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CRESTVIEW ELEMENTARY SCHOOL

GRADES: PREK-5

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 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 ANNUAL MEASURABLE OBJECTIVES (AMOs)

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 2011-12 2010-11 2011-12 2010-11 2011-12 2010-11
WHITE 1 1 0.3 0.3 8.3 8.6 42.4 43.2
BLACK OR AFRICAN AMERICAN 270 287 93.0 95.1 23.9 24.5 23.0 22.9
HISPANIC / LATINO 10 25 5.8 4.4 65.9 65.1 28.6 27.9
ASIAN         1.2 1.2 2.5 2.5
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER             0.1 0.1
AMERICAN INDIAN OR ALASKA NATIVE         0.1 0.1 0.4 0.4
TWO OR MORE RACES 2 3 0.8 0.1 0.5 0.5 3.0 3.0
                 
DISABLED 22 40 10.4 9.3 10.3 10.8 13.2 13.7
ECONOMICALLY DISADVANTAGED 247 279 87.8 82.7 71.9 70.2 57.6 56.0
ELL 4 12 2.7 2.0 25.2 24.1 11.9 11.7
MIGRANT         0.2 0.2 0.5 0.5
                 
FEMALE 283   47.2 46.2 48.8 48.8 48.7 48.8
MALE   316 52.8 53.8 51.2 51.2 51.4 51.3
                 
TOTAL 599 100.0 100.0 100.0 100.0 100.0 100.0

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 student is consistently demonstrating acquisition of this skill or behavior.
  • The student is in an early stage of growth but appears to be showing growth toward the skill or behavior.
  • The student is not exhibiting any learning in the benchmark.

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

  Number of Students and
Where They
Placed
School % District % State %
Category 2011-12 2011-12 2010-11 2011-12 2010-11 2011-12 2010-11
               
ECHOS Ready
69
86
96
88
88
91
90
ECHOS Not Ready
11
14
4
12
12
9
10
Total ECHOS
80
           
               
FAIR Ready
61
79
77
65
61
71
68
FAIR Not Ready
16
21
23
35
39
29
32
Total FAIR
77
           
               
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

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

Federal Uniform Graduation Rate

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. These results are used in the calculation of schools' Annual Measurable Objectives (AMOs).

  School % District % State %
  2010-11 2009-10 2010-11 2009-10 2010-11 2009-10
ALL STUDENTS     71.3 68.3 70.6 69.0
 
WHITE     82.5 79.1 76.2 74.1
BLACK OR AFRICAN AMERICAN     62.4 59.4 58.6 57.9
HISPANIC/LATINO     72.8 70.3 69.4 68.1
ASIAN     84.8 84.7 85.9 86.0
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER     N/A N/A
AM.INDIAN OR ALASKA NATIVE     78.1 78.9 69.7 67.5
TWO OR MORE RACES     85.9 78.8 75.1 74.2
 
DISABLED     53.9 46.9 44.4 40.1
ECONOMICALLY DISADVANTAGED     67.3 65.2 60.3 59.2
ELL     52.8 50.5 53.0 54.8
MIGRANT     52.2 46.9 60.6 59.9
 
FEMALE     75.6 73.3 75.3 74.7
MALE     67.0 63.3 66.0 63.6
Note: N/A indicates no student membership for that subgroup, and # represents a population fewer than 10.

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 2010-11 2009-10 2010-11 2009-10 2010-11 2009-10
WHITE N/A N/A 2.6 2.9 1.4 1.4
BLACK OR AFRICAN AMERICAN N/A N/A 5.2 4.9 3.0 2.9
HISPANIC/LATINO N/A N/A 3.0 3.8 2.1 2.5
ASIAN N/A N/A 0.8 2.0 0.6 0.8
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER N/A   0.0   1.7  
AM.INDIAN OR ALASKA NATIVE N/A N/A 4.4 1.7 1.5 2.2
TWO OR MORE RACES N/A N/A 2.9 1.9 1.3 1.4
             
FEMALE N/A N/A 2.8 3.2 1.6 1.7
MALE N/A N/A 4.3 4.8 2.3 2.3
             
TOTAL N/A N/A 3.5 4.0 1.9 2.0
Note: N/A indicates no student membership for that subgroup, and # represents a population fewer than 10.

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, who 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 the Florida Alternate Assessment (FAA). Alternate assessments for students with disabilities include writing/communication, reading, science, and math.

FCAT Next Generation Sunshine State Standards Tests

The FCAT Next Generation Sunshine State Standards (SSS) tests measure student performance on selected benchmarks. 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 SSS 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). Florida alternate assessment scores (FAA) have been merged with the FCAT 2.0 scores for reporting purposes.

Writing Assessment Results
(FCAT 2.0 and FAA)
Percent of Students Scoring Satisfactory and Above
  School % District % State %
  2011-12 2010-11 2011-12 2010-11 2011-12 2010-11
ALL STUDENTS 65 95 81 95 82 96
             
WHITE N N 89 98 85 97
BLACK OR AFRICAN AMERICAN 66 96 74 95 75 94
HISPANIC / LATINO N N 82 95 81 95
ASIAN N N 91 97 90 97
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER N N N N N N
AMERICAN INDIAN OR ALASKA NATIVE N N 88 97 80 97
TWO OR MORE RACES* N N 89 97 84 97
             
DISABLED N N 56 85 56 85
ECONOMICALLY DISADVANTAGED 60 95 78 94 77 95
ELL N N 68 85 68 88
MIGRANT* N N 73 89 71 92
             
FEMALE* 70 99 87 97 88 98
MALE* 60 91 75 94 76 95
* 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.

Reading, Mathematics, and Science Assessments

STUDENT ACHIEVEMENT LEVEL DESCRIPTIONS

On the FCAT 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: Students at this level demonstrate mastery of the most challenging content of the Next Generation Sunshine State Standards.
Level 4: Students at this level demonstrate an above satisfactory level of success with the challenging content of the Next Generation Sunshine State Standards.
Level 3: Students at this level demonstrate a satisfactory level of success with the challenging content of the Next Generation Sunshine State Standards.
Level 2: Students at this level demonstrate a below satisfactory level of success with the challenging content of the Next Generation Sunshine State Standards.
Level 1: Students at this level demonstrate an inadequate level of success with the challenging content of the Next Generation Sunshine State Standards.

Results of Florida alternate assessment scores (FAA) have been merged with the FCAT 2.0 scores for reporting purposes.

Reading Assessment Results (FCAT2.0 and FAA)
Percent of Students Scoring Satisfactory and Above
  School % District % State %
  2011-12 Results Annual Objective % Not Tested 2011-12 Results Annual Objective % Not Tested 2011-12 Results Annual Objective % Not Tested
ALL STUDENTS 51 57 0 55 58 1 57 61 2
                   
WHITE N N N 76 77 0 69 72 2
BLACK OR AFRICAN AMERICAN 51 58 0 38 42 1 38 42 2
HISPANIC / LATINO 42 36 0 58 61 0 53 57 2
ASIAN N N N 79 79 0 76 77 1
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER* N N N N N N N N N
AMERICAN INDIAN OR ALASKA NATIVE N N N 64 63 0 55 59 2
TWO OR MORE RACES* N N N 69 N 1 64 N 2
                   
DISABLED 48 45 0 28 32 2 29 35 3
ECONOMICALLY DISADVANTAGED 47 55 0 49 51 1 46 50 2
ELL N N N 39 42 0 33 38 2
MIGRANT* N N N 35 N 1 32 N 2
                   
FEMALE* 58 N 0 57 N 0 60 N 2
MALE* 44 N 0 53 N 1 55 N 2
* 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.

  Mathematics Assessment Results (FCAT 2.0 and FAA)
  Percent of Students Scoring Satisfactory and Above
  School % District % State %
  2011-12 Results Annual Objective % Not Tested 2011-12 Results Annual Objective % Not Tested 2011-12 Results Annual Objective % Not Tested
ALL STUDENTS 47 57 0 57 57 1 58 59 2
                   
WHITE N N N 76 74 1 68 68 2
BLACK OR AFRICAN AMERICAN 46 57 0 42 43 1 40 42 2
HISPANIC / LATINO 67 73 0 60 60 1 55 56 1
ASIAN N N N 84 84 0 82 82 1
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER* N N N N N N N N N
AMERICAN INDIAN OR ALASKA NATIVE N N N 61 62 0 58 58 2
TWO OR MORE RACES* N N N 66 N 0 62 N 2
                   
DISABLED 45 49 0 31 34 2 32 37 3
ECONOMICALLY DISADVANTAGED 45 57 0 52 51 1 48 50 2
ELL N N N 49 50 0 41 43 1
MIGRANT* N N N 47 N 1 41 N 2
                   
FEMALE* 47 N 0 58 N 1 58 N 2
MALE* 47 N 0 57 N 1 58 N 2
* 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.

  Science Assessment Results (FCAT 2.0 and FAA)
  Percent of Students Scoring Satisfactory and Above
  School % District % State %
  2011-12 Results Annual Objective % Not Tested 2011-12 Results Annual Objective % Not Tested 2011-12 Results Annual Objective % Not Tested
ALL STUDENTS 38 N 0 47 N 1 50 N 1
                   
WHITE N N N 69 N 1 62 N 2
BLACK OR AFRICAN AMERICAN 39 N 0 31 N 1 29 N 2
HISPANIC / LATINO N N N 49 N 1 45 N 1
ASIAN N N N 76 N 1 71 N 1
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER* N N N N N N N N N
AMERICAN INDIAN OR ALASKA NATIVE N N N 63 N 0 48 N 2
TWO OR MORE RACES* N N N 53 N 1 55 N 2
                   
DISABLED 35 N 0 26 N 1 29 N 3
ECONOMICALLY DISADVANTAGED 36 N 0 40 N 1 38 N 2
ELL N N N 23 N 1 23 N 2
MIGRANT* N N N 26 N 1 25 N 2
                   
FEMALE* 35 N 0 44 N 1 47 N 1
MALE* 42 N 0 50 N 1 52 N 2
* 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.

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           2011-12 2010-11 2011-12 2010-11
Grade 3 46 63 39 70
Grade 4 41 76 47 83
Grade 5 65 60 53 54
Grade 6        
Grade 7        
Grade 8        
Grade 9        
Grade 10        

  Reading Math
District          2011-12 2010-11 2011-12 2010-11
Grade 3 55 69 61 79
Grade 4 61 71 64 77
Grade 5 62 68 59 63
Grade 6 55 65 51 53
Grade 7 56 67 54 59
Grade 8 55 54 57 67
Grade 9 50 44 57 61
Grade 10 47 39 43 69

  Reading Math
State Totals 2011-12 2010-11 2011-12 2010-11
Grade 3 57 73 59 78
Grade 4 63 72 61 75
Grade 5 62 70 58 64
Grade 6 58 68 54 58
Grade 7 59 69 57 63
Grade 8 56 56 59 69
Grade 9 53 49 63 70
Grade 10 51 40 34 71

Percentage of Students Scoring at Each FCAT Achievement Level, 2011-12

  FCAT   SCIENCE
  School % District % State %
GRADE 05 L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5
ALL STUDENTS 23 43 20 10   23 29 33 11 4   20 29 33 12 6
WHITE   9 20 41 20 11   11 25 39 17 8
BLACK OR AFRICAN AMERICAN 25 42 21 9   35 35 24 5 1   35 36 23 5 1
HISPANIC / LATINO   21 29 35 11 5   22 32 33 10 4
ASIAN   7 17 38 22 16   9 19 36 21 15
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER    
AMERICAN INDIAN OR ALASKA NATIVE     19 33 33 11 4
TWO OR MORE RACES*   18 27 28 16 12   15 29 36 14 7
DISABLED   52 28 15 4 1   45 30 19 5 2
ECO. DISADVANTAGED 24 44 18   27 32 30 8 3   26 34 29 8 3
ELL   46 31 19 3 1   41 34 20 4 1
MIGRANT*   34 33 24   33 39 22 5 1
FEMALE* 23 42 20   23 31 33 10 3   20 31 33 11 4
MALE* 23 44   23 28 33 12 5   19 28 33 13 7
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.

  FCAT   SCIENCE
  School % District % State %
GRADE 08 L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5
ALL STUDENTS   27 30 32 8 3   22 31 34 9 3
WHITE   11 23 41 16 8   12 28 41 13 5
BLACK OR AFRICAN AMERICAN   39 33 23 4 1   39 36 21 3 1
HISPANIC / LATINO   25 31 33 8 3   26 33 31 7 2
ASIAN   10 16 37 21 16   10 22 38 18 13
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER    
AMERICAN INDIAN OR ALASKA NATIVE   44   19 35 35 9 2
TWO OR MORE RACES*   20 30 30 15   16 31 38 11 4
DISABLED   57 27 14 2   52 30 15 2 1
ECO. DISADVANTAGED   32 32 29 6 2   31 35 28 5 1
ELL   57 26 14 2 1   57 30 12 1
MIGRANT*   47 37 17   44 37 16 1
FEMALE*   27 33 30 7 3   23 34 33 8 3
MALE*   27 27 33 10 4   22 29 35 10 4
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.


  FCAT   READING
  School % District % State %
GRADE ALL L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5
ALL STUDENTS 23 27 23 15 11   20 27 25 19 9   17 26 26 20 11
WHITE   7 17 26 29 21   10 22 27 26 15
BLACK OR AFRICAN AMERICAN 23 27 22 16 11   30 33 22 11 4   29 34 22 11 4
HISPANIC / LATINO   18 26 26 20 9   20 28 26 18 8
ASIAN   8 15 23 29 26   9 17 24 27 23
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER    
AMERICAN INDIAN OR ALASKA NATIVE   15 21 30 24 9   17 29 27 19 8
TWO OR MORE RACES*   14 18 24 28 17   12 24 28 23 13
DISABLED 55   48 29 15 6 2   46 29 15 7 3
ECO. DISADVANTAGED 26 29 20 14 10   23 29 25 16 6   24 31 25 15 5
ELL   37 28 20 12 3   38 31 19 9 2
MIGRANT*   36 31 24 8   34 36 20 9 2
FEMALE* 18 25 25 18 14   17 27 26 20 10   15 26 26 21 12
MALE* 29 30 20 12 8   22 27 25 18 9   19 27 25 19 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.

  FCAT 2.0 MATH and Algebra 1 EOC
  School % District % State %
GRADE ALL L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5
ALL STUDENTS 23 31 29 11 5   21 24 29 17 10   20 24 29 17 10
WHITE   10 16 29 24 21   13 21 31 21 14
BLACK OR AFRICAN AMERICAN 24 31 28 12 5   31 29 26 10 4   32 30 25 9 3
HISPANIC / LATINO   19 23 30 18 10   22 26 29 16 8
ASIAN   6 11 23 25 34   7 12 25 25 31
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER    
AMERICAN INDIAN OR ALASKA NATIVE   16 24 27 16 16   20 25 30 16 9
TWO OR MORE RACES*   18 18 26 20 18   17 23 30 18 12
DISABLED 59   50 25 17 6 2   48 26 18 6 3
ECO. DISADVANTAGED 26 31 27 12 5   24 26 28 14 7   26 28 28 12 5
ELL   29 25 26 14 6   34 28 24 10 4
MIGRANT*   25 30 29 12 4   30 31 26 9 3
FEMALE* 20 33 30 13   20 25 29 17 9   19 25 30 17 10
MALE* 27 29 28 10   22 23 28 17 10   21 24 28 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.

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 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 2011-12.



ELL School District State
Reading 0 3,227 10,603
Math 0 2,833 9,498
* Cell sizes smaller than 10 are suppressed.

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 2011 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

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
Grade 04
MATH
Grade 08
READING
Grade 04
READING
Grade 08
  Florida Nation Florida Nation Florida Nation Florida Nation
SWD 91 84 88 80 89 77 87 76
ELL 96 96 95 93 92 89 83 86

  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 240 240 16 18 47 42 32 34 5 6 84 82
*
WHITE 40 52 250 249 8 9 40 39 43 43 9 9 92 91
BLACK 25 16 226 224 30 34 52 49 17 16 1 1 70 66
HISPANIC 29 24 236 229 19 28 50 48 28 22 3 2 81 72
DISABLED 15 12 223 218 36 45 46 38 16 15 2 2 64 55
ECO. DISADVANTAGED 62 52 232 229 22 27 52 49 24 22 2 2 78 73
ELL 9 11 219 219 42 42 45 44 13 13 N/A 1 58 58
* 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 278 283 32 28 40 38 22 26 6 8 68 72
*
WHITE 45 54 287 293 21 17 42 40 29 33 8 10 79 83
BLACK 22 16 258 262 54 50 35 37 10 12 1 1 46 50
HISPANIC 27 23 274 269 35 40 43 44 19 19 3 3 65 60
DISABLED 13 11 250 249 66 65 25 26 8 7 1 2 34 35
ECO. DISADVANTAGED 55 48 267 269 43 41 41 40 14 17 2 2 57 59
ELL 5 6 246 244 67 72 28 23 5 5 N/A 1 33 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 225 220 29 34 36 34 27 25 8 7 71 66
*
WHITE 40 52 235 230 17 23 35 35 36 32 12 10 83 77
BLACK 25 16 209 205 46 51 37 33 15 14 2 2 54 49
HISPANIC 29 23 220 205 33 50 37 32 24 16 6 2 67 50
DISABLED 14 11 201 186 56 68 29 21 12 9 3 2 44 32
ECO. DISADVANTAGED 62 52 216 207 38 48 38 34 20 16 4 2 62 52
ELL 8 11 195 188 65 70 28 23 7 6 N/A 1 35 30
* 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 262 264 27 25 43 43 28 29 2 3 73 75
*
WHITE 45 54 270 272 18 16 44 43 35 37 3 4 82 84
BLACK 22 16 248 248 43 42 43 44 13 13 1 1 57 58
HISPANIC 27 22 259 251 29 37 44 45 25 17 2 1 71 63
DISABLED 13 10 235 230 58 64 33 29 9 7 N/A N/A 42 36
ECO. DISADVANTAGED 55 48 254 251 35 37 45 45 19 17 1 1 65 63
ELL 4 5 225 223 72 71 24 26 4 3 N/A N/A 28 29
* Asian and Indian subgroups were too small to report.

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 district-level data on reported incidents is available through the office of Safe Schools at http://fldoe.org/safeschools/discipline.asp.

The Elementary and Secondary Education Act (ESEA) 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 2011-12 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 2011-12.

Staff Type Total Number
for 2011-12
Number Newly Hired
for 2011-12
School % District % State %
Instructional Staff 42 2 4.8 15.4 17.9
School-Based Administrators 2 0 0.0 26.7 23.0
Total 44 2 4.5 15.9 18.1

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 2011-12 2010-11 2011-12 2010-11 2011-12 2010-11
Bachelor's Degree 21 52.5 52.2 54.0 55.2 64.4 65.2
Master's Degree 18 45.0 45.7 36.8 35.9 32.9 32.2
Specialist Degree 1 2.5 2.2 7.1 6.8 1.7 1.7
Doctorate       2.1 2.0 1.0 1.0
Total All Degrees 40 100.0 100.0 100.0 100.0 100.0 100.0

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 97.6 94.0
Percentage of Classes with Teachers Teaching Out-of-Field 0.0 2.4 6.0

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 32.5 20.3 65.2 9.9 13.6 7.6
July 0.0 27.3 19.4 27.0 12.2 20.4 6.0
October 0.3 7.1 7.3 6.5 4.8 5.4 4.1
February 0.3 6.2 6.0 6.4 4.6 5.0 4.1
Combined All Year 0.3 6.9 6.8 7.3 4.9 5.4 4.2

*High-poverty schools are schools ranking in the top 25 percent 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 and combination schools that serve high school grade levels will receive a grade based 50 percent on FCAT and 50 percent on new measures. Those grades will not be available until near the end of the calendar year. For those schools, a "P" appears in place of their grades.

2011-12 School Performance Grade*: C

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


Progress of the Lowest Performing 25% of Students

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 Low25%, Points Earned* Reading Low25%, Points Earned*
2011-12 2011-12
65 63

*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 web page at http://schoolgrades.fldoe.org.

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)

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.

In addition, as data become available, Florida will report the performance of its students on NAEP, TIMSS, PIRLS, and PISA compared to the highest-performing states and nations. This AMO is designed to keep Florida moving forward toward national and international competitiveness. Florida will compare its NAEP scores to the top five states and its TIMSS, PIRLS, and PISA scores to the ten top-performing nations.

Additional detailed information on Florida’s annual reporting of AMOs in compliance with the ESEA waiver is available via the interactive School Accountability Reports template 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.