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HOWARD MIDDLE SCHOOL

GRADES: 6-8

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 and provides certain additional information of interest on the status of Florida's schools.

OCTOBER MEMBERSHIP

READINESS TO START SCHOOL

GRADUATION RATE AND DROPOUT RATE

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 2009-10 2008-09 2009-10 2008-09 2009-10 2008-09
WHITE 249 257 49.4 51.1 59.1 58.7 44.4 45.3
BLACK 173 180 34.5 33.6 19.5 19.6 23.0 23.0
HISPANIC 30 48 7.6 8.0 14.4 14.7 26.2 25.0
ASIAN 22 13 3.4 3.0 1.7 1.6 2.6 2.5
AM.INDIAN 1 1 0.2 0.3 0.6 0.6 0.3 0.3
MULTIRACIAL 24 26 4.9 4.0 4.7 4.8 3.4 3.9
                 
DISABLED 40 86 12.3 14.0 16.2 16.3 14.1 14.3
ECONOMICALLY DISADVANTAGED 276 304 56.6 47.2 65.0 54.9 53.5 49.6
ELL 10 11 2.1 2.7 6.1 6.0 11.6 11.8
MIGRANT         0.1 0.1 0.5 0.5
                 
FEMALE 499   48.7 49.1 48.2 48.2 48.7 48.7
MALE   525 51.3 50.9 51.8 51.8 51.3 51.3
                 
TOTAL 1024 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 the Florida Assessments for Instruction In Reading (FAIR).

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

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

  Number of Students and
Where They
Placed
School % District % State %
Category 2009-10 2009-10 2008-09 2009-10 2008-09 2009-10 2008-09
               
ECHOS Ready
0
0
0
92
94
89
88
ECHOS Not Ready
0
0
0
8
6
11
12
Total ECHOS
0
0
0
100
100
100
100
               
FAIR Ready
0
0
0
67
77
65
77
FAIR Not Ready
0
0
0
33
23
35
23
Total FAIR
0
0
0
100
100
100
100
               
DIBELS ISF Ready*
N/A
N/A
0
N/A
70
N/A
68
DIBELS ISF Not Ready*
N/A
N/A
0
N/A
30
N/A
68
Total DIBELS ISF*
N/A
N/A
0
N/A
100
N/A
100

*DIBELS was not administered in 2009-10.

NOTE: Percentages are rounded to the nearest whole integer after individual categories are tabulated.

GRADUATION RATE AND DROPOUT RATE

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

NCLB 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 %
  2008-09 2007-08 2008-09 2007-08 2008-09 2007-08
ALL STUDENTS     75.3 69.0 76.2 72.8
             
WHITE     79.2 73.5 83.8 81.4
BLACK     64.3 58.6 63.3 58.7
HISPANIC     70.7 61.0 71.6 67.1
ASIAN     88.9 86.7 88.1 83.8
AM.INDIAN     78.6 58.8 77.4 76.9
MULTIRACIAL     78.5 69.5 82.3 78.2
             
DISABLED     34.6 29.2 47.2 43.0
ECONOMICALLY DISADVANTAGED     63.8 58.8 65.1 61.1
ELL     55.3 41.8 56.8 52.2
MIGRANT       66.7 59.9 52.9
             
FEMALE     81.9 75.1 80.0 76.8
MALE     68.7 62.9 72.3 68.7

NGA 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 %
  2008-09 2007-08 2008-09 2007-08 2008-09 2007-08
ALL STUDENTS     73.7 67.1 76.3 73.1
             
WHITE     76.4 70.3 83.1 80.8
BLACK     66.4 60.8 64.9 60.8
HISPANIC     69.6 59.4 72.1 67.6
ASIAN     88.9 82.2 87.9 83.8
AM.INDIAN     78.6 70.6 76.8 76.1
MULTIRACIAL     74.7 66.1 81.3 77.3

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.

  School % District % State %
Racial/Ethnic Group 2008-09 2007-08 2008-09 2007-08 2008-09 2007-08
WHITE N/A N/A 2.4 2.8 1.6 1.9
BLACK N/A N/A 3.5 3.7 3.4 3.6
HISPANIC N/A N/A 2.5 3.8 2.5 3.1
ASIAN N/A N/A 0.8 N/A 0.8 1.0
AM.INDIAN N/A N/A N/A 10.7 2.3 2.1
MULTIRACIAL N/A N/A 2.5 2.2 1.6 1.8
             
FEMALE 0.0 0.0 2.4 2.9 2.0 2.3
MALE 0.0 0.0 2.8 3.3 2.5 2.9
             
TOTAL 0.0 0.0 2.6 3.1 2.3 2.6
Note: N/A indicates no student membership for that subgroup.
STUDENT PERFORMANCE

STUDENT PERFORMANCE

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. 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 take alternate assessments. Alternate assessments for students with disabilities include 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 %
  2009-10 2008-09 2009-10 2008-09 2009-10 2008-09
ALL STUDENTS 96 96 94 92 95 94
             
WHITE 98 99 95 93 96 95
BLACK 93 92 92 89 93 92
HISPANIC N N 94 90 94 93
ASIAN N N 96 96 97 96
AM.INDIAN N N 91 93 94 94
MULTIRACIAL* N N 96 93 96 96
             
DISABLED 74 83 77 70 81 80
ECONOMICALLY DISADVANTAGED 95 93 93 90 93 92
ELL N N 89 83 86 86
MIGRANT* N N N N 89 89
             
FEMALE* 98 97 97 95 97 96
MALE* 95 96 91 88 93 91

* 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.

Reading, Mathematics, and Science Assessments

STUDENT ACHIEVEMENT LEVEL DESCRIPTIONS

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 %
  2009-10 Results State Objective % Not Tested 2009-10 Results State Objective % Not Tested 2009-10 Results State Objective % Not Tested
ALL STUDENTS 69 72 0 60 72 1 62 72 1
                   
WHITE 84 72 0 66 72 1 72 72 1
BLACK 39 72 0 42 72 1 44 72 2
HISPANIC N 72 0 55 72 1 59 72 1
ASIAN N 72 0 78 72 0 78 72 1
AM.INDIAN N 72 N 65 72 0 64 72 2
MULTIRACIAL* N 72 0 66 72 0 68 72 1
                   
DISABLED 23 72 1 33 72 1 36 72 3
ECONOMICALLY DISADVANTAGED 52 72 0 53 72 1 53 72 2
ELL N 72 N 44 72 0 44 72 1
MIGRANT* N 72 N N 72 0 41 72 2
                   
FEMALE* 73 72 0 63 72 1 65 72 1
MALE* 64 72 0 57 72 1 60 72 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 %
  2009-10 Results State Objective % Not Tested 2009-10 Results State Objective % Not Tested 2009-10 Results State Objective % Not Tested
ALL STUDENTS 70 74 0 68 74 1 68 74 2
                   
WHITE 85 74 1 74 74 1 78 74 1
BLACK 44 74 0 49 74 1 50 74 2
HISPANIC N 74 0 63 74 1 66 74 1
ASIAN N 74 0 86 74 0 87 74 1
AM.INDIAN N 74 N 68 74 1 70 74 2
MULTIRACIAL* N 74 0 70 74 1 71 74 1
                   
DISABLED 22 74 1 40 74 1 41 74 3
ECONOMICALLY DISADVANTAGED 53 74 1 61 74 1 59 74 2
ELL N 74 N 51 74 0 52 74 2
MIGRANT* N 74 N N 74 0 54 74 2
                   
FEMALE* 72 74 1 68 74 1 68 74 1
MALE* 69 74 0 67 74 1 69 74 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 %
  2009-10 Results State Objective % Not Tested 2009-10 Results State Objective % Not Tested 2009-10 Results State Objective % Not Tested
ALL STUDENTS 55 N/A 1 41 N/A 2 44 N/A 3
                   
WHITE 72 N/A 2 49 N/A 2 58 N/A 3
BLACK 20 N/A 1 20 N/A 3 24 N/A 5
HISPANIC N N/A N 30 N/A 2 37 N/A 3
ASIAN N N/A N 65 N/A 2 62 N/A 2
AM.INDIAN N N/A N 44 N/A 0 46 N/A 4
MULTIRACIAL* N N/A N 44 N/A 1 50 N/A 3
                   
DISABLED 14 N/A 2 23 N/A 3 25 N/A 6
ECONOMICALLY DISADVANTAGED 31 N/A 2 32 N/A 2 32 N/A 4
ELL N N/A N 17 N/A 2 18 N/A 3
MIGRANT* N N/A N N N/A N 21 N/A 3
                   
FEMALE* 55 N/A 2 38 N/A 2 41 N/A 3
MALE* 56 N/A 1 44 N/A 2 48 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           2009-10 2008-09 2009-10 2008-09
Grade 3        
Grade 4        
Grade 5        
Grade 6 73 72 68 62
Grade 7 73 72 71 68
Grade 8 61 59 73 70
Grade 9        
Grade 10        

  Reading Math
District          2009-10 2008-09 2009-10 2008-09
Grade 3 69 73 80 81
Grade 4 70 73 77 76
Grade 5 66 69 61 60
Grade 6 66 67 55 51
Grade 7 69 66 58 57
Grade 8 51 52 65 66
Grade 9 49 47 71 71
Grade 10 38 34 73 70

  Reading Math
State Totals 2009-10 2008-09 2009-10 2008-09
Grade 3 73 72 79 78
Grade 4 72 75 75 76
Grade 5 70 72 64 63
Grade 6 68 67 58 56
Grade 7 69 68 62 61
Grade 8 56 55 69 67
Grade 9 49 48 68 69
Grade 10 40 37 73 69

Percentage of Students Scoring at Each FCAT Achievement Level, 2009-10

  FCAT   SCIENCE
  School % District % State %
GRADE 05 L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5
ALL STUDENTS   22 33 33 8 2   19 32 35 11 4
WHITE   14 33 38 12 3   10 27 42 16 6
BLACK   39 37 21 3   34 39 23 3 1
HISPANIC   33 33 29 4   23 35 32 8 2
ASIAN   25 47   10 23 39 18 9
AM. INDIAN   46   17 33 35 11 3
MULTIRACIAL*   23 36 34 7   15 32 38 11 4
DISABLED   44 30 22 4   40 33 21 4 1
ECO. DISADVANTAGED   28 36 29 6 1   27 37 29 6 1
ELL   48 31 20   40 37 20 3
MIGRANT*     38 39 20 3
FEMALE*   22 37 32 7 2   19 34 35 10 3
MALE*   22 30 35 10 3   19 30 35 12 4
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.

  FCAT   SCIENCE
  School % District % State %
GRADE 08 L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5
ALL STUDENTS 23 24 32 17 4   27 34 31 7 2   25 31 32 8 2
WHITE 7 22 38 28   19 32 37 9 2   14 29 41 12 4
BLACK 48 35 17   47 36 16   44 34 19 2
HISPANIC   34 38 23 4   30 34 28 6 1
ASIAN   49   12 24 40 17 7
AM. INDIAN     22 33 33 9 3
MULTIRACIAL*   13 36 40 8   19 32 36 10 3
DISABLED 65   55 28 13 3   56 27 15 2 1
ECO. DISADVANTAGED 38 34 22 6   33 37 25 4 1   36 35 24 4 1
ELL   55 32 10   60 28 11 1
MIGRANT*     48 32 17 2
FEMALE* 23 24 37 14   27 37 30 5 1   26 35 31 7 2
MALE* 23 24 27 20 6   26 31 32 8 2   25 28 33 10 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.

  FCAT   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 31 4 1   28 34 32 6 1
WHITE   21 34 39 5 1   16 33 41 8 2
BLACK   51 33 14   47 35 16 1
HISPANIC   43 34 20 3   34 35 26 4 1
ASIAN   20 18 38 20   17 28 40 12 3
AM. INDIAN     22 37 35 5
MULTIRACIAL*   23 40 32   22 34 36 7 1
DISABLED   71 19 9   60 27 12 1
ECO. DISADVANTAGED   37 37 23 2   40 35 22 3
ELL   66 28   64 27 8 1
MIGRANT*     50 34 15
FEMALE*   31 37 29 3   30 36 30 4 1
MALE*   29 31 33 5 1   26 31 34 7 2
Note: A blank cell indicates subgroup too small to report or no test results reported.
*Indicates subgroups not included as separate sub-populations in the AYP calculation

  FCAT   READING
  School % District % State %
GRADE ALL L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5
ALL STUDENTS 14 19 26 28 13   19 22 31 21 8   19 20 31 22 9
WHITE 5 12 29 36 19   14 20 32 24 9   11 17 32 28 13
BLACK 28 34 24 10 3   31 27 28 11 3   31 25 28 13 3
HISPANIC 14 23 47   23 23 31 18 5   21 21 31 20 7
ASIAN 57 34   10 13 27 31 19   11 13 27 30 19
AM. INDIAN   16 19 35 21 8   18 19 32 22 8
MULTIRACIAL* 24 29 22   17 18 33 24 8   14 18 33 26 10
DISABLED 54 25 15   48 22 20 8 2   46 21 21 9 2
ECO. DISADVANTAGED 23 25 28 18 6   24 24 31 17 5   25 23 31 17 4
ELL   36 23 28 11 1   39 21 27 12 2
MIGRANT*   38 29   35 25 27 11 2
FEMALE* 10 18 27 30 15   16 22 32 22 8   16 20 31 23 10
MALE* 18 19 24 26 12   22 22 30 19 7   21 20 30 21 8
Note: A blank cell indicates subgroup too small to report or no test results reported.
*Indicates subgroups not included as separate sub-populations in the AYP calculation

  FCAT   MATH
  School % District % State %
GRADE ALL L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5
ALL STUDENTS 16 16 24 23 21   14 19 33 24 9   14 19 32 25 11
WHITE 7 10 24 31 28   10 17 34 28 11   8 14 32 31 15
BLACK 32 27 28 8 5   25 27 32 13 3   25 26 31 14 3
HISPANIC 16 19 29 25   17 21 33 22 7   15 20 33 23 8
ASIAN 31 54   5 9 20 38 28   5 9 24 33 29
AM. INDIAN   11 23 27 24 16   12 18 33 26 11
MULTIRACIAL* 25 31 29   11 20 36 24 10   11 18 33 26 11
DISABLED 58 23 12   39 24 24 10 3   38 24 24 11 3
ECO. DISADVANTAGED 26 23 26 17 8   17 22 34 20 6   19 23 33 19 5
ELL   26 24 30 16 3   27 24 29 15 4
MIGRANT*   29   23 25 33 16 4
FEMALE* 13 17 26 24 20   13 20 35 24 8   13 19 33 25 10
MALE* 19 14 23 22 22   15 19 32 25 10   14 18 31 25 12
Note: A blank cell indicates subgroup too small to report or no test results reported.
*Indicates subgroups not included as separate sub-populations in the AYP calculation

ELL STUDENTS

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 the FCAT in mathematics but may be exempt for up to one administration of the FCAT in reading. The following chart shows the number of recently arrived ELL students who were not tested on the FCAT in reading but were included in the AYP reading participation rate based on available CELLA scores. As a federally approved flexibility, test scores for recently arrived ELLs are not included in the reading and math proficiency calculations for AYP.


* Cell sizes smaller than 10 are suppressed.


ELL School District State
Reading * * 1398

National Assessment of Educational Progress (NAEP)

For more than 30 years, The Nation's Report Card (NAEP) has served U.S. educators as an information resource, providing reliable assessment results of what our students know and can do in key subject areas. It is the only ongoing project that monitors national trends in student achievement at grades 4, 8, and 12 and state trends at grades 4 and 8. Main NAEP, conducted at the state and national level, occurs every two years in reading and mathematics and every four years in writing and science. 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.

Below are the 2009 NAEP state results for Grades 4 and 8 in Reading and Mathematics.

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 performance standards set by the National Assessment Governing Board (NAGB), based on recommendations from panels of educators and members of the public. The standards 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. They provide a context for interpreting student performance on NAEP and offer a means of identifying percentages of students who have demonstrated certain proficiencies. The achievement levels set by the NAGB are Basic, Proficient, and Advanced. Below Basic is also reported but not considered to be an achievement level.

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       Denotes partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade.
Below Basic:       Scores that 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

NAEP Participation Rates for Required Subgroups

NAEP MATH
Grade 04
MATH
Grade 08
READING
Grade 04
READING
Grade 08
  Florida Nation Florida Nation Florida Nation Florida Nation
SWD 90 84 87 78 83 71 82 72
ELL 95 94 91 92 71 84 58 83

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


  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 subgroups 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 subgroups 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 subgroups 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
* Asian and Indian subgroups were too small to report.
SCHOOL SAFETY AND ENVIRONMENT

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 2009-10 school year, no Florida public school was identified as persistently dangerous.*

*pending review of complete full-year data

TEACHERS AND STAFF

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 2009-10.

Staff Type Total Number
for 2009-10
Number Newly Hired
for 2009-10
School % District % State %
Instructional Staff 61 7 11.5 15.0 14.6
School-Based Administrators 3 0 0.0 19.7 20.6
Total 64 7 10.9 15.2 14.8

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 2009-10 2008-09 2009-10 2008-09 2009-10 2008-09
Bachelor's Degree 37 63.8 62.9 69.8 69.5 65.3 65.3
Master's Degree 19 32.8 33.9 28.1 28.0 32.1 31.9
Specialist Degree       1.3 1.6 1.6 1.7
Doctorate 2 3.4 3.2 0.9 0.9 1.0 1.0
Total All Degrees 58 100.0 100.0 100.0 100.0 100.0 100.0

Percentage of Teachers Teaching with Emergency or Provisional Credentials

Florida has no un-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 96.2 95.2
Percentage of Classes with Teachers Teaching Out-of-Field 0.0 3.8 4.8

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*
October 0.3 4.0 5.4 2.0 5.1 5.2 5.0
February 0.0 4.5 5.5 2.8 4.6 4.6 4.3
Combined All Year 0.2 4.2 5.4 2.4 4.8 4.9 4.7

*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 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.

(AYP)

FLORIDA SCHOOL PERFORMANCE GRADE AND ADEQUATE YEARLY PROGRESS (AYP)

School Performance Grade

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. High schools and combination schools that serve high school grade levels will receive a grade based 50% on FCAT and 50% on new measures. Those grades will not be available until November 2010. Therefore, for those schools, a "P" appears under their grade.

2009-10 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.

Adequate Yearly Progress (AYP)

Adequate Yearly Progress (AYP) Report

Federal legislation requires schools to report 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 LEGISLATION

REPORTING REQUIREMENTS OF FEDERAL 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 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 contain 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 .


The federal Elementary & Secondary Education 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 2009-10 school year, requirements for school improvements apply to Title I schools that did not make AYP in 2008-09 and 2009-10.* Students attending these schools are eligible for public school choice options for the 2009-10 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.

ADEQUATE YEARLY PROGRESS INDICATOR

Adequate Yearly Progress (AYP) Indicator

Determining adequate yearly progress is a multi-step process applied to each public school. The federal Elementary and Secondary Education Act (ESEA) requires determination of AYP to identify schools in need of improvement.

AYP is based primarily on student participation and performance in reading and math, school writing performance, the graduation rate (for high schools), and the school performance grade (via the School Accountability Report).

The Department of Education has elected to provide information on AYP separate from the other indicators featured on the NCLB SPAR in order to emphasize the distinction between the state's school performance grade and the AYP indicator.

Basic AYP Requirements are as follows:

Safe Harbor: For subgroups not achieving the reading and/or math targets, AYP may still be attained if the number of non-proficient students decreased by 10% or more from the previous year AND the subgroup met AYP requirements for participation (reading and math), writing proficiency, and the graduation rate (for high schools).

Growth Model:Subgroups that do not achieve the reading and/or math targets and fail to meet Safe Harbor criteria can still attain adequate progress if the percentage of students who are on track to be proficient (via the Growth Model) meets or exceeds annual proficiency targets. Subgroups must also meet qualifying criteria in reading/math participation, writing proficiency, and the graduation rate. More information on AYP calculations and results, including the growth model, is available in the Adequate Yearly Progress (AYP) Technical Assistance Paper, which is available via a link at http://schoolgrades.fldoe.org.

The SPAR includes a table indicating whether the school, district, and state made AYP. Technical information on the AYP calculation and related resources are available at http://schoolgrades.fldoe.org.

AYP Status, 2009-10 (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 2009-10 school year. Data used to calculate AYP for 2009-10 includes FCAT data for 2009-10 and 2008-09, graduation rate data for 2008-09 and 2007-08, and the school performance grade assigned in 2010.

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, 2009-10

District Number School Number School Name
42 51 HOWARD MIDDLE SCHOOL
42 71 ANTHONY ELEMENTARY SCHOOL
42 91 BELLEVIEW ELEMENTARY SCHOOL
42 101 BELLEVIEW-SANTOS ELEM. 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
42 431 WYOMINA PARK ELEMENTARY SCHOOL
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
42 551 SHADY HILL ELEMENTARY SCHOOL
42 561 EMERALD SHORES ELEMENTARY SCHL
42 571 SUNRISE ELEMENTARY SCHOOL
42 581 EVERGREEN ELEMENTARY SCHOOL
42 591 HARBOUR VIEW ELEMENTARY SCHOOL
42 611 MAPLEWOOD ELEMENTARY SCHOOL
42 621 ROMEO 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
42 681 SADDLEWOOD ELEMENTARY SCHOOL
42 691 LIBERTY MIDDLE SCHOOL
42 701 WEST PORT HIGH SCHOOL
42 711 HAMMETT BOWEN JR. ELEMENTARY SCHOOL
42 721 HORIZON ACADEMY AT MARION OAKS
42 7001 MCPS DISTRICT VIRTUAL
42 9618 SILVER RIVER MENTORING AND INSTRUCTION
42 9670 MARION CHARTER SCHOOL
42 9680 MCINTOSH AREA CHARTER SCHOOL
42 9690 FRANCIS MARION MILITARY ACADEMY
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
31 27 87.1

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 2009-10 in the schools shown below are eligible for public school choice and/or supplemental services in 2010-11.

District Number School Number School Name Number of
Years Listed
42 71 ANTHONY ELEMENTARY SCHOOL 6
42 91 BELLEVIEW ELEMENTARY SCHOOL 6
42 101 BELLEVIEW-SANTOS ELEM. SCHOOL 5
42 162 REDDICK-COLLIER ELEM. SCHOOL 7
42 181 EAST MARION ELEMENTARY SCHOOL 6
42 191 EIGHTH STREET ELEMENTARY SCHL 3
42 211 FESSENDEN ELEMENTARY SCHOOL 7
42 251 WARD-HIGHLANDS ELEMENTARY SCHL 4
42 341 OAKCREST ELEMENTARY SCHOOL 7
42 381 SPARR ELEMENTARY SCHOOL 5
42 391 SOUTH OCALA ELEMENTARY SCHOOL 2
42 401 STANTON-WEIRSDALE ELEMENTARY 2
42 431 WYOMINA PARK ELEMENTARY SCHOOL 4
42 531 FT. MCCOY SCHOOL 6
42 541 OCALA SPRINGS ELEMENTARY SCHL 3
42 551 SHADY HILL ELEMENTARY SCHOOL 5
42 561 EMERALD SHORES ELEMENTARY SCHL 2
42 571 SUNRISE ELEMENTARY SCHOOL 2
42 581 EVERGREEN ELEMENTARY SCHOOL 6
42 611 MAPLEWOOD ELEMENTARY SCHOOL 5
42 641 DUNNELLON ELEMENTARY SCHOOL 2
42 651 COLLEGE PARK ELEMENTARY SCHOOL 6
42 671 GREENWAY ELEMENTARY SCHOOL 3
42 681 SADDLEWOOD ELEMENTARY SCHOOL 6
42 721 HORIZON ACADEMY AT MARION OAKS 1
42 9670 MARION CHARTER SCHOOL 6
42 9731 KINGSBURY ACADEMY 7

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.