DOE Homepage Students Educators Community Family Administrators and Staff MyFlorida.com

ST. PETERSBURG COLLEGIATE HIGH

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 81 57 62.4 60.8 58.7 59.2 41.6 42.4
BLACK OR AFRICAN AMERICAN 16 * 11.3 10.8 19.0 19.1 23.0 23.0
HISPANIC / LATINO * 11 9.0 10.8 13.9 13.4 29.3 28.6
ASIAN 18 12 13.6 12.3 4.1 4.0 2.6 2.5
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER * * * *   0.2 0.1 0.1
AMERICAN INDIAN OR ALASKA NATIVE         0.3 0.4 0.4 0.4
TWO OR MORE RACES *   * 4.7 3.8 3.7 3.1 3.0
                 
DISABLED   * * * 12.3 12.6 12.9 13.2
ECONOMICALLY DISADVANTAGED 34 25 26.7 26.9 53.7 53.6 58.6 57.6
ELL *   *   6.2 5.6 12.1 11.9
MIGRANT             0.5 0.5
                 
FEMALE 131   59.3 60.4 48.5 48.5 48.7 48.7
MALE   90 40.7 39.6 51.5 51.5 51.4 51.4
                 
TOTAL 221 100.0 100.0 100.0 100.0 100.0 100.0
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
93
93
91
91
ECHOS Not Ready
N/A
N/A
N/A
7
7
9
9
Total ECHOS
N/A
           
               
FAIR Ready
N/A
N/A
N/A
76
73
72
71
FAIR Not Ready
N/A
N/A
N/A
24
27
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 100.0 96.1 72.0 65.2 74.5 70.6
 
WHITE 100.0 94.9 77.3 71.2 79.4 76.2
BLACK OR AFRICAN AMERICAN # # 54.6 47.1 63.7 58.6
HISPANIC/LATINO # # 60.2 56.4 72.9 69.4
ASIAN # # 83.1 77.2 88.4 85.9
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER N/A N/A # N/A 62.5 N/A
AM.INDIAN OR ALASKA NATIVE N/A N/A 61.3 54.2 69.7 69.7
TWO OR MORE RACES # # 70.1 61.3 78.6 75.1
 
DISABLED # # 42.1 35.5 47.7 44.4
ECONOMICALLY DISADVANTAGED 100.0 # 56.5 50.4 65.0 60.3
ELL # # 52.2 42.8 56.6 53.0
MIGRANT N/A N/A N/A N/A 64.8 60.6
AT-RISK (Low 25)* N/A   45.2 50.1
 
FEMALE 100.0 100.0 77.5 70.3 78.9 75.3
MALE 100.0 92.7 66.6 60.3 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 97.4 100.0 67.7 66.5 72.6 70.6
 
WHITE 96.6 100.0 73.3 71.7 77.8 75.4
BLACK OR AFRICAN AMERICAN # # 50.5 50.8 61.5 59.9
HISPANIC/LATINO # # 60.6 57.6 71.4 69.8
ASIAN # # 79.0 80.5 87.7 87.2
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER N/A N/A # N/A 60.0 N/A
AM.INDIAN OR ALASKA NATIVE N/A N/A 58.3 70.0 71.7 68.6
TWO OR MORE RACES # # 64.2 66.2 77.2 75.9
 
DISABLED # # 38.7 40.2 47.4 42.8
ECONOMICALLY DISADVANTAGED # 100.0 53.7 52.2 62.9 61.2
ELL # N/A 48.0 55.6 56.4 57.3
MIGRANT N/A N/A N/A N/A 63.3 62.2
AT-RISK (Low 25)* N/A N/A 39.8 44.5 49.7 50.7
 
FEMALE 100.0 100.0 72.7 72.0 77.0 76.0
MALE 95.1 100.0 62.9 61.6 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 0.0 0.0 0.9 1.3 1.4 1.4
BLACK OR AFRICAN AMERICAN 0.0 0.0 2.5 3.1 3.1 3.0
HISPANIC/LATINO 0.0 0.0 1.8 2.7 1.9 2.1
ASIAN 0.0 0.0 0.1 0.8 0.6 0.6
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER # N/A 1.3 2.4 2.2 1.7
AM.INDIAN OR ALASKA NATIVE N/A N/A 1.6 1.6 2.4 1.5
TWO OR MORE RACES # # 1.5 2.2 1.3 1.3
             
FEMALE 0.0 0.0 1.1 1.4 1.6 1.6
MALE 0.0 0.0 1.5 2.2 2.2 2.3
             
TOTAL 0.0 0.0 1.3 1.8 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 91 100 61 81 59 82
             
WHITE 88 100 66 85 63 85
BLACK OR AFRICAN AMERICAN N N 44 67 50 75
HISPANIC / LATINO N N 58 79 57 81
ASIAN 100 100 74 88 75 90
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER N 0 N 0 N 0
AMERICAN INDIAN OR ALASKA NATIVE N N 65 79 56 80
TWO OR MORE RACES* N N 62 82 62 84
             
DISABLED N N 32 53 34 56
ECONOMICALLY DISADVANTAGED 93 100 51 73 51 77
ELL** N N 48 72 41 68
MIGRANT* N N N N 43 71
LOWEST 25%† N 32
             
FEMALE* 84 100 69 88 66 88
MALE* 100 100 54 74 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 88 94 100 57 63 98 58 64 98
                   
WHITE 93 96 100 66 72 98 69 74 98
BLACK OR AFRICAN AMERICAN N N N 28 40 98 39 48 98
HISPANIC / LATINO N N N 49 58 99 54 61 98
ASIAN 91 91 100 68 72 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 51 59 98 56 63 98
TWO OR MORE RACES* N N N 61 N 99 64 N 98
                   
DISABLED N N N 27 40 99 28 41 98
ECONOMICALLY DISADVANTAGED 85 N N 43 N 97 47 N 97
ELL** N N 100 31 40 98 32 43 98
MIGRANT* N N N N N N 33 N 97
LOWEST 25%† N N 0 8 N 0 N N N
                   
FEMALE* 87 N 100 61 N 99 62 N 98
MALE* 90 N 100 53 N 98 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 100 N 94 55 58 97 59 63 98
                   
WHITE 100 N 93 65 66 97 69 71 98
BLACK OR AFRICAN AMERICAN N N N 25 36 96 41 48 97
HISPANIC / LATINO N N N 47 53 96 57 60 98
ASIAN N N N 74 74 98 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 51 52 93 59 62 97
TWO OR MORE RACES* N N N 56 N 98 63 N 97
                   
DISABLED N N N 28 38 98 32 43 98
ECONOMICALLY DISADVANTAGED N N N 41 N 94 49 N 96
ELL** N N N 36 42 96 40 48 97
MIGRANT* N N N N N N 45 N 96
LOWEST 25%† N N 0 16 N 0 N N N
                   
FEMALE* 100 N N 55 N 97 60 N 98
MALE* N N N 55 N 96 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 N N N 56 N 96 57 N 97
                   
WHITE N N N 66 N 97 68 N 97
BLACK OR AFRICAN AMERICAN N N N 26 N 95 37 N 96
HISPANIC / LATINO N N N 46 N 96 52 N 97
ASIAN N N N 65 N 99 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 54 N 94 57 N 97
TWO OR MORE RACES* N N N 55 N 96 62 N 97
                   
DISABLED N N N 30 N 98 31 N 97
ECONOMICALLY DISADVANTAGED N N N 41 N 93 45 N 95
ELL** N N N 23 N 95 26 N 97
MIGRANT* N N N N N N 34 N 96
LOWEST 25%† N 11 N 0 N N N
                   
FEMALE* N N N 54 N 97 55 N 97
MALE* N N N 58 N 96 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      
Grade 10 88 89 100

  Reading Math
District          2012-13 2011-12 2012-13 2011-12
Grade 3 57 57 48 51
Grade 4 61 61 55 54
Grade 5 60 61 51 56
Grade 6 59 54 51 51
Grade 7 56 58 54 52
Grade 8 55 53 53 52
Grade 9 54 54 70 57
Grade 10 53 50 48 31

  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   19 26 28 13 14   18 27 29 13 13
WHITE   11 23 32 16 17   10 22 32 16 19
BLACK OR AFRICAN AMERICAN   44 33 17 5 2   31 34 24 7 5
HISPANIC / LATINO   24 31 27 10 8   21 29 29 11 10
ASIAN   13 24 24 17 22   8 16 26 18 31
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER    
AMERICAN INDIAN OR ALASKA NATIVE   21 27 31   16 27 32 13 11
TWO OR MORE RACES*   20 26 28 12 13   13 26 31 14 16
DISABLED   49 29 15 4 3   44 30 17 5 4
ECO. DISADVANTAGED   29 31 25 8 6   25 31 27 9 7
ELL**   59 28 12   52 32 13 2 1
MIGRANT*     33 35 23 5 4
FEMALE*   20 27 28 12 12   18 28 30 12 12
MALE*   19 25 28 13 15   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 53 15   18 26 25 20 10   17 25 26 21 11
WHITE 24 59   11 23 27 25 14   10 21 27 26 15
BLACK OR AFRICAN AMERICAN   40 33 18 7 2   29 33 22 12 4
HISPANIC / LATINO   22 30 26 15 6   20 27 26 19 8
ASIAN   12 21 26 25 16   8 16 24 29 23
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER    
AMERICAN INDIAN OR ALASKA NATIVE   22 28 27 18 6   17 28 27 20 8
TWO OR MORE RACES*   16 23 28 23 10   13 24 28 24 12
DISABLED   52 27 13 6 2   48 29 14 7 2
ECO. DISADVANTAGED 41   27 31 24 13 5   24 30 25 16 5
ELL**   47 36 13 3   50 32 14 4
MIGRANT*     34 34 21 9 2
FEMALE* 53   15 25 26 22 12   15 25 27 22 12
MALE* 53   21 27 24 19 9   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 65   23 26 28 15 8   19 24 30 17 10
WHITE   15 24 31 19 11   12 21 32 21 14
BLACK OR AFRICAN AMERICAN   47 31 17 4 1   31 30 26 9 3
HISPANIC / LATINO   26 30 27 11 5   21 25 30 16 8
ASIAN   10 19 29 23 19   6 12 25 25 31
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER    
AMERICAN INDIAN OR ALASKA NATIVE   24 29 31 10 6   17 25 32 16 9
TWO OR MORE RACES*   21 27 28 15 8   16 24 31 18 11
DISABLED   53 26 14 5 2   46 27 18 6 3
ECO. DISADVANTAGED   32 30 25 10 4   25 28 29 13 5
ELL**   43 32 20 5 1   41 30 20 7 2
MIGRANT*     28 29 28 10 4
FEMALE*   22 27 28 14 8   18 25 30 17 10
MALE*   24 26 27 15 8   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   241 7,869
Math   247 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 0 13 0.0 18.1 22.7
School-Based Administrators 0 0 0.0 15.4 24.1
Total 0 13 0.0 18.0 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     40.0 65.2 66.2 65.5 65.2
Master's Degree     60.0 33.3 32.5 32.5 32.2
Specialist Degree       0.5 0.5 1.1 1.7
Doctorate       0.9 0.8 1.0 1.0
Total All Degrees     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 97.4 93.9
Percentage of Classes with Teachers Teaching Out-of-Field 0.0 2.6 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 1.1 8.2 0.5 7.1 10.8 3.3
July 0.0 1.2 6.3 0.5 8.5 13.4 3.2
October 0.0 4.9 6.2 3.5 6.0 6.7 4.6
February 0.0 2.8 4.2 2.1 5.6 6.2 4.4
Combined All Year 0.0 3.8 5.2 2.7 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
N 71

*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
52 141 LARGO MIDDLE SCHOOL
52 171 BAY POINT MIDDLE SCHOOL
52 271 BEAR CREEK ELEMENTARY SCHOOL
52 371 BELLEAIR ELEMENTARY SCHOOL
52 481 CAMPBELL PARK ELEMENTARY SCHL
52 1071 DUNEDIN ELEMENTARY SCHOOL
52 1811 HIGH POINT ELEMENTARY SCHOOL
52 3391 PINELLAS PARK ELEMENTARY SCHL
52 3411 PINELLAS PARK MIDDLE SCHOOL
52 3461 PONCE DE LEON ELEMENTARY SCHOOL
52 4611 TYRONE MIDDLE SCHOOL

Priority Schools
District Number School Number School Name
52 121 AZALEA MIDDLE SCHOOL
52 431 BOCA CIEGA HIGH SCHOOL
52 1031 DIXIE M. HOLLINS HIGH SCHOOL
52 1211 FAIRMOUNT PARK ELEMENTARY SCHL
52 1531 GIBBS HIGH SCHOOL
52 2021 LAKEWOOD ELEMENTARY SCHOOL
52 2031 LAKEWOOD HIGH SCHOOL
52 2281 MAXIMO ELEMENTARY SCHOOL
52 2371 MELROSE ELEMENTARY SCHOOL
52 4931 WOODLAWN ELEMENTARY SCHOOL
52 7211 IMAGINE CHARTER SCHOOL
52 7221 IMAGINE MIDDLE SCHOOL

Reward Schools
District Number School Number School Name
52 111 AZALEA ELEMENTARY SCHOOL
52 131 BARDMOOR ELEMENTARY SCHOOL
52 151 BAUDER ELEMENTARY SCHOOL
52 231 BAY VISTA FUNDAMENTAL ELEM.
52 431 BOCA CIEGA HIGH SCHOOL
52 441 BROOKER CREEK ELEMENTARY SCHL
52 531 JOSEPH L. CARWISE MIDDLE SCHOOL
52 681 PAUL B. STEPHENS ESE CENTER
52 731 CLEARWATER FUNDAMENTAL MIDDLE SCHOOL
52 751 COUNTRYSIDE HIGH SCHOOL
52 811 CROSS BAYOU ELEMENTARY SCHOOL
52 851 CURLEW CREEK ELEMENTARY SCHOOL
52 991 LEILA DAVIS ELEMENTARY SCHOOL
52 1281 FITZGERALD MIDDLE SCHOOL
52 1331 FOREST LAKES ELEMENTARY SCHOOL
52 1361 FUGUITT ELEMENTARY SCHOOL
52 1471 PERKINS ELEMENTARY SCHOOL
52 1481 GARRISON-JONES ELEMENTARY SCHL
52 1781 HIGHLAND LAKES ELEMENTARY SCHL
52 1821 DOUGLAS L. JAMERSON JR. ELEMENTARY
52 1961 LAKEVIEW FUNDAMENTAL ELEM.
52 2021 LAKEWOOD ELEMENTARY SCHOOL
52 2081 LARGO HIGH SCHOOL
52 2261 MADEIRA BEACH FUNDAMENTAL K-8
52 2301 MCMULLEN-BOOTH ELEMENTARY SCHL
52 2581 NINA HARRIS ESE CENTER
52 2791 NORTHWEST ELEMENTARY SCHOOL
52 3021 ORANGE GROVE ELEMENTARY SCHOOL
52 3031 OSCEOLA FUNDAMENTAL HIGH
52 3071 OZONA ELEMENTARY SCHOOL
52 3131 CURTIS FUNDAMENTAL ELEMENTARY
52 3191 PALM HARBOR MIDDLE SCHOOL
52 3281 PASADENA FUNDAMENTAL ELEM.
52 3361 PINELLAS CENTRAL ELEM. SCHOOL
52 3421 PINELLAS PARK HIGH SCHOOL
52 3431 PLUMB ELEMENTARY SCHOOL
52 3511 RIDGECREST ELEMENTARY SCHOOL
52 3731 SAFETY HARBOR ELEMENTARY SCHOOL
52 3741 SAFETY HARBOR MIDDLE SCHOOL
52 3761 JAMES B. SANDERLIN PK-8
52 3781 ST. PETERSBURG HIGH SCHOOL
52 3871 SANDY LANE ELEMENTARY SCHOOL
52 3931 SEMINOLE MIDDLE SCHOOL
52 4021 SHORE ACRES ELEMENTARY SCHOOL
52 4121 SKYCREST ELEMENTARY SCHOOL
52 4331 STARKEY ELEMENTARY SCHOOL
52 4351 MARJORIE KINNAN RAWLINGS ELEM
52 4491 TARPON SPRINGS ELEMENTARY SCHOOL
52 4521 TARPON SPRINGS HIGH SCHOOL
52 4581 TARPON SPRINGS MIDDLE SCHOOL
52 4631 THURGOOD MARSHALL FUNDAMENTAL
52 4661 TARPON SPRINGS FUNDAMENTAL ELE
52 4681 PALM HARBOR UNIVERSITY HIGH
52 4771 WESTGATE ELEMENTARY SCHOOL
52 6181 EAST LAKE HIGH SCHOOL
52 6261 CYPRESS WOODS ELEMENTARY SCHL
52 6271 SUTHERLAND ELEMENTARY SCHOOL
52 7131 ACADEMIE DA VINCI CHARTER SCHOOL
52 7151 ATHENIAN ACADEMY
52 7171 PINELLAS PREPARATORY ACADEMY
52 7181 PLATO ACADEMY CHARTER SCHOOL
52 7191 ST. PETERSBURG COLLEGIATE HIGH
52 7281 PLATO ACADEMY NORTH K-8 CHARTER SCHOOL
52 7381 PLATO ACADEMY SOUTH K-8 CHARTER SCHOOL
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.