

*

*

*

*

3.9

3.8

3.2

3.1

 

 

 

 

 

 

 

 

 

DISABLED

*

26

32.0

36.4

12.4

12.3

12.9

12.9

ECONOMICALLY DISADVANTAGED

14

45

57.2

80.0

42.6

53.7

58.4

58.6

ELL

*

 

*

 

6.6

6.2

12.4

12.1

MIGRANT

 

 

 

 

 

 

0.6

0.5

 

 

 

 

 

 

 

 

 

FEMALE

25

 

24.3

32.7

48.5

48.5

48.7

48.7

MALE

 

78

75.7

67.3

51.5

51.5

51.4

51.4

 

 

 

 

 

 

 

 

 

TOTAL

103

100.0

100.0

100.0

100.0

100.0

100.0

Note: An asterisk (*) indicates a subgroup population fewer than ten. A blank cell indicates zero students in the subgroup.

READINESS TO START SCHOOL

The Florida Kindergarten Readiness Screener (FLKRS) is made up of a subset of the Early Childhood Observation System (ECHOS) an observational instrument that is used to monitor the skills, knowledge and behaviors a student demonstrates or needs to develop and the Florida Assessments for Instruction in Reading (FAIR).

 

Number of Students and
Where They
Placed

School %

District %

State %

Category

2013-14

2013-14

2012-13

2013-14

2012-13

2013-14

2012-13

 

 

 

 

 

 

 

 

ECHOS Ready

N/A

N/A

N/A

93

93

91

91

ECHOS Not Ready

N/A

N/A

N/A

7

7

9

9

Total ECHOS

N/A

 

 

 

 

 

 

 

 

 

 

 

 

 

 

FAIR Ready

N/A

N/A

N/A

76

76

73

72

FAIR Not Ready

N/A

N/A

N/A

24

24

27

28

Total FAIR

N/A

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Note: N/A indicates no student membership for that subgroup, and # represents a population fewer than 10. Percentages are rounded to the nearest whole integer after individual categories are tabulated; therefore totals may not equal 100%.

GRADUATION RATE AND DROPOUT RATE

Federal Uniform Graduation Rate

The graduation rate shows the percentage of students who graduated with a standard high school diploma within four years of initial entry into ninth grade. These results are used in the calculation of schools' Annual Measurable Objectives (AMOs). The AMO graduation rate target for all subgroups and all students is 85 percent or, if below 85 percent, an annual improvement of at least 2 percent.

 

School %

District %

State %

 

2012-13

2011-12

2012-13

2011-12

2012-13

2011-12

ALL STUDENTS

5.9

0.0

71.9

72.0

75.6

74.5

 

WHITE

#

#

76.7

77.3

80.5

79.4

BLACK OR AFRICAN AMERICAN

#

#

56.4

54.6

64.6

63.7

HISPANIC/LATINO

#

#

62.6

60.2

74.9

72.9

ASIAN

N/A

N/A

86.3

83.1

88.4

88.4

NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER

N/A

N/A

N/A

#

88.2

62.5

AM.INDIAN OR ALASKA NATIVE

#

N/A

75.0

61.3

76.8

69.7

TWO OR MORE RACES

N/A

#

71.7

70.1

79.7

78.6

 

DISABLED

#

#

40.0

42.1

52.3

47.7

ECONOMICALLY DISADVANTAGED

8.3

#

57.6

56.5

67.0

65.0

ELL

#

N/A

48.1

52.2

57.5

56.6

MIGRANT

N/A

N/A

N/A

N/A

65.4

64.8

AT-RISK (Low 25)*

0.0

#

44.7

45.2

51.6

50.1

 

FEMALE

#

#

78.2

77.5

79.7

78.9

MALE

6.3

0.0

65.8

66.6

71.6

70.2

Note: N/A indicates no student membership for that subgroup, and # represents a population fewer than 10.

* At-risk students are students whose test scores entering high school qualify for inclusion in the lowest performing 25%.

Five-Year Graduation Rate

The five-year graduation rate shows the percentage of students who graduated with a standard high school diploma within five years of initial entry into ninth grade.

 

School %

District %

State %

 

2012-13

2011-12

2012-13

2011-12

2012-13

2011-12

ALL STUDENTS

14.3

4.2

74.2

67.7

76.4

72.6

 

WHITE

#

#

79.2

73.3

80.9

77.8

BLACK OR AFRICAN AMERICAN

#

7.1

57.9

50.5

66.5

61.5

HISPANIC/LATINO

#

#

64.5

60.6

75.0

71.4

ASIAN

N/A

#

84.4

79.0

90.0

87.7

NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER

N/A

N/A

#

#

62.5

60.0

AM.INDIAN OR ALASKA NATIVE

N/A

N/A

61.3

58.3

71.6

71.7

TWO OR MORE RACES

#

N/A

71.8

64.2

80.5

77.2

 

DISABLED

#

8.3

45.5

38.7

50.6

47.4

ECONOMICALLY DISADVANTAGED

#

7.7

59.4

53.7

67.5

62.9

ELL

N/A

N/A

57.9

48.0

60.0

56.4

MIGRANT

N/A

N/A

N/A

N/A

66.7

63.3

AT-RISK (Low 25)*

#

7.1

49.7

39.8

53.2

49.7

 

FEMALE

#

#

79.5

72.7

80.5

77.0

MALE

20.0

5.6

69.2

62.9

72.4

68.4

Note: N/A indicates no student membership for that subgroup, and # represents a population fewer than 10.

*At-risk students are students whose test scores entering high school qualify for inclusion in the lowest performing 25%.

High School Dropout Rate

Dropouts are students who leave school before graduation and do not enroll in another institution or educational program before the end of the school year. Percentages show by race and gender the proportion of students who dropped out of school from the total enrollment in grades 9 through 12.

 

School %

District %

State %

Racial/Ethnic Group

2012-13

2011-12

2012-13

2011-12

2012-13

2011-12

WHITE

0.0

0.0

1.9

0.9

1.5

1.4

BLACK OR AFRICAN AMERICAN

0.0

0.0

5.0

2.5

3.4

3.1

HISPANIC/LATINO

#

#

2.7

1.8

1.9

1.9

ASIAN

#

#

1.4

0.1

0.6

0.6

NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER

N/A

N/A

1.6

1.3

1.7

2.2

AM.INDIAN OR ALASKA NATIVE

N/A

#

2.4

1.6

2.4

2.4

TWO OR MORE RACES

#

#

2.4

1.5

1.7

1.3

 

 

 

 

 

 

 

FEMALE

0.0

0.0

2.1

1.1

1.7

1.6

MALE

0.0

0.0

3.0

1.5

2.4

2.2

 

 

 

 

 

 

 

TOTAL

0.0

0.0

2.6

1.3

1.9

1.9

Note: N/A indicates no student membership for that subgroup, and # represents a population fewer than 10.

POSTSECONDARY FOLLOW-UP DATA

Shown in the tables are the reported numbers of 2009-10 (calendar year) graduates who enrolled in institutions of higher education (IHE) which include public community colleges or universities within 16 months of high school graduation.

College Going

Racial/Ethic Group

Number of Standard Diplomas Earned in 2009-2010

Number of Graduates Enrolled in IHE* within 16 Months of Earning a Regular High School Diploma

Number of Graduates Enrolled in IHE* in Florida within 16 Months of Earning a Regular High School Diploma

School %

District %

State %

 

 

 

 

 

 

 

WHITE

N/A

N/A

N/A

N/A

60

59

BLACK OR AFRICAN AMERICAN

#

#

#

#

51

55

HISPANIC/LATINO

N/A

N/A

N/A

N/A

55

59

ASIAN

#

#

#

#

68

68

AMERICAN INDIAN OR ALASKA NATIVE

#

#

#

#

67

59

NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER

#

#

#

#

#

#

OTHER

#

#

#

#

63

58

 

 

 

 

 

 

 

DISABLED

N/A

N/A

N/A

N/A

40

43

ECONOMICALLY DISADVANTAGED

#

#

#

#

51

52

ELL

#

#

#

#

53

50

MIGRANT

#

#

#

#

#

42

 

 

 

 

 

 

 

FEMALE

N/A

N/A

N/A

N/A

63

62

MALE

#

#

#

#

55

54

UNKNOWN

#

#

#

#

#

#

 

 

 

 

 

 

 

TOTAL

#

#

#

#

59

58

 

 

 

 

 

 

 

College Credit-Accumulation

Racial/Ethnic Group

Number of Graduates Enrolled in IHE* in Florida within 16 Months of Earning a Regular High School Diploma

Number of Those Who Completed at Least One Year's Worth of College Credit within Two Years of Enrollment in an IHE*

School %

District %

State %

 

 

 

 

 

 

WHITE

N/A

N/A

N/A

69

68

BLACK OR AFRICAN AMERICAN

N/A

N/A

N/A

40

54

HISPANIC/LATINO

N/A

N/A

N/A

59

62

ASIAN

#

#

#

78

81

AMERICAN INDIAN OR ALASKA NATIVE

#

#

#

64

61

NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER

#

#

#

#

#

OTHER

#

#

#

72

64

 

 

 

 

 

 

DISABLED

N/A

N/A

N/A

38

47

ECONOMICALLY DISADVANTGED

N/A

N/A

N/A

54

56

ELL

#

#

#

67

62

MIGRANT

#

#

#

#

56

 

 

 

 

 

 

FEMALE

N/A

N/A

N/A

68

68

MALE

N/A

N/A

N/A

61

60

UNKNOWN

#

#

#

#

#

 

 

 

 

 

 

TOTAL

#

#

#

65

64

 

 

 

 

 

 

*IHE in any state.

STUDENT PERFORMANCE

Florida Comprehensive Assessment Test, (FCAT) 2.0

The FCAT 2.0 measures student performance in writing, science, reading and mathematics and is aligned to Florida’s Next Generation Sunshine State Standards.

Florida End-of-Course (EOC) Assessments

In addition to FCAT 2.0 and FAA scores in each subject area, Florida’s 2012-13 and 2013-14 accountability results in mathematics include Algebra 1 and Geometry EOC Assessment scores. Florida’s 2012-13 and 2013-14 accountability results in science include Biology 1 EOC Assessment results. The Florida EOC Assessments are part of Florida's Next Generation Strategic Plan for the purpose of increasing student achievement and improving college and career readiness. EOC assessments are computer-based, criterion-referenced assessments that measure the Next Generation Sunshine State Standards for specific courses, as outlined in their course descriptions.

Florida Alternate Assessment (FAA) for Students with Disabilities

The FAA is designed for students whose participation in the general statewide assessment (FCAT 2.0 and EOC) is not appropriate, even with accommodations. The FAA measures student academic performance on the Next Generation Sunshine State Standards Access Points (NGSSS-AP) in language arts (reading, writing), mathematics and science.

Accountability Assessment Results by Subject

Assessment results in the following tables reflect FCAT 2.0 data combined with FAA data for reading and writing. For mathematics and science, results include FCAT 2.0, FAA and EOC assessment results, as applicable. Results show proficiency attainment for students who were in attendance during both semesters of the school year.

Writing Assessment

For this measure, FCAT 2.0 Writing scores range from 1.0 (lowest) to 6.0 (highest). FAA scores have been merged with the FCAT 2.0 scores for reporting purposes. The AMO writing target for all subgroups and all students is 90 percent scoring satisfactory or above or an annual improvement of at least 1%.

Writing Assessment Results
(FCAT 2.0 and FAA)

Percent of Students Scoring Satisfactory and Above

 

School %

District %

State %

 

2013-14

2012-13

2013-14

2012-13

2013-14

2012-13

ALL STUDENTS

0

56

61

58

59

 

 

 

 

 

 

 

WHITE

0

61

66

62

63

BLACK OR AFRICAN AMERICAN

0

40

44

50

50

HISPANIC / LATINO

0

51

58

57

57

ASIAN

0

69

74

74

75

NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER*

N

N

0

N

0

AMERICAN INDIAN OR ALASKA NATIVE

0

56

65

58

56

TWO OR MORE RACES*

0

58

62

61

62

 

 

 

 

 

 

 

DISABLED

0

30

32

35

34

ECONOMICALLY DISADVANTAGED

0

46

51

52

51

ELL**

0

42

48

43

41

MIGRANT*

0

N

N

44

43

LOWEST 25%†

8

32

 

 

 

 

 

 

 

FEMALE*

0

64

69

65

66

MALE*

0

49

54

52

52

*Indicates subgroups not included as separate sub-populations in reporting Annual Measurable Objectives (AMOs) for ESEA compliance. Note: An 'N' indicates that no test results were reported.

**Includes students currently enrolled in ESOL programs and English language learners who have exited ESOL within two years.

†Outcomes are based on writing results for students identified in the Low 25% for reading. The Low 25% target in Florida’s school grades system, which is calculated for reading and math, is based on individual student learning gains – the percentage of students making gains. Students must have current and prior-year test scores and be enrolled for a full academic year to qualify for inclusion in learning gains.

 

Reading, Mathematics and Science Assessments

On EOC assessments and the FCAT 2.0 reading, mathematics and science tests, students can attain one of five possible achievement levels, ranging from Level 1 (lowest) to Level 5 (highest), with scores at Level 3 or higher designated as proficient. The FAA is scored on nine performance levels, with FAA Level 4 establishing the minimum level for proficiency.

FAA scores have been merged with the FCAT 2.0 scores for reporting purposes. For more information on Annual Measurable Objectives (AMOs), refer to the “Florida School Performance Grade and AMOs for ESEA Reporting” section below.

Reading Assessment Results (FCAT 2.0 and FAA)

Percent of Students Scoring Satisfactory and Above

 

School %

District %

State %

 

2013-14 Results

Annual Objective

% Tested

2013-14 Results

Annual Objective

% Tested

2013-14 Results

Annual Objective

% Tested

ALL STUDENTS

0

0

N

57

67

98

58

68

98

 

 

 

 

 

 

 

 

 

 

WHITE

0

0

N

67

75

98

70

77

98

BLACK OR AFRICAN AMERICAN

0

0

N

28

46

97

39

53

97

HISPANIC/LATINO

0

0

N

48

62

98

55

65

98

ASIAN

0

0

N

68

75

99

78

81

99

NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER*

N

N

N

N

N

N

N

N

N

AMERICAN INDIAN OR ALASKA NATIVE

0

0

N

48

63

95

58

66

97

TWO OR MORE RACES*

0

N

N

60

N

98

64

N

98

 

 

 

 

 

 

 

 

 

 

DISABLED

0

0

N

28

46

99

29

47

99

ECONOMICALLY DISADVANTAGED

0

0

N

42

57

96

48

59

96

ELL**

0

0

N

27

46

97

34

49

98

MIGRANT*

0

N

N

N

N

N

34

N

96

LOWEST 25%†

N

8

N

0

N

 

 

 

 

 

 

 

 

 

 

FEMALE*

0

N

N

60

N

98

61

N

98

MALE*

0

N

N

54

N

98

56

N

98

*Indicates subgroups not included as separate sub-populations in reporting Annual Measurable Objectives (AMOs) for ESEA compliance. Note: An 'N' indicates that no test results were reported.

**Includes English language learners currently enrolled in ESOL programs and English language learners who have exited ESOL within two years.

†There is no AMO target for the Low 25% subgroup based on performance targets. The Low 25% target in Florida’s school grades system is based on individual student learning gains – the percentage of students making gains. In Florida’s school grading system, students are classified in the lowest performing 25% based on prior-year test scores and inclusion in learning gains calculations. Students must have current and prior-year test scores and be enrolled for a full academic year to qualify for inclusion in learning gains.
Note: An 'N' indicates that no test results were reported.

 

 

Mathematics Assessment Results (FCAT 2.0, EOCs and FAA)

 

Percent of Students Scoring Satisfactory and Above

 

School %

District %

State %

 

2013-14 Results

Annual Objective

% Tested

2013-14 Results

Annual Objective

% Tested

2013-14 Results

Annual Objective

% Tested

ALL STUDENTS

N

55

63

98

61

66

98

 

 

 

 

 

 

 

 

 

 

WHITE

N

65

69

98

70

74

98

BLACK OR AFRICAN AMERICAN

N

26

42

96

43

53

97

HISPANIC/LATINO

N

47

57

98

58

64

98

ASIAN

N

75

77

99

85

85

99

NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER*

N

N

N

N

N

N

N

N

N

AMERICAN INDIAN OR ALASKA NATIVE

N

52

57

94

61

66

97

TWO OR MORE RACES*

N

N

56

N

98

63

N

98

 

 

 

 

 

 

 

 

 

 

DISABLED

N

28

45

99

32

48

98

ECONOMICALLY DISADVANTAGED

N

41

53

95

51

59

96

ELL**

N

34

48

97

42

54

98

MIGRANT*

N

N

N

N

N

46

N

96

LOWEST 25%†

N

16

N

0

N

 

 

 

 

 

 

 

 

 

 

FEMALE*

N

N

55

N

98

61

N

98

MALE*

N

N

55

N

97

60

N

98

*Indicates subgroups not included as separate sub-populations in reporting Annual Measurable Objectives (AMOs) for ESEA compliance. Note: An 'N' indicates that no test results were reported.

**Includes English language learners currently enrolled in ESOL programs and English language learners who have exited ESOL within two years.

†There is no AMO target for the Low 25% subgroup based on performance targets. The Low 25% target in Florida’s school grades system is based on individual student learning gains – the percentage of students making gains. In Florida’s school grading system, students are classified in the lowest performing 25% based on prior-year test scores and inclusion in learning gains calculations. Students must have current and prior-year test scores and be enrolled for a full academic year to qualify for inclusion in learning gains.
Note: An 'N' indicates that no test results were reported.



 

Science Assessment Results (FCAT 2.0, EOCs and FAA)

 

Percent of Students Scoring Satisfactory and Above

 

School %

District %

State %

 

2013-14 Results

Annual Objective

% Tested

2013-14 Results

Annual Objective

% Tested

2013-14 Results

Annual Objective

% Tested

ALL STUDENTS

N

N

58

97

58

97

 

 

 

 

 

 

 

 

 

 

WHITE

N

N

68

97

69

98

BLACK OR AFRICAN AMERICAN

N

N

28

96

38

97

HISPANIC/LATINO

N

N

48

98

54

98

ASIAN

N

N

70

99

79

99

NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER*

N

N

N

N

N

N

N

N

N

AMERICAN INDIAN OR ALASKA NATIVE

N

N

59

99

59

97

TWO OR MORE RACES*

N

N

60

97

63

97

 

 

 

 

 

 

 

 

 

 

DISABLED

N

N

31

98

32

98

ECONOMICALLY DISADVANTAGED

N

N

43

94

47

96

ELL**

N

N

24

96

26

97

MIGRANT*

N

N

N

N

36

97

LOWEST 25%†

12

0

 

 

 

 

 

 

 

 

 

 

FEMALE*

N

N

56

97

57

98

MALE*

N

N

60

97

59

97

*Indicates subgroups not included as separate sub-populations in reporting Annual Measurable Objectives (AMOs) for ESEA compliance. Note: An 'N' indicates that no test results were reported.

**Includes English language learners currently enrolled in ESOL programs.

†There is no AMO target for the Low 25% subgroup based on performance targets. The Low 25% target in Florida’s school grades system, which is calculated for reading and math, is based on individual student learning gains – the percentage of students making gains. In Florida’s school grading system, students are classified in the lowest performing 25% based on prior-year test scores and inclusion in learning gains calculations. Students must have current and prior-year test scores and be enrolled for a full academic year to qualify for inclusion in learning gains.

At this time, a state objective is not specified for science achievement.

 

Assessment Results by Grade: Percent Scoring Satisfactory or Above
(FCAT 2.0 and FAA)

 

Reading

Math

School          

2013-14

2012-13

2013-14

2012-13

Grade 3

 

Grade 4

 

Grade 5

 

Grade 6

 

Grade 7

 

Grade 8

N

Grade 9

 

Grade 10

N



 

Reading

Math

District         

2013-14

2012-13

2013-14

2012-13

Grade 3

55

57

50

48

Grade 4

60

61

60

55

Grade 5

60

60

52

51

Grade 6

60

59

49

51

Grade 7

56

56

55

54

Grade 8

56

55

53

53

Grade 9

53

54

71

70

Grade 10

54

53

45

48



 

Reading

Math

State Totals

2013-14

2012-13

2013-14

2012-13

Grade 3

58

58

59

59

Grade 4

62

61

65

62

Grade 5

62

61

58

56

Grade 6

61

59

55

53

Grade 7

58

58

59

57

Grade 8

58

57

58

59

Grade 9

54

54

75

73

Grade 10

55

54

53

52

FCAT 2.0 is only administered to Grades 3-8 for Math.

Percentage of Students Scoring at Each FCAT 2.0 and EOC Achievement Level, 2013-14

 

FCAT 2.0 SCIENCE & BIOLOGY 1 EOC

 

School %

District %

State %

ALL GRADES

L1

L2

L3

L4

L5

   

L1

L2

L3

L4

L5

   

L1

L2

L3

L4

L5

ALL STUDENTS

46

46

 

17

26

30

13

13

 

17

26

30

13

14

WHITE

 

10

23

34

16

17

 

10

22

32

17

19

BLACK OR AFRICAN AMERICAN

62

 

38

36

19

5

2

 

29

34

25

7

5

HISPANIC/LATINO

 

22

31

28

10

9

 

20

28

29

12

10

ASIAN

 

9

22

28

18

22

 

7

15

27

19

32

NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER*

 

 

AMERICAN INDIAN OR ALASKA NATIVE

 

15

27

43

 

15

28

32

14

11

TWO OR MORE RACES*

 

15

25

31

15

13

 

13

25

31

15

16

DISABLED

 

45

31

17

4

3

 

43

31

17

5

3

ECO. DISADVANTAGED

48

43

 

26

32

27

9

6

 

23

32

28

10

7

ELL**

 

42

35

16

4

2

 

41

34

18

4

3

MIGRANT*

 

 

30

36

23

7

4

FEMALE*

55

 

17

28

30

13

12

 

17

28

30

13

12

MALE*

 

17

24

30

14

15

 

18

25

29

14

15

Note: A blank cell indicates a subgroup too small to report or that no test results were reported.
*Indicates subgroups not included as separate sub-populations in reporting Annual Measurable Objectives (AMOs) for ESEA compliance.

**Students enrolled in ESOL in the current year.



 

FCAT 2.0 READING

 

School %

District %

State %

ALL GRADES

L1

L2

L3

L4

L5

   

L1

L2

L3

L4

L5

   

L1

L2

L3

L4

L5

ALL STUDENTS

64

26

 

19

25

25

21

11

 

17

25

25

21

11

WHITE

55

 

12

22

27

25

14

 

10

20

27

27

16

BLACK OR AFRICAN AMERICAN

74

 

40

33

17

7

2

 

29

33

22

12

4

HISPANIC/LATINO

 

23

30

24

16

7

 

20

26

26

19

9

ASIAN

 

10

22

26

24

18

 

8

15

23

29

25

NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER*

 

 

AMERICAN INDIAN OR ALASKA NATIVE

 

19

36

22

20

 

17

27

27

21

9

TWO OR MORE RACES*

 

17

24

26

22

11

 

13

24

27

24

13

DISABLED

79

 

53

26

13

6

2

 

47

29

15

7

2

ECO. DISADVANTAGED

67

24

 

28

31

23

14

5

 

23

30

25

16

6

ELL**

 

38

36

18

7

1

 

35

32

21

10

2

MIGRANT*

 

 

34

34

21

9

3

FEMALE*

62

 

16

25

25

22

12

 

15

25

26

22

12

MALE*

65

 

22

26

24

19

9

 

20

25

25

20

10

Note: A blank cell indicates a subgroup too small to report or that no test results were reported.
*Indicates subgroups not included as separate sub-populations in reporting Annual Measurable Objectives (AMOs) for ESEA compliance.

**Students enrolled in ESOL in the current year.

 

 

FCAT 2.0 MATH and ALGEBRA 1 EOC

 

School %

District %

State %

ALL GRADES

L1

L2

L3

L4

L5

   

L1

L2

L3

L4

L5

   

L1

L2

L3

L4

L5

ALL STUDENTS

65

33

 

23

26

27

15

9

 

19

24

29

17

10

WHITE

54

42

 

15

24

31

19

11

 

12

21

31

22

14

BLACK OR AFRICAN AMERICAN

76

 

46

31

17

5

1

 

30

31

26

10

3

HISPANIC/LATINO

 

27

30

27

12

5

 

20

25

30

16

9

ASIAN

 

10

19

28

23

20

 

6

12

24

25

32

NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER*

 

 

AMERICAN INDIAN OR ALASKA NATIVE

 

21

36

26

12

 

17

26

31

17

10

TWO OR MORE RACES*

 

20

28

29

14

9

 

16

24

30

19

12

DISABLED

80

 

53

27

14

5

2

 

46

27

18

6

2

ECO. DISADVANTAGED

69

28

 

33

30

24

9

4

 

25

28

29

13

6

ELL**

 

36

31

23

7

3

 

31

29

25

11

4

MIGRANT*

 

 

27

30

28

11

4

FEMALE*

64

36

 

22

27

28

15

9

 

17

25

30

17

11

MALE*

66

30

 

24

25

27

15

9

 

20

24

29

17

10

Note: A blank cell indicates a subgroup too small to report or that no test results were reported.
*Indicates subgroups not included as separate sub-populations in reporting Annual Measurable Objectives (AMOs) for ESEA compliance.

**Students enrolled in ESOL in the current year.

 

Recently Arrived English Language Learners (ELLs)

Florida students in ESOL programs who have been in the U.S. less than one year are required to be tested on the Comprehensive English Language Learning Assessment (CELLA) as well as on a state mathematics assessment, but may be exempt for up to one administration of the FCAT 2.0 in reading. These students’ test scores are not included in the current year’s proficiency calculations for math and reading as a flexibility provision approved for Florida by the U.S. Department of Education. The ESEA SPAR chart shows the number of recently arrived ELL students who are not included in the AMO mathematics and reading proficiency calculations for 2013-14.

 

ELL

School

District

State

Reading

 

246

13,057

Math

 

266

13,478

*Cell sizes smaller than 10 are suppressed.

National Assessment of Educational Progress (NAEP)

Below are the 2013 NAEP state results for grades 4 and 8 in reading and mathematics. Main NAEP, conducted at the state and national level, occurs every two years in reading and mathematics, every four years in science, and periodically in writing. A representative sample of the student population participates, and each student takes only a portion of the assessment. Results are then assembled to form projected state and national scores, based on aggregated student results. NAEP does not provide school- or student-level results.

1. Scale Scores

A scale score is derived from an averaging of scores of student responses to NAEP assessment items on a 0—500 point scale. Scale scores summarize the overall level of performance attained by a group of students. (NAEP does not produce scale scores for individual students.) When used in conjunction with interpretive aids, such as item maps, scale scores provide information about what a particular aggregate of students in the population knows and can do.

2. Achievement Level

Achievement levels are based on scale scores and define the degree to which student performance meets expectations of what students should know and be able to do. The achievement levels are Basic, Proficient, and Advanced. Below Basic is also reported but not considered to be an achievement level.

The following chart compares the achievement levels between NAEP and the FCAT 2.0:

FCAT 2.0 Achievement
Levels

NAEP Achievement
Standards

5

Advanced

4

Proficient

2-3

Basic

1

Below Basic

NAEP Participation Rates for Required Subgroups

The chart below shows, for the sample of Florida schools selected to take the grade 04 and grade 08 math and reading assessments, the percentage of Students with Disabilities (SWDs) and English language learners (ELLs) in the tested grades who were tested on each assessment. The goal established by the National Assessment Governing Board (NAGB) is 85% inclusion.

Additional information is provided on the NAEP website at http://www.nces.ed.gov/nationsreportcard/ or on the FLDOE website at http://www.fldoe.org/asp/naep/.

 

NAEP 2013 - Inclusion Rates

MATH
Grade 04

MATH
Grade 08

READING
Grade 04

READING
Grade 08

 

Florida

Nation

Florida

Nation

Florida

Nation

Florida

Nation

SWD

90

90

90

89

85

83

89

84

ELL

93

96

87

93

89

92

86

90

 

 

NAEP Math   2013 - State Level Results

 

% of Students

Average Scale Scores

% Below Basic

% Basic

% Proficient

% Advanced

% Basic and Above

GRADE 04

Florida

Nation

Florida

Nation

Florida

Nation

Florida

Nation

Florida

Nation

Florida

Nation

Florida

Nation

ALL STUDENTS

N/A

N/A

242

241

16

18

44

41

34

34

6

8

84

82

*

WHITE

40

51

251

250

8

9

39

37

44

43

10

10

92

91

BLACK

22

16

228

224

28

34

52

48

19

17

1

1

72

66

HISPANIC

31

25

238

230

18

27

46

47

32

24

5

2

82

73

DISABLED

15

13

226

218

33

45

45

38

20

16

2

2

67

55

ECO. DISADVANTAGED

61

54

233

230

22

27

50

47

25

23

2

2

78

73

ELL

10

11

218

219

40

41

49

45

11

13

 

1

60

59

*Asian and Indian subgroups were too small to report.

 

 

NAEP Math   2013 - State Level Results

 

% of Students

Average Scale Scores

% Below Basic

% Basic

% Proficient

% Advanced

% Basic and Above

GRADE 08

Florida

Nation

Florida

Nation

Florida

Nation

Florida

Nation

Florida

Nation

Florida

Nation

Florida

Nation

ALL STUDENTS

N/A

N/A

281

284

30

27

40

39

24

26

7

8

70

73

*

WHITE

44

53

291

293

19

17

41

39

31

33

10

11

81

83

BLACK

21

15

264

263

49

49

37

38

12

12

2

2

51

51

HISPANIC

29

23

274

271

35

38

41

41

20

18

4

3

65

62

DISABLED

12

12

255

248

59

66

31

26

9

7

1

1

41

34

ECO. DISADVANTAGED

56

50

271

270

39

39

41

41

17

17

3

3

61

61

ELL

5

5

243

245

72

69

23

25

4

4

1

1

28

31

*Asian and Indian subgroups were too small to report.

 

 

NAEP Reading   2013 - State Level Results

 

% of Students

Average Scale Scores

% Below Basic

% Basic

% Proficient

% Advanced

% Basic and Above

GRADE 04

Florida

Nation

Florida

Nation

Florida

Nation

Florida

Nation

Florida

Nation

Florida

Nation

Florida

Nation

ALL STUDENTS

N/A

N/A

227

221

25

33

36

33

30

26

9

8

75

67

*

WHITE

40

51

236

231

15

21

36

34

37

33

12

11

85

79

BLACK

22

15

212

205

43

50

37

32

17

15

3

2

57

50

HISPANIC

31

25

225

207

27

48

37

33

29

17

7

3

73

52

DISABLED

14

12

204

184

53

69

27

20

16

9

4

2

47

31

ECO. DISADVANTAGED

60

54

218

207

34

47

39

34

23

17

4

3

66

53

ELL

10

10

199

187

59

69

31

24

9

6

1

1

41

31

*Asian and Indian subgroups were too small to report.

 

 

NAEP Reading   2013 - State Level Results

 

% of Students

Average Scale Scores

% Below Basic

% Basic

% Proficient

% Advanced

% Basic and Above

GRADE 08

Florida

Nation

Florida

Nation

Florida

Nation

Florida

Nation

Florida

Nation

Florida

Nation

Florida

Nation

ALL STUDENTS

N/A

N/A

266

266

23

23

43

42

30

31

3

4

77

77

*

WHITE

44

53

274

275

16

15

42

41

38

39

5

5

84

85

BLACK

21

15

254

250

34

40

47

44

18

15

1

1

66

60

HISPANIC

28

23

260

255

27

33

46

46

25

20

2

1

73

67

DISABLED

12

11

243

231

50

62

37

30

13

8

 

 

50

38

ECO. DISADVANTAGED

56

49

257

254

30

34

47

46

22

19

1

1

70

66

ELL

4

5

226

225

70

70

27

26

3

3

 

 

30

30

*Asian and Indian subgroups were too small to report.

INTERNATIONAL SURVEYS

TIMSS is an international comparative study of student performance in mathematics and science at the fourth and eighth grade levels. It collects data on achievement, experiences, and attitudes of fourth- and eighth-grade students in the United States and students in the equivalent grades in other participating countries, as well as information on classroom and school contexts. Florida's objective is to meet the performance of the 10th ranked country.

TIMSS 2011

 

High International Benchmark and Higher

 

Florida

Annual Objective

Grade 4 Mathematics

47%

47%

Grade 8 Mathematics

31%

30%

Grade 4 Science

48%

44%

Grade 8 Science

42%

40%

PIRLS is an international comparative study of the reading literacy of young students. It collects data on the reading achievement, experiences, and attitudes of fourth-grade students in the United States and students in the equivalent of fourth grade in other participating countries, as well as information on students' classroom and school contexts. Florida's objective is to meet the performance of the 10th ranked country.

PIRLS 2011

 

High International Benchmark and Higher

 

Florida

Annual Objective

Grade 4 Reading

61%

54%

PISA is an international assessment that measures 15-year-old students' reading, mathematics, and science literacy. It assesses students' applied knowledge and skills to problems within a real-life context as they near the end of compulsory schooling. PISA makes the assumption that as students transition to adult life, they need not only to comprehend what they read or to retain particular mathematical formulas or scientific concepts, but also to know how to apply their knowledge and skills in the many different situations they will encounter in their everyday lives. Florida's objective is to meet the performance of the 10th ranked country.

PISA 2012 Results - 15 year olds

 

Level 4+

 

Florida

Target - 10th Ranked Country

Mathematics

18.7%

43.1%

Science Literacy

22.1%

36.8%

Reading Literacy

25.9%

36.7%

TEACHERS AND STAFF

New Staff

The table shows the number and percentage of instructional staff and school-based administrators who were newly hired at this school in 2013-14.

Staff Type

Total Number
for 2013-14

Number Newly Hired
for 2013-14

School %

District %

State %

Instructional Staff

30

7

23.3

17.4

20.4

School-Based Administrators

2

1

50.0

21.7

26.6

Total

32

8

25.0

17.6

20.6

The Professional Qualifications of Teachers

Degree Level

This table shows the number and percentage of teachers at each degree level.

 

School %

District %

State %

Degree Level

Number

2013-14

2012-13

2013-14

2012-13

2013-14

2012-13

Bachelor's Degree

17

63.0

69.2

64.7

65.2

66.0

65.5

Master's Degree

10

37.0

30.8

33.7

33.3

31.9

32.5

Specialist Degree

 

 

 

0.7

0.5

1.1

1.1

Doctorate

 

 

 

0.9

0.9

1.0

1.0

Total All Degrees

27

100.0

100.0

100.0

100.0

100.0

100.0

Percentage of Teachers Teaching with Emergency or Provisional Credentials

Florida has no uncertified teachers, although some teachers may be temporarily assigned to areas outside of their field of specialization. Data on classes taught by teachers out of field is provided in the following table.

In-Field and Out-of-Field Teachers

The following chart shows the percentage of core academic classes taught by teachers teaching in-field compared to the percentage of classes taught by teachers teaching out-of-field. When a teacher in a district school system is assigned teaching duties in a class dealing with subject matter that is outside the field in which the teacher is certified, outside the field that was the applicant's minor field of study, or outside the field in which the applicant has demonstrated sufficient subject area expertise, as determined by district school board policy in the subject area to be taught, that teacher is teaching "out-of-field." Core academic subjects are English, reading, language arts, mathematics, science, foreign languages, civics, government, economics, arts, history and geography.

 

School %

District %

State %

Percentage of Classes with Teachers Teaching In-Field

95.0

97.0

93.8

Percentage of Classes with Teachers Teaching Out-of-Field

5.0

3.0

6.2

Classes Not Taught by Highly Qualified Teachers

The chart below shows the percentage of classes not taught by "Highly Qualified Teachers" in core academic subjects as defined in federal statute. A highly qualified teacher has earned at least a bachelor's degree and holds a Florida teaching certificate with appropriate certification for each core academic area of assignment. Core academic subjects are English, reading, language arts, mathematics, science, foreign languages, civics, government, economics, arts, history and geography.

 

School %

District %

State %

Classes Not Taught by Highly Qualified Teachers

 

All Schools

High-Poverty Schools*

Low-Poverty Schools*

All Schools

High-Poverty Schools*

Low-Poverty Schools*

June

0.0

3.7

0.0

6.5

7.4

8.7

11.1

July

0.0

0.0

0.0

0.0

12.5

7.3

35.5

October

12.2

2.3

0.8

2.4

5.8

6.4

5.5

February

5.7

2.8

1.3

2.8

5.8

6.3

5.1

Combined All Year

8.9

2.5

0.8

2.7

5.9

6.3

5.7


*High-poverty schools are schools ranking in the top 25% of schools based on the percentage of students eligible for free/reduced-price lunch. Low-poverty schools rank in the bottom quartile of schools based on free/reduced-price lunch enrollment. That is, low-poverty schools have the lowest enrollment in free/reduced-price lunch as a percentage of total membership.

FLORIDA SCHOOL PERFORMANCE GRADE AND AMOs FOR ESEA REPORTING

School Performance Grade

Public schools in Florida are graded annually based on student performance on state assessments and the percentage of students making learning gains. Schools are assigned a letter grade (A through F) corresponding with their rated performance, with grade "A" representing the highest performance rating and grade "F" representing a failed rating. A rating of "I" indicates that grading is incomplete. A grade of "N" indicates that the school is not graded. While the vast majority of Florida's schools receive a performance grade, certain types of schools are exempt from grading, including Department of Juvenile Justice (DJJ) facilities. High schools will receive a grade based 50 percent on state assessment-based measures and 50 percent on other measures, including graduation rates, accelerated curricula and college readiness. Those grades will not be available until near the end of the calendar year. For those schools, a "P" (pending) appears in place of their grades.

2013-14 School Performance Grade*: 0

*Certain school grades may be subject to modification pending appeal.

 

Progress of the Lowest Performing 25% of Students, 2013-14

Components of the school grade calculation include learning gains of the lowest performing students in reading and mathematics. The following table provides information on the points earned based on learning gains made by students in the lowest quartile in the current year.

School Results

Mathematics Low 25%, Points Earned*

Reading Low 25%, Points Earned*

2013-14

2013-14

0

0

*Points are based on the weighted percentage of students making learning gains. Students who move from a lower level to level 4 are weighted at a factor of 1.1 in the numerator. Students who move from a lower level to level 5 are weighted at a factor of 1.2 in the numerator. Prior-year low performers who increased their scores by at least 33% beyond the minimum increase to qualify for gains are also weighted at a factor of 1.1 in the numerator.

 

For more information on school grades and grading procedures, contact your principal's office or your local school board or visit the School Grades web page at http://schoolgrades.fldoe.org.

Identified Schools for ESEA Flexibility

The table below indicates how schools in this district were identified for ESEA flexibility. Focus schools are identified as schools for which the most recent grade is “D” as well as Title 1 schools graded “C” or higher for which the federal four-year graduation rate was lower than 60%. Priority schools are identified as schools for which the most recent grade is “F.” Reward schools are schools that were graded “A”; improved a letter grade; were rated “Improving” in the school improvement rating system or improved a rating; or maintained a grade after having improved by two or more letter grades in the prior year.

Focus Schools, 2013-14

District Number

School Number

School Name

52

141

LARGO MIDDLE SCHOOL

52

271

BEAR CREEK ELEMENTARY SCHOOL

52

1691

GULFPORT MONTESSOURI ELEM.SCHL

52

1811

HIGH POINT ELEMENTARY SCHOOL

52

2021

LAKEWOOD ELEMENTARY SCHOOL

52

2141

LEALMAN AVENUE ELEMENTARY SCHOOL

52

2431

MILDRED HELMS ELEM. SCHOOL

52

2691

NORTH SHORE ELEMENTARY SCHOOL

52

3411

PINELLAS PARK MIDDLE SCHOOL

52

3461

PONCE DE LEON ELEMENTARY SCHOOL

52

3871

SANDY LANE ELEMENTARY SCHOOL

52

4061

JOHN HOPKINS MIDDLE SCHOOL

52

4591

NEW HEIGHTS ELEMENTARY SCHOOL

52

4611

TYRONE MIDDLE SCHOOL

 

Priority Schools, 2013-14

District Number

School Number

School Name

52

121

AZALEA MIDDLE SCHOOL

52

371

BELLEAIR ELEMENTARY SCHOOL

52

481

CAMPBELL PARK ELEMENTARY SCHL

52

1071

DUNEDIN ELEMENTARY SCHOOL

52

1211

FAIRMOUNT PARK ELEMENTARY SCHL

52

2281

MAXIMO ELEMENTARY SCHOOL

52

2371

MELROSE ELEMENTARY SCHOOL

52

3391

PINELLAS PARK ELEMENTARY SCHL

 

Reward Schools, 2012-13

District Number

School Number

School Name

52

151

BAUDER ELEMENTARY SCHOOL

52

171

BAY POINT MIDDLE SCHOOL

52

231

BAY VISTA FUNDAMENTAL ELEM.

52

431

BOCA CIEGA HIGH SCHOOL

52

531

JOSEPH L. CARWISE MIDDLE SCHOOL

52

711

CLEARWATER HIGH SCHOOL

52

731

CLEARWATER FUNDAMENTAL MIDDLE SCHOOL

52

851

CURLEW CREEK ELEMENTARY SCHOOL

52

981

HAMILTON DISSTON SCHOOL

52

1031

DIXIE M. HOLLINS HIGH SCHOOL

52

1081

DUNEDIN HIGH SCHOOL

52

1471

PERKINS ELEMENTARY SCHOOL

52

1531

GIBBS HIGH SCHOOL

52

1781

HIGHLAND LAKES ELEMENTARY SCHL

52

1801

CALVIN A. HUNSINGER SCHOOL

52

1821

DOUGLAS L. JAMERSON JR. ELEMENTARY

52

1961

LAKEVIEW FUNDAMENTAL ELEM.

52

2031

LAKEWOOD HIGH SCHOOL

52

2261

MADEIRA BEACH FUNDAMENTAL K-8

52

2641

NORTHEAST HIGH SCHOOL

52

2861

OAK GROVE MIDDLE SCHOOL

52

2921

OAKHURST ELEMENTARY SCHOOL

52

3031

OSCEOLA FUNDAMENTAL HIGH

52

3071

OZONA ELEMENTARY SCHOOL

52

3131

CURTIS FUNDAMENTAL ELEMENTARY

52

3281

PASADENA FUNDAMENTAL ELEM.

52

3341

CLEARWATER INTERMEDIATE

52

3431

PLUMB ELEMENTARY SCHOOL

52

3781

ST. PETERSBURG HIGH SCHOOL

52

4021

SHORE ACRES ELEMENTARY SCHOOL

52

4331

STARKEY ELEMENTARY SCHOOL

52

4521

TARPON SPRINGS HIGH SCHOOL

52

4581

TARPON SPRINGS MIDDLE SCHOOL

52

4631

THURGOOD MARSHALL FUNDAMENTAL

52

4661

TARPON SPRINGS FUNDAMENTAL ELE

52

4681

PALM HARBOR UNIVERSITY HIGH

52

4931

WOODLAWN ELEMENTARY SCHOOL

52

6181

EAST LAKE HIGH SCHOOL

52

6261

CYPRESS WOODS ELEMENTARY SCHL

52

6271

SUTHERLAND ELEMENTARY SCHOOL

52

6281

LAKE ST. GEORGE ELEM. SCHOOL

52

7171

PINELLAS PREPARATORY ACADEMY

52

7181

PLATO ACADEMY CHARTER SCHOOL

52

7191

ST. PETERSBURG COLLEGIATE HIGH

52

7281

PLATO ACADEMY NORTH K-8 CHARTER SCHOOL

52

7381

PLATO ACADEMY SOUTH K-8 CHARTER SCHOOL

52

7481

PLATO SEMINOLE

52

7581

PLATO ACADEMY CHARTER SCHOOL TARPON SPRINGS

For a statewide list of schools identified for ESEA flexibility, visit http://www.fldoe.org/esea.

AMOs for ESEA Reporting

Under reporting requirements of Florida’s ESEA* flexibility waiver, Florida has included the following information in applicable sections of this annual report.

For the “all students” group and each subgroup described in ESEA section 1111(b)(2)(C)(v)(II), this report includes:

  • information on student achievement at each proficiency level;
  • data comparing actual achievement levels to the state’s Annual Measurable Objectives (AMOs);
  • the percentage of students not tested;
  • performance on the other academic indicator for elementary and middle schools (writing); and
  • graduation rates for high schools.

Florida also includes information on progress of the lowest performing 25% of students in mathematics and reading as part of its annual reporting of AMOs.

Additional detailed information on Florida’s annual reporting of AMOs in compliance with the ESEA waiver is available at http://schoolgrades.fldoe.org/default.asp.

*ESEA is an acronym for the Elementary and Secondary Education Act.

Notice of Availability of School Financial Report

 

For information on revenues and expenditures for your school and district, contact your local school board or your school's administrative office. An online listing of district offices and a directory of schools are also available at http://www.fldoe.org/schools/schoolmap/flash/schoolmap_text.asp.