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GRADES: 6-12

NCLB SCHOOL DISTRICT AND STATE PUBLIC ACCOUNTABILITY REPORT

The School Public Accountability Report contains several types of data (indicators) designed to inform parents and the general public about the progress of Florida's public schools. This report meets the public reporting requirements of the federal No Child Left Behind (NCLB) Act and certain additional information of interest on the status of Florida's schools.

OCTOBER MEMBERSHIP

READINESS TO START SCHOOL

GRADUATION RATE AND PREPARATION FOR POSTSECONDARY EDUCATION

STUDENT PERFORMANCE

NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS (NAEP)

SCHOOL SAFETY AND ENVIRONMENT

TEACHERS AND STAFF

FLORIDA SCHOOL PERFORMANCE GRADE AND ADEQUATE YEARLY PROGRESS (AYP)

OCTOBER MEMBERSHIP

Student Demographics

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 2008-09 2007-08 2008-09 2007-08 2008-09 2007-08
WHITE 31 62 57.8 56.1 58.7 59.6 45.3 45.9
BLACK 15 28 26.7 27.7 19.6 19.4 23.0 23.1
HISPANIC 7 12 11.8 13.3 14.7 14.6 25.0 24.7
ASIAN   1 0.6 0.6 1.6 1.5 2.5 2.4
AM.INDIAN 1   0.6 0.6 0.6 0.6 0.3 0.3
MULTIRACIAL 1 3 2.5 1.7 4.8 4.3 3.9 3.6
                 
DISABLED 55 106 100.0 100.0 16.3 16.1 14.3 14.4
ECONOMICALLY DISADVANTAGED 31 56 54.0 59.5 54.9 53.9 49.6 45.9
ELL       0.6 6.0 5.9 11.8 11.9
MIGRANT         0.1 0.1 0.5 0.5
                 
FEMALE 55   34.2 35.8 48.2 48.4 48.7 48.7
MALE   106 65.8 64.2 51.8 51.6 51.3 51.3
                 
TOTAL 161 100.0 100.0 100.0 100.0 100.0 100.0

READINESS TO START SCHOOL

Florida requires that communities and schools collaborate to prepare children and families for children's success in school.

Kindergarten screening for school readiness

Kindergarten students were screened during the first 30 calendar days of the beginning of school using the Florida Kindergarten Readiness Screener (FLKRS). The 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 two probes of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS)- Letter Naming Fluency (LNF) and Initial Sound Fluency (ISF).

The benchmarks used in scoring for the ECHOS include the following:

The benchmarks used in scoring on the DIBELS are as follows:


  Number of Students and
Where They
Were Placed
School % District % State %
Category 2008-09 2008-09 2007-08 2008-09 2007-08 2008-09 2007-08
               
ECHOS Ready*
0 0 0 94 93 88 88
ECHOS Not Ready
0 0 0 6 7 12 88
               
DIBELS LNF Ready**
0 0 0 77 73 77 72
DIBELS LNF Not Ready
0 0 0 23 27 23 72
DIBELS ISF Ready**
0 0 0 70 62 68 65
DIBELS ISF Not Ready
0 0 0 30 38 32 65

*To be considered "ready" on this measure, the student must score Consistently Demonstrating or Emerging/Progressing.
**To be considered "ready" on either of these two measures, the student must score Above Average or Low Risk.

GRADUATION RATE AND PREPARATION FOR POSTSECONDARY EDUCATION

Florida high schools strive to ensure that students graduate and are prepared to enter the workforce and postsecondary education.

Graduation rate (with special diploma recipients counted as non-graduates)

The graduation rate shows the percentage of students who graduated within four years of initial entry into ninth grade. Graduates include students who received a standard high school diploma or a State of Florida diploma earned through a GED Exit Option program. These results are used in the calculation of schools' Adequate Yearly Progress (AYP).

  School % District % State %
  2007-08 2006-07 2007-08 2006-07 2007-08 2006-07
ALL STUDENTS     69.0 68.7 72.8 69.8
             
WHITE     73.5 74.3 81.4 78.9
BLACK     58.6 53.3 58.7 54.6
HISPANIC     61.0 60.5 67.1 63.6
ASIAN     86.7 83.7 83.8 82.4
AM.INDIAN     58.8 90.0 76.9 72.3
MULTIRACIAL     69.5 68.9 78.2 73.8
             
DISABLED     29.2 26.4 43.0 38.0
ECONOMICALLY DISADVANTAGED     58.8 56.1 61.1 56.0
ELL     41.8 46.0 52.2 48.2
MIGRANT     66.7   52.9 48.2
             
FEMALE     75.1 73.2 76.8 73.9
MALE     62.9 64.4 68.7 65.8

Graduation rate (with GED-based diploma recipients counted as non-graduates)

This is a modified version of the graduation rate that counts the following diploma recipients as graduates: students who received a standard diploma, and students with disabilities who completed the requirements of their individualized education plan (IEP) and received a special diploma. Students who were awarded a GED-based diploma are counted as non-graduates. These results are not used for the AYP calculation.


  School % District % State %
  2007-08 2006-07 2007-08 2006-07 2007-08 2006-07
ALL STUDENTS     67.1 65.4 73.1 70.3
             
WHITE     70.3 68.9 80.8 78.6
BLACK     60.8 56.8 60.8 56.9
HISPANIC     59.4 57.9 67.6 64.3
ASIAN     82.2 79.1 83.8 82.2
AM.INDIAN     70.6 90.0 76.1 71.8
MULTIRACIAL     66.1 60.7 77.3 72.3
             

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 from the total 9-12 enrollment who dropped out of school.

Racial/Ethnic Group Number of Dropouts
During the School Year
School % District % State %
  Female Male 2007-08 2006-07 2007-08 2006-07 2007-08 2006-07
WHITE 1 1 4.2 1.4 2.8 2.8 1.9 2.4
BLACK         3.7 5.1 3.6 4.7
HISPANIC       7.7 3.8 3.1 3.1 3.9
ASIAN           0.5 1.0 1.7
AM.INDIAN         10.7 1.4 2.1 2.6
MULTIRACIAL       100.0 2.2 5.1 1.8 2.3
                 
FEMALE 1   3.4 1.9 2.9 2.8 2.3 2.9
MALE   1 2.0 2.9 3.3 3.8 2.9 3.7
                 
TOTAL 2 2.5 2.5 3.1 3.3 2.6 3.3

College Placement Test Results

2006 high school graduates who passed college entry-level placement tests (reading, writing, and mathematics)

Shown in the tables are the reported numbers of 2006 (calendar year) graduates who enrolled in Florida public community colleges or universities between May 2006 and April 2007, who entered a degree program, and who took college preparatory placement tests. Also shown are the number and percentage of students who passed these placement tests and who are considered ready for college courses in each academic area. Students who did not attend a Florida public community college or state university, such as those who attended out-of-state or private colleges and universities, are not included.

Racial/Ethnic Group Number of Graduates Who Took
College Placement Reading Tests
Number Who Passed
Reading Placement Tests
School % District % State %
WHITE*          
BLACK*          
HISPANIC*          
ASIAN*          
AM.INDIAN*          
OTHER*          
           
FEMALE         78.6
MALE         78.9
UNKNOWN          
           
TOTAL         78.7

Racial/Ethnic Group Number of Graduates Who Took
College Placement Writing Tests
Number Who Passed
Writing Placement Tests
School % District % State %
WHITE*          
BLACK*          
HISPANIC*          
ASIAN*          
AM.INDIAN*          
OTHER*          
           
FEMALE         83.3
MALE         80.7
UNKNOWN          
           
TOTAL         82.2

Racial/Ethnic Group Number of Graduates Who Took
College Placement Math Tests
Number Who Passed
Math Placement Tests
School% District % State %
WHITE*          
BLACK*          
HISPANIC*          
ASIAN*          
AM.INDIAN*          
OTHER*          
           
FEMALE         68.7
MALE         73.6
UNKNOWN          
           
TOTAL         70.8

* Additional information is available at http://www.fldoe.org/articulation/perfcpt.

# A pound sign(#) indicates a number less than 10.

STUDENT PERFORMANCE

Florida's students are expected to compete at the highest levels nationally and internationally and become prepared to make well-reasoned, thoughtful, and healthy lifelong decisions.

Standardized Tests

Although test scores should not be used to draw absolute conclusions about student learning and performance, they provide measured results of student progress toward educational goals. The tests administered to Florida students are described below.

Florida Comprehensive Assessment Test (FCAT)

The FCAT measures student performance in writing, science, reading, and mathematics.

Alternate Assessments for Students with Disabilities

An alternate assessment for students with disabilities is a performance-based assessment designed to evaluate the progress of students with disabilities on the Sunshine State Standards for special diploma measures. Alternate assessments are used with students who are functioning at a cognitive level such that they would not be expected to participate in the FCAT, would not be expected to graduate from school with a standard diploma, and for whom the traditional state and district assessment program is not an appropriate measure of performance. Alternate assessments for students with disabilities are given for writing/communication, reading, and math.

Alternate Assessments for Students who are English Language Learners

Students who are English Language Learners (ELL) and who have been in an English for Speakers of Other Languages (ESOL) program for a year or less may be individually exempted from the FCAT. In these limited circumstances, locally developed alternate assessments are used to evaluate the academic performance of the student. Alternate assessments for ELL students are given for writing, reading, and math.

FCAT Sunshine State Standards Tests

The FCAT Sunshine State Standards (SSS) tests measure student performance on selected benchmarks defined by the Sunshine State Standards. Students who take an alternate assessment and score "proficient" have their results counted with those of other students.

Note: Assessment results on the following tables reflect FCAT Sunshine State Standards data combined with alternate assessment data. Results show proficiency attainment for students who were in attendance during both semesters of the school year.

Writing Assessment

For this assessment, students are given 45 minutes to read their assigned topic, plan what to write, and then write their responses. Scores range from 1.0 (lowest) to 6.0 (highest). Alternate assessments have been merged with the FCAT scores for reporting purposes.

  Writing Assessment Results
(Sunshine State Standards and Alternate Assessments)
  Percent of Students Scoring 3 and Above
  School % District % State %
  2008-09 2007-08 2008-09 2007-08 2008-09 2007-08
ALL STUDENTS 12 78 92 90 94 92
             
WHITE N N 93 91 95 94
BLACK N N 89 89 92 90
HISPANIC N N 90 88 93 91
ASIAN N N 96 94 96 95
AM.INDIAN N N 93 88 94 93
MULTIRACIAL* N N 93 92 96 94
             
DISABLED N 78 70 70 80 76
ECONOMICALLY DISADVANTAGED N N 90 88 92 89
ELL N N 83 80 86 81
MIGRANT* N N N N 89 85
             
FEMALE* N N 95 94 96 95
MALE* N N 88 86 91 89

Reading, Mathematics and Science Assessments

On the FCAT SSS reading, mathematics and science tests, students can attain one of five possible achievement levels, ranging from Level 1 (lowest) to Level 5 (highest).

Student Achievement Level Descriptions

Level 5: Performance at this level indicates that the student has success with the most challenging content of the Sunshine State Standards. A Level 5 student answers most of the test questions correctly, including the most challenging questions.
Level 4: Performance at this level indicates that the student has success with the challenging content of the Sunshine State Standards. A Level 4 student answers most of the test questions correctly but may only have some success with questions that reflect the most challenging content.
Level 3: Performance at this level indicates that the student has partial success with the challenging content of the Sunshine State Standards, but performance is inconsistent. A Level 3 student answers many of the test questions correctly but is generally less successful with questions that are most challenging.
Level 2: Performance at this level indicates that the student has limited success with the challenging content of the Sunshine State Standards.
Level 1: Performance at this level indicates that the student has little success with the challenging content of the Sunshine State Standards.

Results of alternate assessments have been merged with the FCAT scores for reporting purposes.

  Reading Assessment Results (Sunshine State Standards and Alternate Assessments)
  Percent of Students Scoring 3 and Above
  School % District % State %
  2008-09 Results State Objective % Not Tested 2008-09 Results State Objective % Not Tested 2008-09 Results State Objective % Not Tested
ALL STUDENTS 36 65 1 60 65 1 62 65 2
                   
WHITE 38 65 0 66 65 1 72 65 1
BLACK N 65 N 43 65 1 44 65 2
HISPANIC N 65 N 53 65 1 57 65 1
ASIAN N 65 N 76 65 0 77 65 1
AM.INDIAN N 65 N 66 65 1 66 65 2
MULTIRACIAL* N 65 N 68 65 0 70 65 1
                   
DISABLED 36 65 1 33 65 1 36 65 3
ECONOMICALLY DISADVANTAGED 35 65 2 53 65 1 52 65 2
ELL N 65 N 42 65 1 42 65 1
MIGRANT* N 65 N N 65 N 40 65 2
                   
FEMALE* N 65 N 63 65 1 64 65 1
MALE* 35 65 0 58 65 1 59 65 2
                   

* Indicates subgroups not included as separate sub-populations in the Adequate Yearly Progress (AYP) calculation.

Note: An "N" indicates that no test results were reported.

  Mathematics Assessment Results (Sunshine State Standards and Alternate Assessments)
  Percent of Students Scoring 3 and Above
  School % District % State %
  2008-09 Results State Objective % Not Tested 2008-09 Results State Objective % Not Tested 2008-09 Results State Objective % Not Tested
ALL STUDENTS 28 68 1 67 68 1 67 68 2
                   
WHITE 35 68 0 73 68 1 77 68 1
BLACK N 68 N 48 68 1 49 68 2
HISPANIC N 68 N 60 68 1 64 68 1
ASIAN N 68 N 88 68 0 86 68 1
AM.INDIAN N 68 N 70 68 1 72 68 2
MULTIRACIAL* N 68 N 68 68 0 71 68 1
                   
DISABLED 28 68 1 38 68 2 39 68 3
ECONOMICALLY DISADVANTAGED 28 68 2 59 68 1 57 68 2
ELL N 68 N 49 68 1 51 68 2
MIGRANT* N 68 N N 68 N 53 68 2
                   
FEMALE* N 68 N 67 68 1 67 68 1
MALE* 25 68 0 67 68 1 68 68 2
                   

* Indicates subgroups not included as separate sub-populations in the Adequate Yearly Progress (AYP) calculation.

Note: An "N" indicates that no test results were reported.

  Science Assessment Results (Sunshine State Standards and Alternate Assessments)
  Percent of Students Scoring 3 and Above
  School % District % State %
  2008-09 Results State Objective % Not Tested 2008-09 Results State Objective % Not Tested 2008-09 Results State Objective % Not Tested
ALL STUDENTS 42 N/A 3 41 N/A 2 43 N/A 4
                   
WHITE N N/A N 50 N/A 2 55 N/A 3
BLACK N N/A N 19 N/A 2 22 N/A 5
HISPANIC N N/A N 31 N/A 1 35 N/A 3
ASIAN N N/A N 60 N/A 1 61 N/A 2
AM.INDIAN N N/A N 39 N/A 2 46 N/A 4
MULTIRACIAL* N N/A N 40 N/A 2 48 N/A 3
                   
DISABLED 42 N/A 3 23 N/A 3 23 N/A 6
ECONOMICALLY DISADVANTAGED N N/A N 32 N/A 3 29 N/A 4
ELL N N/A N 17 N/A 2 17 N/A 3
MIGRANT* N N/A N N N/A N 19 N/A 3
                   
FEMALE* N N/A N 39 N/A 2 40 N/A 3
MALE* N N/A N 43 N/A 2 45 N/A 4
                   

* Indicates subgroups not included as separate sub-populations in the Adequate Yearly Progress (AYP) calculation.

Note: An "N" indicates that no test results were reported.

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


Assessment Results by Grade: Percent Scoring at Level 3 or Above
(FCAT Sunshine State Standards and Alternate Assessments)

  Reading Math
School           2008-09 2007-08 2008-09 2007-08
Grade 3        
Grade 4        
Grade 5        
Grade 6 45 85 45 77
Grade 7 47 64 27 71
Grade 8 36 82 29 65
Grade 9 25 67 19 58
Grade 10 27 74 27 63

  Reading Math
District          2008-09 2007-08 2008-09 2007-08
Grade 3 73 72 81 80
Grade 4 73 70 76 72
Grade 5 69 69 60 61
Grade 6 67 61 51 49
Grade 7 66 63 57 58
Grade 8 52 52 66 67
Grade 9 47 47 71 69
Grade 10 34 37 70 70

  Reading Math
State Totals 2008-09 2007-08 2008-09 2007-08
Grade 3 72 73 78 77
Grade 4 75 70 76 71
Grade 5 72 68 63 62
Grade 6 67 64 56 53
Grade 7 68 65 61 61
Grade 8 55 54 67 67
Grade 9 48 47 69 66
Grade 10 37 38 69 68

Percentage of Students Scoring at Each FCAT Achievement Level, 2008-09*

  SCIENCE  
  School % District % State %  
GRADE 05 L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5  
ALL STUDENTS   22 34 33 10 2   21 32 34 10 2  
WHITE   14 31 39 13 3   12 29 41 15 4  
BLACK   41 37 19 2 1   37 38 22 3 0  
HISPANIC   28 36 28 8 1   27 35 30 7 1  
ASIAN   17 23 33 17 10   12 24 38 18 7  
AM. INDIAN   21 42 32 5   16 37 32 13 3  
MULTIRACIAL*   18 38 33 10 1   16 34 36 11 3  
DISABLED   40 29 26 5 1   43 32 20 4 1  
ECO. DISADVANTAGED   27 37 29 6 1   30 37 27 5 1  
ELL   57 34 8 1   55 32 12 1 0  
MIGRANT*     42 37 19 2 0  
FEMALE*   21 35 34 8 2   21 34 33 9 2  
MALE*   22 32 32 12 2   21 31 34 11 3  
Note: A blank cell indicates subgroup too small to report or no test results were reported.
*Indicates subgroups not included as separate sub-populations in the AYP calculation.

  SCIENCE  
  School % District % State %  
GRADE 08 L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5  
ALL STUDENTS   27 33 32 7 1   27 32 32 8 2  
WHITE   18 33 39 9 2   15 29 41 11 3  
BLACK   50 32 15 2   47 34 17 2 0  
HISPANIC   36 35 25 4   33 34 28 5 1  
ASIAN   6 26 43 23 3   13 24 41 16 6  
AM. INDIAN   15 46 31 8   21 33 36 8 2  
MULTIRACIAL*   23 38 32 7 1   20 32 37 9 2  
DISABLED   61 25 13 1   57 27 14 2 0  
ECO. DISADVANTAGED   35 35 26 3   39 34 23 3 1  
ELL   78 21 1   69 24 7 0 0  
MIGRANT*     50 33 16 1 0  
FEMALE*   26 35 32 6 1   27 34 31 6 2  
MALE*   28 31 32 7 2   27 29 33 9 2  
Note: A blank cell indicates subgroup too small to report or no test results were reported.
*Indicates subgroups not included as separate sub-populations in the AYP calculation.

  SCIENCE  
  School % District % State %  
GRADE 11 L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5  
ALL STUDENTS   30 34 30 5 1   31 32 30 6 1  
WHITE   22 33 37 7 1   19 32 39 9 1  
BLACK   53 34 12 1   52 32 15 1 0  
HISPANIC   42 34 21 3   39 33 25 4 0  
ASIAN   15 31 42 13   18 28 39 13 2  
AM. INDIAN     28 31 34 7 1  
MULTIRACIAL*   31 39 25 4   23 33 34 8 1  
DISABLED   67 24 9   65 23 11 1 0  
ECO. DISADVANTAGED   41 33 23 3   45 33 20 2 0  
ELL   82 15 3   79 17 4 0 0  
MIGRANT*     56 31 12 2 0  
FEMALE*   30 37 28 4 1   33 35 28 4 1  
MALE*   31 30 32 6 1   29 29 33 8 1  
Note: A blank cell indicates subgroup too small to report or no test results were reported.
*Indicates subgroups not included as separate sub-populations in the AYP calculation

  READING  
  School % District % State %  
GRADE ALL L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5  
ALL STUDENTS   18 22 33 21 6   18 20 31 22 8  
WHITE   14 20 34 24 8   11 17 32 28 11  
BLACK   30 27 30 11 2   30 26 29 12 2  
HISPANIC   24 25 31 16 4   23 22 31 19 5  
ASIAN   10 15 29 31 15   10 14 29 30 16  
AM. INDIAN   13 21 38 22 5   15 20 34 24 7  
MULTIRACIAL*   15 18 36 25 6   13 18 34 26 9  
DISABLED   47 21 22 8 1   45 22 22 9 2  
ECO. DISADVANTAGED   23 24 33 17 3   25 24 32 16 3  
ELL   45 24 26 5 0   50 21 22 6 1  
MIGRANT*   30 25 32 11 2   36 26 28 9 1  
FEMALE*   15 22 34 22 7   16 20 32 23 8  
MALE*   21 22 32 20 6   21 21 31 21 7  
Note: A blank cell indicates subgroup too small to report or no test results were reported.
*Indicates subgroups not included as separate sub-populations in the AYP calculation

  MATH  
  School % District % State %  
GRADE ALL L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5  
ALL STUDENTS   14 20 33 24 9   14 19 32 25 11  
WHITE   10 17 34 28 11   8 15 32 30 15  
BLACK   26 27 32 13 3   25 26 31 14 3  
HISPANIC   19 23 33 20 6   17 21 32 22 8  
ASIAN   5 8 25 35 27   5 9 24 32 29  
AM. INDIAN   8 22 28 29 12   11 18 33 27 11  
MULTIRACIAL*   12 22 34 25 8   11 18 33 27 12  
DISABLED   40 23 24 11 2   39 24 24 11 3  
ECO. DISADVANTAGED   18 23 34 19 5   21 23 33 18 5  
ELL   33 27 28 11 2   36 25 25 11 2  
MIGRANT*   25 27 25 23 0   24 25 32 16 3  
FEMALE*   13 21 34 24 8   14 20 33 24 10  
MALE*   16 19 32 24 10   15 18 31 25 12  
Note: A blank cell indicates subgroup too small to report or no test results were reported.
*Indicates subgroups not included as separate sub-populations in the AYP calculation

NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS (NAEP)

For more than 30 years, NAEP (The Nation's Report Card) has served U.S. educators as an information resource, providing reliable profiles of what our students know and can do in key subject areas. It is the only ongoing project to monitor national trends in student achievement at Grades 4, 8, and 12 and state trends at Grades 4 and 8. Main NAEP is conducted every two years in reading and mathematics and every four years in writing and science at the state and national level. A representative sample of the student population is selected to participate, with no one student taking the entire assessment.

Below are the 2007 NAEP state results for Reading and Mathematics for Grades 4 and 8.

1. Scale Scores

A scale score is derived from student responses to NAEP assessment items that 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 Descriptions:

Achievement levels are performance standards set by the National Assessment Governing Board (NAGB) that provide a context for interpreting student performance on NAEP, based on recommendations from panels of educators and members of the public. The levels, Basic, Proficient, and Advanced, measure what students should know and be able to do at each grade assessed.

Achievement level percentages reflect the percentage of students within the total population or in a particular student group that meet or exceed expectations of what students should know and be able to do. Specifically, it is the weighted percentage of students with NAEP composite scores that are equal to or exceed the achievement-level cut scores specified by the National Assessment Governing Board (NAGB).

Advanced       Superior performance.
Proficient       Solid academic performance for each grade assessed. Students reaching this level have demonstrated competence over challenging subject matter, including subject-matter knowledge, application of such knowledge to real-world situations, and analytical skills appropriate to the subject matter.
Basic       Partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade.
Below Basic:       Is for those students whose scores fall below the cut score for Basic.

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

FCAT Achievement
Levels
NAEP Achievement
Standards
5 Advanced
4 Proficient
2-3 Basic
1 Below Basic

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

* Asian and Indian subgroup categories were too small to report.

NAEP MATH - 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 242 239 14 19 46 43 35 32 5 6 86 81
*
WHITE 46 54 250 248 7 10 40 40 44 42 9 8 93 90
BLACK 22 16 228 222 27 37 53 48 19 14 1 1 73 63
HISPANIC 25 22 238 227 16 30 51 49 31 20 2 1 84 70
DISABLED 15 12 230 220 28 41 46 40 24 17 2 2 72 59
ECO. DISADVANTAGED 55 48 235 228 20 29 51 49 27 21 2 1 80 71
ELL 8 10 226 218 31 43 50 45 18 11 1 1 69 57

* Asian and Indian subgroup categories were too small to report.

NAEP MATH - 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 279 282 30 29 41 38 23 26 6 7 70 71
*
WHITE 46 56 289 292 20 18 41 39 30 33 9 10 80 82
BLACK 22 16 264 260 47 51 40 37 12 11 1 1 53 49
HISPANIC 26 21 274 266 34 44 44 39 19 15 3 2 66 56
DISABLED 13 10 252 249 61 64 31 27 7 8 1 1 39 36
ECO. DISADVANTAGED 48 43 269 266 41 43 41 40 16 15 2 2 59 57
ELL 5 6 241 243 70 72 26 23 3 4 1 1 30 28

* Asian and Indian subgroup categories were too small to report.

NAEP READING - 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 226 220 27 34 37 34 28 25 8 7 73 66
*
WHITE 47 54 233 229 19 23 36 36 34 31 11 10 81 77
BLACK 22 16 211 204 44 53 38 32 16 13 2 2 56 47
HISPANIC 24 21 223 204 29 52 40 32 25 14 6 2 71 48
DISABLED 15 10 204 189 55 66 28 22 13 10 4 2 45 34
ECO. DISADVANTAGED 54 47 217 206 36 49 39 34 22 15 3 2 64 51
ELL 6 9 205 188 48 71 39 23 12 6 1 N/A 52 29

* Asian and Indian subgroup categories were too small to report.

NAEP READING - 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 264 262 24 26 44 44 30 28 2 2 76 74
*
WHITE 46 57 272 271 18 17 42 44 36 36 4 3 82 83
BLACK 22 16 250 245 38 44 47 43 15 13 N/A N/A 62 56
HISPANIC 25 20 260 248 27 41 46 43 26 15 1 1 73 59
DISABLED 13 10 239 229 55 63 34 29 10 8 1 N/A 45 37
ECO. DISADVANTAGED 47 43 255 249 33 40 46 44 20 15 1 1 67 60
ELL 3 5 233 219 59 75 34 22 7 3 N/A N/A 41 25

SCHOOL SAFETY AND ENVIRONMENT

Schools and communities must provide an environment that is drug free and protects the health, safety, and civil rights of everyone in the school.

School environmental safety: reported incidents*

The most recent full-year school-level data on reported incidents is available at the Florida School Indicators Report website at http://data.fldoe.org/fsir. (See "Incidents of Crime and Violence.") District-level reports are available at http://www.fldoe.org/safeschools/discipline.asp.

The No Child Left Behind Act provides for an Unsafe School Choice Option, which ensures that students who attend a school that has been identified as persistently dangerous are allowed the option of attending another school within the same district.

For the 2008-09 school year, no Florida public school was identified as persistently dangerous.*

*pending review of complete full-year data

TEACHERS AND STAFF

Schools, districts, and the state ensure that teachers and staff are professionally qualified. School boards must provide a learning environment conducive to teaching and learning.

New Staff

The table shows the number and percentage of instructional staff and school-based administrators who were newly hired at this school in 2008-09.

Staff Type Total Number
for 2008-09
Number Newly Hired
for 2008-09
School % District % State %
Instructional Staff 27 1 3.7 11.9 14.8
School-Based Administrators 1 0 0.0 12.0 17.6
Total 28 1 3.6 11.9 14.9

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 2008-09 2007-08 2008-09 2007-08 2008-09 2007-08
Bachelor's Degree 20 76.9 76.9 69.5 70.8 65.3 66.0
Master's Degree 6 23.1 23.1 28.0 27.0 31.9 30.9
Specialist Degree       1.6 1.5 1.7 2.1
Doctorate       0.9 0.8 1.0 1.0
Total All Degrees 26 100.0 100.0 100.0 100.0 100.0 100.0

Percentage of Teachers Teaching with Emergency or Provisional Credentials

Florida has no non-certified teachers, although some teachers may be temporarily assigned to areas outside 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 100.0 94.4 93.5
Percentage of Classes with Teachers Teaching Out-of-Field 0.0 5.6 6.5

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 %
    All Schools High-Poverty Schools* Low-Poverty Schools* All Schools High-Poverty Schools* Low-Poverty Schools*
Classes Not Taught by Highly Qualified Teachers 0.0 5.7 11.5 5.2 6.1 6.4 5.8

FLORIDA SCHOOL PERFORMANCE GRADE AND ADEQUATE YEARLY PROGRESS (AYP)

School Performance Grade

Public schools in Florida are graded annually based on student performance on the FCAT 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 exceptional student education (ESE) centers and Department of Juvenile Justice (DJJ) facilities.

2008-09 School Performance Grade*:

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

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

NCLB Adequate Yearly Progress (AYP) Report

Federal NCLB legislation requires schools to report Adequate Yearly Progress based on annual objectives for students in reading, mathematics, and writing, as well as the high school graduation rate. A separate report that presents and explains AYP results for your school, your school district, and the state is distributed in conjunction with this document and is also available from the office of your school's principal and/or your local school board. The AYP report also provides information on schools identified for school improvement. Detailed information on school, district, and state AYP is available at http://schoolgrades.fldoe.org/default.asp.

REPORTING REQUIREMENTS OF FEDERAL NCLB LEGISLATION


A. Notice of School Improvement Status and Options

School districts are responsible for identifying Title I schools as schools in need of improvement when they fail to make AYP in consecutive years. School districts must notify parents when their child's school has been identified for school improvement, for corrective action, or for restructuring. The school district must also provide an explanation of the parents' option to transfer their child to another public school, with transportation provided when required, or to obtain supplemental educational services. Sec. 1116(b)(6).


School improvement status is indicated by the school performance grade and AYP status d herein.


B. State's Obligation to Assist Schools and Districts in Reporting

The Department of Education shall ensure that each school district collects appropriate data and includes in each school's annual report the information provided in the state annual report card as well as the number and percentage of schools identified for school improvement and how long the schools have been so identified. Sec. 1111(h)(2)(B).


C. Notice of Local Education Agency (LEA) Improvement Status

Parents of students attending a school in a district identified for improvement are entitled to know why the school district was identified for improvement. The state is responsible for providing an explanation to parents in an easily understood format. The explanation must information on how parents can assist in the improvement efforts. Sec. 1116(c)(6).


Additional required information is included in the accompanying Adequate Yearly Progress Report.


Additional statistics and information of interest may be found in the Florida School Indicators Report on the department's website at http://www.fldoe.org or at http://data.fldoe.org/fsir .


Measuring Adequate Yearly Progress (AYP) to Meet Requirements of No Child Left Behind (NCLB)

The No Child Left Behind Act requires states to evaluate the performance of all students in all schools in order to determine whether each school and district has made Adequate Yearly Progress (AYP). Specific criteria for AYP evaluations are described below. All schools that do not make AYP are identified. School districts are responsible for identifying Title I schools as in need of improvement when they fail to make AYP in consecutive years. For the 2008-09 school year, requirements for school improvements apply to Title I schools that did not make AYP in 2007-08 and 2008-09.* Students attending these schools are eligible for public school choice options for the 2008-09 school year. Title I schools that fail to make AYP for more than two consecutive years are required to provide additional services to students and to implement defined strategies for improving school performance.

* AYP results are evaluated separately for mathematics and reading in determining whether proficiency targets were missed in consecutive years and in targeting areas for improvement.

Each school's AYP determination is based on measures of the performance of the overall student population as well as that of students in defined subgroups: racial/ethnic groups (Am. Indian, Asian, black, Hispanic and white); students eligible for free/reduced-price lunch; English Language Learners (ELL); and students with disabilities.

AYP Criteria for Florida's Public Schools

  • Participation in Testing
  • Writing Proficiency
  • Graduation Rate
  • School Performance Grade
  • Reading Proficiency and Math Proficiency
  • Safe Harbor Provision
  • The latest information on AYP can be accessed online at http://schoolgrades.fldoe.org/default.asp.

    AYP Status, 2008-09 (Indicates status prior to the end of the appeals period.)

    The table below shows the AYP status of the school, district, and state for the 2008-09 school year. Data used to calculate AYP for 2008-09 includes FCAT data for 2008-09 and 2007-08, graduation rate data for 2007-08 and 2006-07, and the school performance grade assigned in 2009.

    School AYP Status District AYP Status State AYP Status
    N N N

    Key: N = "did not make AYP" Y = "Made AYP" T = "School Too Small"*" I = "Incomplete"

    *Certain schools fall below federal minimum enrollment requirements for evaluation of AYP criteria.

    The following table shows the schools in your district that did not make AYP.

    Schools That Did Not Make AYP in the District, 2008-09

    District Number School Number School Name
    42 51 HOWARD MIDDLE SCHOOL
    42 71 ANTHONY ELEMENTARY SCHOOL
    42 162 REDDICK-COLLIER ELEM. SCHOOL
    42 172 DUNNELLON MIDDLE SCHOOL
    42 181 EAST MARION ELEMENTARY SCHOOL
    42 191 EIGHTH STREET ELEMENTARY SCHL
    42 211 FESSENDEN ELEMENTARY SCHOOL
    42 221 FT. KING MIDDLE SCHOOL
    42 251 WARD-HIGHLANDS ELEMENTARY SCHL
    42 281 LAKE WEIR MIDDLE SCHOOL
    42 331 NORTH MARION HIGH SCHOOL
    42 341 OAKCREST ELEMENTARY SCHOOL
    42 351 FOREST HIGH SCHOOL
    42 361 OSCEOLA MIDDLE SCHOOL
    42 381 SPARR ELEMENTARY SCHOOL
    42 391 SOUTH OCALA ELEMENTARY SCHOOL
    42 401 STANTON-WEIRSDALE ELEMENTARY
    42 461 VANGUARD HIGH SCHOOL
    42 471 HILLCREST
    42 491 NORTH MARION MIDDLE SCHOOL
    42 501 LAKE WEIR HIGH SCHOOL
    42 521 DUNNELLON HIGH SCHOOL
    42 531 FT. MCCOY SCHOOL
    42 541 OCALA SPRINGS ELEMENTARY SCHL
    42 561 EMERALD SHORES ELEMENTARY SCHL
    42 571 SUNRISE ELEMENTARY SCHOOL
    42 581 EVERGREEN ELEMENTARY SCHOOL
    42 611 MAPLEWOOD ELEMENTARY SCHOOL
    42 631 BELLEVIEW MIDDLE SCHOOL
    42 641 DUNNELLON ELEMENTARY SCHOOL
    42 651 COLLEGE PARK ELEMENTARY SCHOOL
    42 661 BELLEVIEW HIGH SCHOOL
    42 671 GREENWAY ELEMENTARY SCHOOL
    42 691 LIBERTY MIDDLE SCHOOL
    42 701 WEST PORT HIGH SCHOOL
    42 721 HORIZON ACADEMY AT MARION OAKS
    42 9346 STUDENT SERVICES/ESE
    42 9401 MARION TECHNICAL INSTITUTE
    42 9618 SILVER RIVER MENTORING AND INSTRUCTION
    42 9690 FRANCIS MARION MILITARY ACADEMY
    42 9721 MARION JUVENILE CORRECTION
    42 9731 KINGSBURY ACADEMY
    42 9734 PACE CENTER FOR GIRLS, INC.

    Percentage of Your District's Title I Schools Identified for Improvement

    The table below shows the number and percentage of Title I schools in your district that were identified for improvement in the coming year.

    Number of Title I
    Schools in the District
    Number of Title I Schools
    Identified for Improvement
    Percent of Title I Schools
    Identified for Improvement
    30 26 86.7

    Title I Schools That Did Not Make AYP for At Least Two of the Past Three Years and Were Identified for Improvement

    Students enrolled during 2008-09 in the schools shown below are eligible for public school choice and/or supplemental services in 2008-09.

    District Number School Number School Name Number of
    Years Listed
    42 71 ANTHONY ELEMENTARY SCHOOL 5
    42 91 BELLEVIEW ELEMENTARY SCHOOL 5
    42 101 BELLEVIEW-SANTOS ELEM. SCHOOL 4
    42 162 REDDICK-COLLIER ELEM. SCHOOL 6
    42 181 EAST MARION ELEMENTARY SCHOOL 5
    42 191 EIGHTH STREET ELEMENTARY SCHL 2
    42 211 FESSENDEN ELEMENTARY SCHOOL 6
    42 251 WARD-HIGHLANDS ELEMENTARY SCHL 3
    42 341 OAKCREST ELEMENTARY SCHOOL 6
    42 381 SPARR ELEMENTARY SCHOOL 4
    42 391 SOUTH OCALA ELEMENTARY SCHOOL 1
    42 401 STANTON-WEIRSDALE ELEMENTARY 1
    42 431 WYOMINA PARK ELEMENTARY SCHOOL 3
    42 531 FT. MCCOY SCHOOL 5
    42 541 OCALA SPRINGS ELEMENTARY SCHL 2
    42 551 SHADY HILL ELEMENTARY SCHOOL 4
    42 561 EMERALD SHORES ELEMENTARY SCHL 1
    42 571 SUNRISE ELEMENTARY SCHOOL 1
    42 581 EVERGREEN ELEMENTARY SCHOOL 5
    42 611 MAPLEWOOD ELEMENTARY SCHOOL 4
    42 641 DUNNELLON ELEMENTARY SCHOOL 1
    42 651 COLLEGE PARK ELEMENTARY SCHOOL 5
    42 671 GREENWAY ELEMENTARY SCHOOL 2
    42 681 SADDLEWOOD ELEMENTARY SCHOOL 5
    42 9670 MARION CHARTER SCHOOL 5
    42 9731 KINGSBURY ACADEMY 6

    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 is available at http://www.fldoe.org/schools/schoolmap/flash/schoolmap_text.asp.  A directory of schools is also available at http://www.fldoe.org/schools/schoolmap/flash/schoolmap_text.asp.