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GAINESVILLE HIGH SCHOOL

GRADES: 9-12

SCHOOL, DISTRICT, AND STATE PUBLIC ACCOUNTABILITY REPORT

OCTOBER MEMBERSHIP

READINESS TO START SCHOOL

GRADUATION RATE AND DROPOUT RATE

STUDENT PERFORMANCE

NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS (NAEP)

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 2012-13 2011-12 2012-13 2011-12 2012-13 2011-12
WHITE 441 451 46.3 48.4 45.7 46.8 41.6 42.4
BLACK OR AFRICAN AMERICAN 356 344 36.3 35.4 36.1 36.0 23.0 23.0
HISPANIC / LATINO 93 85 9.2 9.2 8.2 7.7 29.3 28.6
ASIAN 27 28 2.9 2.3 4.3 4.1 2.6 2.5
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER * * * *   0.1 0.1 0.1
AMERICAN INDIAN OR ALASKA NATIVE * * * * 0.2 0.2 0.4 0.4
TWO OR MORE RACES 54 38 4.8 4.3 5.3 5.0 3.1 3.0
                 
DISABLED 118 204 16.7 17.6 14.0 15.1 12.9 13.2
ECONOMICALLY DISADVANTAGED 381 353 38.1 37.1 49.1 48.3 58.6 57.6
ELL 36 48 4.4 3.9 2.2 2.1 12.1 11.9
MIGRANT * * *   0.2 0.1 0.5 0.5
                 
FEMALE 977   50.7 51.1 49.0 48.9 48.7 48.7
MALE   950 49.3 48.9 51.0 51.1 51.4 51.4
                 
TOTAL 1927 100.0 100.0 100.0 100.0 100.0 100.0
Note: An asterisk (*) indicates a subgroup population fewer than ten. A blank cell indicates zero students in the subgroup.

READINESS TO START SCHOOL

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

  Number of Students and
Where They
Placed
School % District % State %
Category 2012-13 2012-13 2011-12 2012-13 2011-12 2012-13 2011-12
               
ECHOS Ready
N/A
N/A
N/A
91
91
91
91
ECHOS Not Ready
N/A
N/A
N/A
9
9
9
9
Total ECHOS
N/A
           
               
FAIR Ready
N/A
N/A
N/A
79
75
72
71
FAIR Not Ready
N/A
N/A
N/A
21
25
28
29
Total FAIR
N/A
           
               
Note: N/A indicates no student membership for that subgroup, and # represents a population fewer than 10. Percentages are rounded to the nearest whole integer after individual categories are tabulated; therefore totals may not equal 100%.

GRADUATION RATE AND DROPOUT RATE

Federal Uniform Graduation Rate

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

  School % District % State %
  2011-12 2010-11 2011-12 2010-11 2011-12 2010-11
ALL STUDENTS 77.2 71.0 68.7 63.4 74.5 70.6
 
WHITE 80.7 82.9 77.2 74.3 79.4 76.2
BLACK OR AFRICAN AMERICAN 71.9 61.9 54.8 46.7 63.7 58.6
HISPANIC/LATINO 69.6 50.0 63.7 64.7 72.9 69.4
ASIAN 81.8 68.4 95.8 91.8 88.4 85.9
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER N/A N/A N/A N/A 62.5 N/A
AM.INDIAN OR ALASKA NATIVE # N/A # # 69.7 69.7
TWO OR MORE RACES 85.0 52.9 74.1 57.6 78.6 75.1
 
DISABLED 65.9 45.9 48.7 38.9 47.7 44.4
ECONOMICALLY DISADVANTAGED 67.3 56.6 58.2 49.2 65.0 60.3
ELL 70.6 36.4 73.3 41.9 56.6 53.0
MIGRANT N/A # N/A # 64.8 60.6
AT-RISK (Low 25)* 60.2   45.3 50.1
 
FEMALE 81.6 78.4 72.9 70.7 78.9 75.3
MALE 73.0 61.9 64.7 56.6 70.2 66.0
Note: N/A indicates no student membership for that subgroup, and # represents a population fewer than 10.
* At-risk students are students whose test scores entering high school qualify for inclusion in the lowest performing 25%.

Five-year Graduation Rate

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

  School % District % State %
  2011-12 2010-11 2011-12 2010-11 2011-12 2010-11
ALL STUDENTS 73.0 69.2 65.2 64.6 72.6 70.6
 
WHITE 84.6 72.8 76.1 74.1 77.8 75.4
BLACK OR AFRICAN AMERICAN 64.4 63.6 49.0 49.3 61.5 59.9
HISPANIC/LATINO 50.0 76.0 65.5 69.9 71.4 69.8
ASIAN 68.4 68.2 91.8 87.0 87.7 87.2
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER N/A N/A N/A N/A 60.0 N/A
AM.INDIAN OR ALASKA NATIVE N/A N/A # # 71.7 68.6
TWO OR MORE RACES 58.8 72.2 58.7 70.5 77.2 75.9
 
DISABLED 48.2 44.3 41.3 39.0 47.4 42.8
ECONOMICALLY DISADVANTAGED 57.8 54.7 51.2 51.8 62.9 61.2
ELL 36.4 56.1 41.9 57.6 56.4 57.3
MIGRANT # N/A # N/A 63.3 62.2
AT-RISK (Low 25)* 45.8 51.5 39.1 41.7 49.7 50.7
 
FEMALE 79.9 76.0 72.3 71.3 77.0 76.0
MALE 64.7 62.7 58.6 58.4 68.4 65.5
Note: N/A indicates no student membership for that subgroup, and # represents a population fewer than 10.
* At-risk students are students whose test scores entering high school qualify for inclusion in the lowest performing 25%.

High School Dropout Rate

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

  School % District % State %
Racial/Ethnic Group 2011-12 2010-11 2011-12 2010-11 2011-12 2010-11
WHITE 1.3 1.7 1.6 1.8 1.4 1.4
BLACK OR AFRICAN AMERICAN 0.9 5.1 4.9 3.6 3.1 3.0
HISPANIC/LATINO 0.0 0.0 2.1 1.9 1.9 2.1
ASIAN 0.0 6.3 1.0 1.3 0.6 0.6
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER N/A # # 0.0 2.2 1.7
AM.INDIAN OR ALASKA NATIVE # # 7.7 6.3 2.4 1.5
TWO OR MORE RACES 0.0 4.8 1.3 2.7 1.3 1.3
             
FEMALE 0.6 2.6 2.7 2.2 1.6 1.6
MALE 1.3 3.5 3.0 2.6 2.2 2.3
             
TOTAL 0.9 3.0 2.8 2.4 1.9 1.9
Note: N/A indicates no student membership for that subgroup, and # represents a population fewer than 10.

STUDENT PERFORMANCE

Florida Comprehensive Assessment Test (FCAT) 2.0

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

Florida End-of-Course (EOC) Assessments

In addition to FCAT 2.0 and FAA scores in each subject area, Florida’s 2011-12 accountability results in mathematics include Algebra 1 EOC scores. Florida’s 2012-13 accountability results in mathematics include both Algebra 1 and Geometry EOC assessment results. Florida’s 2012-13 accountability results in science include Biology EOC assessment results. The Florida EOC Assessments are part of Florida's Next Generation Strategic Plan for the purpose of increasing student achievement and improving college and career readiness. EOC assessments are computer-based, criterion-referenced assessments that measure the Next Generation Sunshine State Standards for specific courses, as outlined in their course descriptions.

Florida Alternate Assessment (FAA) for Students with Disabilities

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

Accountability Assessment Results by Subject

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

Writing Assessment

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

Writing Assessment Results
(FCAT 2.0 and FAA)
Percent of Students Scoring Satisfactory and Above
  School % District % State %
  2012-13 2011-12 2012-13 2011-12 2012-13 2011-12
ALL STUDENTS 54 81 56 82 59 82
             
WHITE 63 88 66 88 63 85
BLACK OR AFRICAN AMERICAN 38 72 37 71 50 75
HISPANIC / LATINO 56 78 57 80 57 81
ASIAN 69 69 83 92 75 90
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER N 0 N 0 N 0
AMERICAN INDIAN OR ALASKA NATIVE N N 62 N 56 80
TWO OR MORE RACES* 69 79 62 84 62 84
             
DISABLED 25 57 28 55 34 56
ECONOMICALLY DISADVANTAGED 40 72 40 72 51 77
ELL** 23 53 35 71 41 68
MIGRANT* N N N N 43 71
LOWEST 25%† 24 22
             
FEMALE* 62 85 64 87 66 88
MALE* 44 76 48 77 52 76
* Indicates subgroups not included as separate sub-populations in reporting annual measurable objectives (AMOs) for ESEA compliance. Note: An 'N' indicates that no test results were reported.
**Includes students currently enrolled in ESOL programs and English language learners who have exited ESOL within two years.
† Outcomes are based on writing results for students identified in the Low 25% for reading. The Low 25% target in Florida’s school grades system, which is calculated for reading and math, is based on individual student learning gains – the percentage of students making gains. Students must have current and prior-year test scores and be enrolled for a full academic year to qualify for inclusion in learning gains.

Reading, Mathematics and Science Assessments

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

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

Reading Assessment Results (FCAT 2.0 and FAA)
Percent of Students Scoring Satisfactory and Above
  School % District % State %
  2012-13 Results Annual Objective % Tested 2012-13 Results Annual Objective % Tested 2012-13 Results Annual Objective % Tested
ALL STUDENTS 53 63 98 59 64 99 58 64 98
                   
WHITE 76 83 98 76 79 99 69 74 98
BLACK OR AFRICAN AMERICAN 26 37 98 31 41 98 39 48 98
HISPANIC / LATINO 51 58 97 61 64 99 54 61 98
ASIAN 58 64 100 85 86 99 77 79 99
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER* N N N N N N N N N
AMERICAN INDIAN OR ALASKA NATIVE N N N 71 72 100 56 63 98
TWO OR MORE RACES* 62 N 97 64 N 99 64 N 98
                   
DISABLED 22 38 96 26 38 99 28 41 98
ECONOMICALLY DISADVANTAGED 30 N 95 40 N 98 47 N 97
ELL** 6 32 98 38 47 99 32 43 98
MIGRANT* N N N 42 N 88 33 N 97
LOWEST 25%† 2 N 0 8 N 0 N N N
                   
FEMALE* 55 N 99 63 N 99 62 N 98
MALE* 50 N 97 56 N 99 54 N 98
* Indicates subgroups not included as separate sub-populations in reporting annual measurable objectives (AMOs) for ESEA compliance. Note: An 'N' indicates that no test results were reported.
**Includes English language learners currently enrolled in ESOL programs and English language learners who have exited ESOL within two years.
†There is no AMO target for the Low 25% subgroup based on performance targets. The Low 25% target in Florida’s school grades system is based on individual student learning gains – the percentage of students making gains. In Florida’s school grading system, students are classified in the lowest performing 25% based on prior-year test scores and inclusion in learning gains calculations. Students must have current and prior-year test scores and be enrolled for a full academic year to qualify for inclusion in learning gains.
Note: An 'N' indicates that no test results were reported.

  Mathematics Assessment Results (FCAT 2.0, EOCs and FAA)
  Percent of Students Scoring Satisfactory and Above
  School % District % State %
  2012-13 Results Annual Objective % Tested 2012-13 Results Annual Objective % Tested 2012-13 Results Annual Objective % Tested
ALL STUDENTS 67 67 96 60 64 98 59 63 98
                   
WHITE 83 81 98 76 78 99 69 71 98
BLACK OR AFRICAN AMERICAN 46 58 95 32 43 97 41 48 97
HISPANIC / LATINO 64 65 92 62 65 98 57 60 98
ASIAN 89 82 100 90 91 99 83 83 99
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER* N N N N N N N N N
AMERICAN INDIAN OR ALASKA NATIVE N N N 66 60 100 59 62 97
TWO OR MORE RACES* 69 N 95 61 N 98 63 N 97
                   
DISABLED 33 58 98 28 40 98 32 43 98
ECONOMICALLY DISADVANTAGED 50 N 90 40 N 96 49 N 96
ELL** 56 68 95 55 58 98 40 48 97
MIGRANT* N N N 25 N 83 45 N 96
LOWEST 25%† 28 N 0 17 N 0 N N N
                   
FEMALE* 70 N 96 61 N 98 60 N 98
MALE* 63 N 97 59 N 98 59 N 97
* Indicates subgroups not included as separate sub-populations in reporting annual measurable objectives (AMOs) for ESEA compliance. Note: An 'N' indicates that no test results were reported.
**Includes English language learners currently enrolled in ESOL programs and English language learners who have exited ESOL within two years.
†There is no AMO target for the Low 25% subgroup based on performance targets. The Low 25% target in Florida’s school grades system is based on individual student learning gains – the percentage of students making gains. In Florida’s school grading system, students are classified in the lowest performing 25% based on prior-year test scores and inclusion in learning gains calculations. Students must have current and prior-year test scores and be enrolled for a full academic year to qualify for inclusion in learning gains.
Note: An 'N' indicates that no test results were reported.

  Science Assessment Results (FCAT 2.0, EOCs and FAA)
  Percent of Students Scoring Satisfactory and Above
  School % District % State %
  2012-13 Results Annual Objective % Tested 2012-13 Results Annual Objective % Tested 2012-13 Results Annual Objective % Tested
ALL STUDENTS 77 N 98 61 N 98 57 N 97
                   
WHITE 91 N 99 77 N 99 68 N 97
BLACK OR AFRICAN AMERICAN 54 N 98 32 N 96 37 N 96
HISPANIC / LATINO 77 N 95 62 N 98 52 N 97
ASIAN 73 N 100 87 N 100 77 N 99
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER* N N N N N N N N N
AMERICAN INDIAN OR ALASKA NATIVE N N N 81 N 94 57 N 97
TWO OR MORE RACES* 78 N 94 66 N 96 62 N 97
                   
DISABLED 66 N 94 31 N 98 31 N 97
ECONOMICALLY DISADVANTAGED 61 N 93 41 N 96 45 N 95
ELL** 42 N 98 44 N 98 26 N 97
MIGRANT* N N N N N N 34 N 96
LOWEST 25%† 23 N 0 13 N 0 N N N
                   
FEMALE* 77 N 98 61 N 98 55 N 97
MALE* 77 N 97 62 N 98 58 N 97
* Indicates subgroups not included as separate sub-populations in reporting annual measurable objectives (AMOs) for ESEA compliance. Note: An 'N' indicates that no test results were reported.
**Includes English language learners currently enrolled in ESOL programs.
†There is no AMO target for the Low 25% subgroup based on performance targets. The Low 25% target in Florida’s school grades system, which is calculated for reading and math, is based on individual student learning gains – the percentage of students making gains. In Florida’s school grading system, students are classified in the lowest performing 25% based on prior-year test scores and inclusion in learning gains calculations. Students must have current and prior-year test scores and be enrolled for a full academic year to qualify for inclusion in learning gains.

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


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

  Reading Math
School           2012-13 2011-12 2012-13 2011-12
Grade 3        
Grade 4        
Grade 5        
Grade 6        
Grade 7        
Grade 8        
Grade 9 53 57 74 71
Grade 10 52 56 62 18

  Reading Math
District          2012-13 2011-12 2012-13 2011-12
Grade 3 61 58 59 57
Grade 4 61 60 61 58
Grade 5 61 61 55 60
Grade 6 60 59 53 56
Grade 7 57 58 56 57
Grade 8 57 57 58 58
Grade 9 57 58 73 72
Grade 10 60 56 69 30

  Reading Math
State Totals 2012-13 2011-12 2012-13 2011-12
Grade 3 58 57 59 59
Grade 4 61 63 62 61
Grade 5 61 62 56 58
Grade 6 59 58 53 54
Grade 7 58 59 57 57
Grade 8 57 56 59 59
Grade 9 54 53 73 63
Grade 10 54 51 52 34

Percentage of Students Scoring at Each FCAT Achievement Level, 2012-13

  FCAT 2.0 SCIENCE & BIOLOGY EOC'S
  School % District % State %
GRADE ALL L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5
ALL STUDENTS 8 17 34 13 28   17 22 26 13 21   18 27 29 13 13
WHITE 8 31 17 42   7 16 28 19 30   10 22 32 16 19
BLACK OR AFRICAN AMERICAN 16 33 34 9 9   35 33 22 6 3   31 34 24 7 5
HISPANIC / LATINO 37 29   16 23 28 11 22   21 29 29 11 10
ASIAN   7 9 23 13 48   8 16 26 18 31
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER    
AMERICAN INDIAN OR ALASKA NATIVE     16 27 32 13 11
TWO OR MORE RACES* 40   12 25 29 12 22   13 26 31 14 16
DISABLED 30   45 27 18 6 4   44 30 17 5 4
ECO. DISADVANTAGED 15 25 37 13 9   29 31 25 8 7   25 31 27 9 7
ELL**   40 25 26   52 32 13 2 1
MIGRANT*     33 35 23 5 4
FEMALE* 8 17 37 13 25   17 24 28 13 19   18 28 30 12 12
MALE* 8 16 30 14 32   18 21 24 14 23   18 25 29 13 15
Note: A blank cell indicates a subgroup too small to report or that no test results were reported.
*Indicates subgroups not included as separate sub-populations in reporting annual measurable objectives (AMOs) for ESEA compliance.
**Students enrolled in ESOL in the current year

  FCAT 2.0 READING
  School % District % State %
GRADE ALL L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5
ALL STUDENTS 21 27 16 21 15   19 23 22 21 15   17 25 26 21 11
WHITE 4 20 16 34 26   8 17 24 29 22   10 21 27 26 15
BLACK OR AFRICAN AMERICAN 39 37 16 6   36 34 20 9 2   29 33 22 12 4
HISPANIC / LATINO 28 24 13 20 16   17 24 24 21 14   20 27 26 19 8
ASIAN   7 10 19 29 36   8 16 24 29 23
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER    
AMERICAN INDIAN OR ALASKA NATIVE     17 28 27 20 8
TWO OR MORE RACES* 28 21 22   15 22 23 24 16   13 24 28 24 12
DISABLED 44 35 10   53 25 14 6 2   48 29 14 7 2
ECO. DISADVANTAGED 37 34 13 12 5   30 31 22 13 4   24 30 25 16 5
ELL** 59 27   47 25 17 9   50 32 14 4
MIGRANT*     34 34 21 9 2
FEMALE* 18 27 16 23 16   15 23 23 23 16   15 25 27 22 12
MALE* 24 27 16 19 13   22 23 22 20 13   20 26 25 19 9
Note: A blank cell indicates a subgroup too small to report or that no test results were reported.
*Indicates subgroups not included as separate sub-populations in reporting annual measurable objectives (AMOs) for ESEA compliance.
**Students enrolled in ESOL in the current year

  FCAT 2.0 MATH and ALGEBRA 1 EOC
  School % District % State %
GRADE ALL L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5
ALL STUDENTS 17 28 30 14 11   21 22 25 18 14   19 24 30 17 10
WHITE 6 20 31 24 19   10 17 28 25 21   12 21 32 21 14
BLACK OR AFRICAN AMERICAN 27 35 30 7   39 32 21 7 2   31 30 26 9 3
HISPANIC / LATINO 18 32 29   17 24 28 18 13   21 25 30 16 8
ASIAN 34 45   4 7 16 26 48   6 12 25 25 31
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER    
AMERICAN INDIAN OR ALASKA NATIVE     17 25 32 16 9
TWO OR MORE RACES* 30 30   19 23 26 17 15   16 24 31 18 11
DISABLED 36 36 21   51 26 16 6 2   46 27 18 6 3
ECO. DISADVANTAGED 23 35 27 10 5   32 30 24 10 5   25 28 29 13 5
ELL** 23 30   21 24 25 16 14   41 30 20 7 2
MIGRANT*     28 29 28 10 4
FEMALE* 14 27 33 14 12   20 23 25 18 15   18 25 30 17 10
MALE* 20 29 28 14 10   22 22 24 17 14   20 24 29 17 10
Note: A blank cell indicates a subgroup too small to report or that no test results were reported.
*Indicates subgroups not included as separate sub-populations in reporting annual measurable objectives (AMOs) for ESEA compliance.
**Students enrolled in ESOL in the current year

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 13 62 7,869
Math 13 62 7,873
* Cell sizes smaller than 10 are suppressed.

National Assessment of Educational Progress (NAEP)

Below are the 2011 NAEP state results for Grades 4 and 8 in reading and mathematics. Main NAEP, conducted at the state and national level, occurs every two years in reading and mathematics 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.

1. Scale Scores

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

2. Achievement Level

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

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

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.

TEACHERS AND STAFF

New Staff

The table shows the number and percentage of instructional staff and school-based administrators who were newly hired at this school in 2012-13.

Staff Type Total Number
for 2012-13
Number Newly Hired
for 2012-13
School % District % State %
Instructional Staff 90 12 13.3 24.6 22.7
School-Based Administrators 4 0 0.0 32.2 24.1
Total 94 12 12.8 24.9 22.8

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 2012-13 2011-12 2012-13 2011-12 2012-13 2011-12
Bachelor's Degree 44 53.0 53.8 48.1 49.1 65.5 65.2
Master's Degree 34 41.0 37.6 47.5 46.2 32.5 32.2
Specialist Degree 2 2.4 3.2 2.7 2.9 1.1 1.7
Doctorate 3 3.6 5.4 1.6 1.8 1.0 1.0
Total All Degrees 83 100.0 100.0 100.0 100.0 100.0 100.0

Percentage of Teachers Teaching with Emergency or Provisional Credentials

Florida has no uncertified teachers, although some teachers may be temporarily assigned to areas outside 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 99.6 93.9
Percentage of Classes with Teachers Teaching Out-of-Field 0.0 0.4 6.1

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 2.7 0.0 0.0 7.1 10.8 3.3
July 0.0 4.3 0.0 0.0 8.5 13.4 3.2
October 0.0 0.2 0.1 0.1 6.0 6.7 4.6
February 0.0 0.1 0.0 0.0 5.6 6.2 4.4
Combined All Year 0.0 0.3 0.0 0.0 5.8 6.5 4.5

*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 state assessment-based measures and 50 percent on other measures, including graduation rates, accelerated curricula and college readiness. Those grades will not be available until near the end of the calendar year. For those schools, a "P" (pending) appears in place of their grades.

2012-13 School Performance Grade*: P

*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*
2012-13 2012-13
60 61

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


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

Identified Schools for ESEA Flexibility

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

Focus Schools
District Number School Number School Name
1 161 ALACHUA ELEMENTARY SCHOOL
1 281 CHESTER SHELL ELEMENTARY SCHL
1 291 WALDO COMMUNITY SCHOOL
1 955 EINSTEIN MONTESSORI SCHOOL
1 971 HOGGETOWNE MIDDLE SCHOOL

Priority Schools
District Number School Number School Name
1 21 CHARLES W. DUVAL ELEM SCHOOL
1 71 LAKE FOREST ELEMENTARY SCHOOL
1 101 W. A. METCALFE ELEMENTARY SCHOOL
1 201 HAWTHORNE MIDDLE/HIGH SCHOOL
1 341 MARJORIE KINNAN RAWLINGS ELEM
1 953 CARING & SHARING LEARNING SCHOOL
1 1002 SWEETWATER BRANCH ACADEMY ELEMENTARY

Reward Schools
District Number School Number School Name
1 31 J. J. FINLEY ELEMENTARY SCHOOL
1 41 STEPHEN FOSTER ELEMENTARY SCHL
1 91 LITTLEWOOD ELEMENTARY SCHOOL
1 112 ABRAHAM LINCOLN MIDDLE SCHOOL
1 141 WESTWOOD MIDDLE SCHOOL
1 151 GAINESVILLE HIGH SCHOOL
1 171 ARCHER ELEMENTARY
1 311 MYRA TERWILLIGER ELEM. SCHOOL
1 321 IDYLWILD ELEMENTARY SCHOOL
1 341 MARJORIE KINNAN RAWLINGS ELEM
1 421 EASTSIDE HIGH SCHOOL
1 431 F. W. BUCHHOLZ HIGH SCHOOL
1 461 HIGH SPRINGS COMMUNITY SCHOOL
1 481 FORT CLARKE MIDDLE SCHOOL
1 482 HIDDEN OAK ELEMENTARY SCHOOL
1 501 KIMBALL WILES ELEM. SCHOOL
1 502 KANAPAHA MIDDLE SCHOOL
1 510 LAWTON M. CHILES ELEM. SCHOOL
1 561 WILLIAM S. TALBOT ELEM SCHOOL
1 591 OAK VIEW MIDDLE SCHOOL
1 951 MICANOPY AREA COOPERATIVE SCHOOL, INC.
1 957 ALACHUA LEARNING CENTER, INC. ELEMENTARY
1 1011 ALACHUA LEARNING CENTER , INC. MIDDLE
For a statewide list of schools identified for ESEA flexibility, visit http://www.fldoe.org/esea.

AMOs for ESEA Reporting

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

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

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

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

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

Notice of Availability of School Financial Report


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