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EDWARD H. WHITE HIGH SCHOOL

GRADES: 9-12

SCHOOL, DISTRICT, AND STATE PUBLIC ACCOUNTABILITY REPORT

OCTOBER MEMBERSHIP

READINESS TO START SCHOOL

GRADUATION RATE AND DROPOUT RATE

POSTSECONDARY FOLLOW-UP DATA

STUDENT PERFORMANCE

NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS (NAEP)

INTERNATIONAL SURVEYS

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 2013-14 2012-13 2013-14 2012-13 2013-14 2012-13
WHITE 251 240 30.7 31.8 37.8 38.5 40.9 41.6
BLACK OR AFRICAN AMERICAN 469 445 57.2 56.6 44.3 44.1 22.9 23.0
HISPANIC/LATINO 54 47 6.3 6.4 9.1 8.9 30.0 29.3
ASIAN 21 25 2.9 2.6 4.3 4.4 2.6 2.6
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER       * 0.2   0.1 0.1
AMERICAN INDIAN OR ALASKA NATIVE * * * * 0.2 0.2 0.3 0.4
TWO OR MORE RACES 24 20 2.8 2.3 4.1 3.7 3.2 3.1
                 
DISABLED 115 164 17.4 18.2 12.6 12.5 12.9 12.9
ECONOMICALLY DISADVANTAGED 496 457 59.5 54.6 50.2 49.1 58.4 58.6
ELL 14 28 2.6 2.3 4.3 4.2 12.4 12.1
MIGRANT             0.6 0.5
                 
FEMALE 820   51.3 50.1 49.0 49.1 48.7 48.7
MALE   779 48.7 49.9 51.0 50.9 51.4 51.4
                 
TOTAL 1599 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 2013-14 2013-14 2012-13 2013-14 2012-13 2013-14 2012-13
               
ECHOS Ready
N/A
N/A
N/A
87
87
91
91
ECHOS Not Ready
N/A
N/A
N/A
13
13
9
9
Total ECHOS
N/A
           
               
FAIR Ready
N/A
N/A
N/A
74
75
73
72
FAIR Not Ready
N/A
N/A
N/A
26
25
27
28
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 %
  2012-13 2011-12 2012-13 2011-12 2012-13 2011-12
ALL STUDENTS 67.4 56.9 72.1 67.7 75.6 74.5
 
WHITE 58.5 55.6 77.2 72.7 80.5 79.4
BLACK OR AFRICAN AMERICAN 69.1 56.9 65.9 62.3 64.6 63.7
HISPANIC/LATINO 93.3 50.0 72.0 63.8 74.9 72.9
ASIAN 100.0 81.3 84.0 80.6 88.4 88.4
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER N/A N/A # # 88.2 62.5
AM.INDIAN OR ALASKA NATIVE # # 84.6 72.2 76.8 69.7
TWO OR MORE RACES # 56.3 80.6 73.6 79.7 78.6
 
DISABLED 22.6 21.4 43.1 35.6 52.3 47.7
ECONOMICALLY DISADVANTAGED 61.5 51.1 60.8 54.4 67.0 65.0
ELL # 50.0 53.8 55.1 57.5 56.6
MIGRANT N/A N/A N/A N/A 65.4 64.8
AT-RISK (Low 25)* 55.6 46.4 47.6 43.6 51.6 50.1
 
FEMALE 70.4 63.1 76.1 72.5 79.7 78.9
MALE 64.4 50.9 67.9 62.6 71.6 70.2
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 %
  2012-13 2011-12 2012-13 2011-12 2012-13 2011-12
ALL STUDENTS 63.1 56.8 70.6 66.3 76.4 72.6
 
WHITE 58.3 54.4 74.8 72.7 80.9 77.8
BLACK OR AFRICAN AMERICAN 65.2 57.3 65.9 58.7 66.5 61.5
HISPANIC/LATINO 61.5 60.0 67.5 67.3 75.0 71.4
ASIAN 87.5 77.3 83.9 84.7 90.0 87.7
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER N/A N/A # N/A 62.5 60.0
AM.INDIAN OR ALASKA NATIVE # # 72.2 66.7 71.6 71.7
TWO OR MORE RACES 62.5 52.9 76.2 70.4 80.5 77.2
 
DISABLED 27.1 24.3 38.0 32.4 50.6 47.4
ECONOMICALLY DISADVANTAGED 57.0 52.5 58.1 52.7 67.5 62.9
ELL 66.7 73.3 60.1 59.2 60.0 56.4
MIGRANT N/A N/A N/A N/A 66.7 63.3
AT-RISK (Low 25)* 56.0 42.3 47.9 43.4 53.2 49.7
 
FEMALE 68.0 60.3 75.0 71.0 80.5 77.0
MALE 58.5 53.2 66.0 61.6 72.4 68.4
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 2012-13 2011-12 2012-13 2011-12 2012-13 2011-12
WHITE 6.9 4.5 3.4 2.4 1.5 1.4
BLACK OR AFRICAN AMERICAN 4.3 1.4 4.9 3.5 3.4 3.1
HISPANIC/LATINO 6.3 4.5 4.1 2.7 1.9 1.9
ASIAN 10.6 2.9 1.8 1.4 0.6 0.6
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER # # 2.0 0.0 1.7 2.2
AM.INDIAN OR ALASKA NATIVE # # 5.2 2.7 2.4 2.4
TWO OR MORE RACES 4.3 0.0 5.0 2.4 1.7 1.3
             
FEMALE 4.9 2.4 3.6 2.4 1.7 1.6
MALE 5.9 3.0 4.6 3.4 2.4 2.2
             
TOTAL 5.4 2.7 4.1 2.9 1.9 1.9
Note: N/A indicates no student membership for that subgroup, and # represents a population fewer than 10.

POSTSECONDARY FOLLOW-UP DATA

Shown in the tables are the reported numbers of 2009-10 (calendar year) graduates who enrolled in institutions of higher education (IHE) which include public community colleges or universities within 16 months of high school graduation.

College Going

Racial/Ethic Group Number of Standard Diplomas Earned in 2009-2010 Number of Graduates Enrolled in IHE* within 16 Months of Earning a Regular High School Diploma Number of Graduates Enrolled in IHE* in Florida within 16 Months of Earning a Regular High School Diploma School % District % State %
             
WHITE 96 46 46 48 62 59
BLACK OR AFRICAN AMERICAN 122 58 58 48 57 55
HISPANIC/LATINO 13 3 3 23 58 59
ASIAN 16 10 10 63 63 68
AMERICAN INDIAN OR ALASKA NATIVE # # # # 67 59
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER # # # # # #
OTHER # # # # 62 58
             
DISABLED 16 4 4 25 52 43
ECONOMICALLY DISADVANTAGED 84 39 39 46 54 52
ELL # # # # 49 50
MIGRANT # # # # N/A 42
             
FEMALE 139 81 81 58 65 62
MALE 117 42 42 36 54 54
UNKNOWN # # # # # #
             
TOTAL 256 123 123 48 60 58
             

College Credit-Accumulation

Racial/Ethnic Group Number of Graduates Enrolled in IHE* in Florida within 16 Months of Earning a Regular High School Diploma Number of Those Who Completed at Least One Year's Worth of College Credit within Two Years of Enrollment in an IHE* School % District % State %
           
WHITE 46 28 61 69 68
BLACK OR AFRICAN AMERICAN 58 31 53 56 54
HISPANIC/LATINO # # # 64 62
ASIAN 10 10 100 85 81
AMERICAN INDIAN OR ALASKA NATIVE N/A N/A N/A # 61
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER # # # # #
OTHER # # # 63 64
           
DISABLED # # # 50 47
ECONOMICALLY DISADVANTGED 39 30 77 58 56
ELL # # # 70 62
MIGRANT # # # N/A 56
           
FEMALE 81 51 63 67 68
MALE 42 24 57 61 60
UNKNOWN # # # # #
           
TOTAL 123 75 61 65 64
           

*IHE in any state.

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 2012-13 and 2013-14 accountability results in mathematics include Algebra 1 and Geometry EOC Assessment scores. Florida’s 2012-13 and 2013-14 accountability results in science include Biology 1 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 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%.

Writing Assessment Results
(FCAT 2.0 and FAA)
Percent of Students Scoring Satisfactory and Above
  School % District % State %
  2013-14 2012-13 2013-14 2012-13 2013-14 2012-13
ALL STUDENTS 63 71 55 59 58 59
             
WHITE 68 73 62 65 62 63
BLACK OR AFRICAN AMERICAN 58 69 48 52 50 50
HISPANIC / LATINO 68 71 52 57 57 57
ASIAN N N 68 74 74 75
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER* N 0 N 0 N 0
AMERICAN INDIAN OR ALASKA NATIVE N N 53 63 58 56
TWO OR MORE RACES* 67 N 56 63 61 62
             
DISABLED 44 59 33 37 35 34
ECONOMICALLY DISADVANTAGED 61 67 47 50 52 51
ELL** N 55 32 36 43 41
MIGRANT* N N N N 44 43
LOWEST 25%† 4 49 8 33
             
FEMALE* 69 77 62 66 65 66
MALE* 58 64 48 52 52 52
*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 %
  2013-14 Results Annual Objective % Tested 2013-14 Results Annual Objective % Tested 2013-14 Results Annual Objective % Tested
ALL STUDENTS 37 51 94 53 64 98 58 68 98
                   
WHITE 50 60 92 68 75 98 70 77 98
BLACK OR AFRICAN AMERICAN 28 45 95 38 52 98 39 53 97
HISPANIC/LATINO 41 51 86 53 63 98 55 65 98
ASIAN 52 59 100 72 78 99 78 81 99
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER* N N N N N N N N N
AMERICAN INDIAN OR ALASKA NATIVE N N N 73 78 98 58 66 97
TWO OR MORE RACES* 45 N 100 60 N 98 64 N 98
                   
DISABLED 32 48 91 30 46 99 29 47 99
ECONOMICALLY DISADVANTAGED 34 49 89 41 54 96 48 59 96
ELL** N 34 93 23 42 98 34 49 98
MIGRANT* N N N N N N 34 N 96
LOWEST 25%† 4 N 0 8 N 0 N
                   
FEMALE* 35 N 94 56 N 98 61 N 98
MALE* 38 N 93 50 N 98 56 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 %
  2013-14 Results Annual Objective % Tested 2013-14 Results Annual Objective % Tested 2013-14 Results Annual Objective % Tested
ALL STUDENTS 49 48 91 56 63 98 61 66 98
                   
WHITE 52 51 91 68 73 98 70 74 98
BLACK OR AFRICAN AMERICAN 44 47 93 42 53 98 43 53 97
HISPANIC/LATINO 58 48 81 57 63 98 58 64 98
ASIAN 83 65 89 80 81 99 85 85 99
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER* N N N N N N N N N
AMERICAN INDIAN OR ALASKA NATIVE N N N 70 75 98 61 66 97
TWO OR MORE RACES* 55 N 100 61 N 98 63 N 98
                   
DISABLED 35 60 91 34 48 99 32 48 98
ECONOMICALLY DISADVANTAGED 50 51 93 45 55 96 51 59 96
ELL** 33 48 90 38 48 98 42 54 98
MIGRANT* N N N N N N 46 N 96
LOWEST 25%† 25 N 0 20 N 0 N
                   
FEMALE* 52 N 91 57 N 98 61 N 98
MALE* 45 N 92 55 N 98 60 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.

  Science Assessment Results (FCAT 2.0, EOCs and FAA)
  Percent of Students Scoring Satisfactory and Above
  School % District % State %
  2013-14 Results Annual Objective % Tested 2013-14 Results Annual Objective % Tested 2013-14 Results Annual Objective % Tested
ALL STUDENTS 53 90 55 97 58 97
                   
WHITE 69 86 71 98 69 98
BLACK OR AFRICAN AMERICAN 44 94 38 97 38 97
HISPANIC/LATINO 48 81 57 97 54 98
ASIAN N N 76 99 79 99
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER* N N N N N N N N N
AMERICAN INDIAN OR ALASKA NATIVE N N 83 98 59 97
TWO OR MORE RACES* 57 100 63 97 63 97
                   
DISABLED 49 N 33 98 32 98
ECONOMICALLY DISADVANTAGED 50 89 42 95 47 96
ELL** N 88 25 97 26 97
MIGRANT* N N N N 36 97
LOWEST 25%† 15 0 11 0
                   
FEMALE* 54 92 54 98 57 98
MALE* 52 88 56 97 59 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           2013-14 2012-13 2013-14 2012-13
Grade 3        
Grade 4        
Grade 5        
Grade 6        
Grade 7        
Grade 8        
Grade 9 36 36 59 55
Grade 10 38 36 31 36

  Reading Math
District          2013-14 2012-13 2013-14 2012-13
Grade 3 52 55 58 57
Grade 4 56 57 65 62
Grade 5 58 59 53 54
Grade 6 56 54 49 50
Grade 7 51 53 51 53
Grade 8 54 53 52 56
Grade 9 51 48 70 66
Grade 10 48 50 31 36

  Reading Math
State Totals 2013-14 2012-13 2013-14 2012-13
Grade 3 58 58 59 59
Grade 4 62 61 65 62
Grade 5 62 61 58 56
Grade 6 61 59 55 53
Grade 7 58 58 59 57
Grade 8 58 57 58 59
Grade 9 54 54 75 73
Grade 10 55 54 53 52

FCAT 2.0 is only administered to Grades 3-8 for Math.

Percentage of Students Scoring at Each FCAT 2.0 and EOC Achievement Level, 2013-14

  FCAT 2.0 SCIENCE & BIOLOGY 1 EOC
  School % District % State %
ALL GRADES L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5
ALL STUDENTS 12 36 44 5   19 27 28 13 13   17 26 30 13 14
WHITE 25 57   10 20 31 18 21   10 22 32 17 19
BLACK OR AFRICAN AMERICAN 15 42 39   29 35 24 8 4   29 34 25 7 5
HISPANIC/LATINO   18 27 30 13 12   20 28 29 12 10
ASIAN   9 15 27 17 31   7 15 27 19 32
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER*    
AMERICAN INDIAN OR ALASKA NATIVE   33 33   15 28 32 14 11
TWO OR MORE RACES*   15 23 31 14 16   13 25 31 15 16
DISABLED 34 49   44 30 16 5 4   43 31 17 5 3
ECO. DISADVANTAGED 13 36 44   27 33 26 9 6   23 32 28 10 7
ELL**   45 31 18 4 2   41 34 18 4 3
MIGRANT*     30 36 23 7 4
FEMALE* 10 37 49   19 29 29 12 12   17 28 30 13 12
MALE* 14 35 41 6   20 25 27 13 15   18 25 29 14 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 %
ALL GRADES L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5
ALL STUDENTS 27 38 19 12 3   21 27 24 19 9   17 25 25 21 11
WHITE 19 34 22 19 6   11 21 26 26 15   10 20 27 27 16
BLACK OR AFRICAN AMERICAN 32 42 18 8   29 34 22 11 3   29 33 22 12 4
HISPANIC/LATINO 33 33   23 26 26 18 7   20 26 26 19 9
ASIAN   12 17 22 27 22   8 15 23 29 25
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER*    
AMERICAN INDIAN OR ALASKA NATIVE   9 21 25 26 20   17 27 27 21 9
TWO OR MORE RACES*   16 25 26 22 11   13 24 27 24 13
DISABLED 63 30   49 27 14 7 3   47 29 15 7 2
ECO. DISADVANTAGED 32 38 18 11   28 32 23 13 4   23 30 25 16 6
ELL**   46 32 15 6 1   35 32 21 10 2
MIGRANT*     34 34 21 9 3
FEMALE* 22 43 17 15 3   18 27 25 20 10   15 25 26 22 12
MALE* 32 34 22 10 3   23 28 24 17 8   20 25 25 20 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.

  FCAT 2.0 MATH and ALGEBRA 1 EOC
  School % District % State %
ALL GRADES L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5
ALL STUDENTS 16 40 33 8 3   21 27 29 15 8   19 24 29 17 10
WHITE 19 37 35 5   13 23 32 21 12   12 21 31 22 14
BLACK OR AFRICAN AMERICAN 15 41 33 9   29 33 27 9 3   30 31 26 10 3
HISPANIC/LATINO 44 29   22 27 29 15 7   20 25 30 16 9
ASIAN   9 15 25 24 27   6 12 24 25 32
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER*    
AMERICAN INDIAN OR ALASKA NATIVE   14 20 33 13 20   17 26 31 17 10
TWO OR MORE RACES*   17 26 30 18 9   16 24 30 19 12
DISABLED 41 44 15   45 28 18 7 2   46 27 18 6 2
ECO. DISADVANTAGED 16 38 34 8 3   27 31 27 11 4   25 28 29 13 6
ELL**   34 30 22 10 4   31 29 25 11 4
MIGRANT*     27 30 28 11 4
FEMALE* 11 37 37 13   20 28 30 15 8   17 25 30 17 11
MALE* 20 42 30 5 3   22 27 28 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 2013-14.



ELL School District State
Reading * 394 13,057
Math * 407 13,478
*Cell sizes smaller than 10 are suppressed.

National Assessment of Educational Progress (NAEP)

Below are the 2013 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, every four years in science, and periodically in writing. 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 2.0:

FCAT 2.0 Achievement
Levels
NAEP Achievement
Standards
5 Advanced
4 Proficient
2-3 Basic
1 Below Basic

NAEP Participation Rates for Required Subgroups

The chart below shows, for the sample of Florida schools selected to take the grade 04 and grade 08 math and reading assessments, the percentage of Students with Disabilities (SWDs) and English language learners (ELLs) in the tested grades who were tested on each assessment. The goal established by the National Assessment Governing Board (NAGB) is 85% inclusion.

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

  NAEP 2013 - Inclusion Rates

MATH
Grade 04
MATH
Grade 08
READING
Grade 04
READING
Grade 08
  Florida Nation Florida Nation Florida Nation Florida Nation
SWD 90 90 90 89 85 83 89 84
ELL 93 96 87 93 89 92 86 90

  NAEP Math   2013 - State Level Results
  % of Students Average Scale Scores % Below Basic % Basic % Proficient % Advanced % Basic and Above
GRADE 04 Florida Nation Florida Nation Florida Nation Florida Nation Florida Nation Florida Nation Florida Nation
ALL STUDENTS N/A N/A 242 241 16 18 44 41 34 34 6 8 84 82
*
WHITE 40 51 251 250 8 9 39 37 44 43 10 10 92 91
BLACK 22 16 228 224 28 34 52 48 19 17 1 1 72 66
HISPANIC 31 25 238 230 18 27 46 47 32 24 5 2 82 73
DISABLED 15 13 226 218 33 45 45 38 20 16 2 2 67 55
ECO. DISADVANTAGED 61 54 233 230 22 27 50 47 25 23 2 2 78 73
ELL 10 11 218 219 40 41 49 45 11 13   1 60 59
*Asian and Indian subgroups were too small to report.

  NAEP Math   2013 - 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 281 284 30 27 40 39 24 26 7 8 70 73
*
WHITE 44 53 291 293 19 17 41 39 31 33 10 11 81 83
BLACK 21 15 264 263 49 49 37 38 12 12 2 2 51 51
HISPANIC 29 23 274 271 35 38 41 41 20 18 4 3 65 62
DISABLED 12 12 255 248 59 66 31 26 9 7 1 1 41 34
ECO. DISADVANTAGED 56 50 271 270 39 39 41 41 17 17 3 3 61 61
ELL 5 5 243 245 72 69 23 25 4 4 1 1 28 31
*Asian and Indian subgroups were too small to report.

  NAEP Reading   2013 - 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 227 221 25 33 36 33 30 26 9 8 75 67
*
WHITE 40 51 236 231 15 21 36 34 37 33 12 11 85 79
BLACK 22 15 212 205 43 50 37 32 17 15 3 2 57 50
HISPANIC 31 25 225 207 27 48 37 33 29 17 7 3 73 52
DISABLED 14 12 204 184 53 69 27 20 16 9 4 2 47 31
ECO. DISADVANTAGED 60 54 218 207 34 47 39 34 23 17 4 3 66 53
ELL 10 10 199 187 59 69 31 24 9 6 1 1 41 31
*Asian and Indian subgroups were too small to report.

  NAEP Reading   2013 - 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 266 266 23 23 43 42 30 31 3 4 77 77
*
WHITE 44 53 274 275 16 15 42 41 38 39 5 5 84 85
BLACK 21 15 254 250 34 40 47 44 18 15 1 1 66 60
HISPANIC 28 23 260 255 27 33 46 46 25 20 2 1 73 67
DISABLED 12 11 243 231 50 62 37 30 13 8     50 38
ECO. DISADVANTAGED 56 49 257 254 30 34 47 46 22 19 1 1 70 66
ELL 4 5 226 225 70 70 27 26 3 3     30 30
*Asian and Indian subgroups were too small to report.

INTERNATIONAL SURVEYS

TIMSS is an international comparative study of student performance in mathematics and science at the fourth and eighth grade levels. It collects data on achievement, experiences, and attitudes of fourth- and eighth-grade students in the United States and students in the equivalent grades in other participating countries, as well as information on classroom and school contexts. Florida's objective is to meet the performance of the 10th ranked country.

TIMSS 2011

  High International Benchmark and Higher
  Florida Annual Objective
Grade 4 Mathematics 47% 47%
Grade 8 Mathematics 31% 30%
Grade 4 Science 48% 44%
Grade 8 Science 42% 40%

PIRLS is an international comparative study of the reading literacy of young students. It collects data on the reading achievement, experiences, and attitudes of fourth-grade students in the United States and students in the equivalent of fourth grade in other participating countries, as well as information on students' classroom and school contexts. Florida's objective is to meet the performance of the 10th ranked country.

PIRLS 2011

  High International Benchmark and Higher
  Florida Annual Objective
Grade 4 Reading 61% 54%

PISA is an international assessment that measures 15-year-old students' reading, mathematics, and science literacy. It assesses students' applied knowledge and skills to problems within a real-life context as they near the end of compulsory schooling. PISA makes the assumption that as students transition to adult life, they need not only to comprehend what they read or to retain particular mathematical formulas or scientific concepts, but also to know how to apply their knowledge and skills in the many different situations they will encounter in their everyday lives. Florida's objective is to meet the performance of the 10th ranked country.

PISA 2012 Results - 15 year olds

  Level 4+
  Florida Target - 10th Ranked Country
Mathematics 18.7% 43.1%
Science Literacy 22.1% 36.8%
Reading Literacy 25.9% 36.7%

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 2013-14.

Staff Type Total Number
for 2013-14
Number Newly Hired
for 2013-14
School % District % State %
Instructional Staff 96 34 35.4 23.6 20.4
School-Based Administrators 4 1 25.0 45.3 26.6
Total 100 35 35.0 24.7 20.6

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 2013-14 2012-13 2013-14 2012-13 2013-14 2012-13
Bachelor's Degree 65 71.4 69.2 70.5 69.9 66.0 65.5
Master's Degree 25 27.5 28.6 27.8 28.4 31.9 32.5
Specialist Degree       0.7 0.7 1.1 1.1
Doctorate 1 1.1 2.2 1.0 1.1 1.0 1.0
Total All Degrees 91 100.0 100.0 100.0 100.0 100.0 100.0

Percentage of Teachers Teaching with Emergency or Provisional Credentials

Florida has no uncertified teachers, although some teachers may be temporarily assigned to areas outside of 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 77.2 84.2 93.8
Percentage of Classes with Teachers Teaching Out-of-Field 22.8 15.8 6.2

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 21.3 12.1 21.5 7.4 8.7 11.1
July 0.0 21.7 10.8 27.1 12.5 7.3 35.5
October 22.2 15.9 19.6 12.1 5.8 6.4 5.5
February 24.9 16.8 20.2 13.0 5.8 6.3 5.1
Combined All Year 23.5 16.5 16.5 9.6 5.9 6.3 5.7

*High-poverty schools are schools ranking in the top 25% of schools based on the percentage of students eligible for free/reduced-price lunch. Low-poverty schools rank in 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 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.

2013-14 School Performance Grade*: P

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


Progress of the Lowest Performing 25% of Students, 2013-14

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 Low 25%, Points Earned* Reading Low 25%, Points Earned*
2013-14 2013-14
77 49

*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, 2013-14
District Number School Number School Name
16 121 WEST RIVERSIDE ELEMENTARY SCHOOL
16 741 LAKE FOREST ELEMENTARY SCHOOL
16 761 SOUTHSIDE ESTATES ELEM. SCHOOL
16 771 HYDE PARK ELEMENTARY SCHOOL
16 791 RAMONA BOULEVARD ELEMENTARY SCHOOL
16 821 LOVE GROVE ELEMENTARY SCHOOL
16 981 TIMUCUAN ELEMENTARY SCHOOL
16 1241 SAINT CLAIR EVANS ACADEMY
16 1281 SUSIE E. TOLBERT ELEMENTARY SCHOOL
16 1461 MATTHEW W. GILBERT MIDDLE SCHOOL
16 1481 RICHARD L. BROWN ELEMENTARY SCHOOL
16 1491 SMART POPE LIVINGSTON ELEM.
16 1551 NORTHWESTERN MIDDLE SCHOOL
16 1631 RUFUS E. PAYNE ELEMENTARY SCHOOL
16 2161 JEFFERSON DAVIS MIDDLE SCHOOL
16 2191 JOSEPH STILWELL MIDDLE SCHOOL
16 2201 MARTIN LUTHER KING, JR ELEMENTARY SCHOOL
16 2211 NORMANDY VILLAGE ELEMENTARY SCHOOL
16 2431 GREGORY DRIVE ELEMENTARY SCHOOL
16 2441 HIGHLANDS MIDDLE SCHOOL
16 2501 PINE ESTATES ELEMENTARY SCHOOL
16 2551 ENTERPRISE LEARNING ACADEMY

Priority Schools, 2013-14
District Number School Number School Name
16 921 EUGENE BUTLER MIDDLE SCHOOL
16 1161 SADIE T. TILLIS ELEMENTARY SCHOOL
16 1431 WEST JACKSONVILLE ELEM. SCHOOL
16 2101 OAK HILL ELEMENTARY SCHOOL
16 2111 SOUTHSIDE MIDDLE SCHOOL
16 2121 JEAN RIBAULT MIDDLE SCHOOL
16 2141 HYDE GROVE ELEMENTARY SCHOOL
16 2151 JUSTINA ROAD ELEMENTARY SCHOOL
16 2291 JACKSONVILLE HEIGHTS ELEMENTARY SCHOOL
16 2621 ANDREW A. ROBINSON ELEMENTARY SCHOOL

Reward Schools, 2012-13
District Number School Number School Name
16 112 SCHOOL FOR THE FUTURE
16 151 BRENTWOOD ELEMENTARY SCHOOL
16 201 FISHWEIR ELEMENTARY SCHOOL
16 251 KIRBY-SMITH MIDDLE SCHOOL
16 301 LORETTO ELEMENTARY SCHOOL
16 311 JULIA LANDON COLLEGE PREPARTORY & LEADERSHIP
16 331 ROBERT E. LEE HIGH SCHOOL
16 371 HENRY F. KITE ELEMENTARY SCHOOL
16 631 DUNCAN U. FLETCHER MIDDLE SCHOOL
16 651 ATLANTIC BEACH ELEMENTARY SCHOOL
16 711 HENDRICKS AVENUE ELEMENTARY SCHOOL
16 751 PAXON SCHOOL/ADVANCED STUDIES
16 791 RAMONA BOULEVARD ELEMENTARY SCHOOL
16 801 SAN PABLO ELEMENTARY SCHOOL
16 871 ENGLEWOOD ELEMENTARY SCHOOL
16 881 JOHN STOCKTON ELEMENTARY SCHOOL
16 1073 DOUGLAS ANDERSON SCHOOL OF THE ARTS
16 1201 RIVER CITY SCIENCE ACADEMY
16 1261 SOMERSET ACADEMY-MIDDLE, EAGLE CAMPUS
16 1321 DUVAL CHARTER AT BAYMEADOWS
16 1371 SEACOAST CHARTER ACADEMY
16 1411 J. ALLEN AXSON ELEM SCHOOL
16 1441 JACKSONVILLE BEACH ELEMENTARY SCHOOL
16 1451 DARNELL COOKMAN MIDDLE/HIGH SCHOOL
16 1501 NEW BERLIN ELEMENTARY SCHOOL
16 1521 JAMES W JOHNSON COLLEG PREP MIDDLE SCHOOL
16 1531 STANTON COLLEGE PREPARATORY
16 1551 NORTHWESTERN MIDDLE SCHOOL
16 1601 WATERLEAF ELEMENTARY
16 1611 BARTRAM SPRINGS ELEMENTARY
16 1641 MT. HERMAN ESE CENTER
16 2051 PICKETT ELEMENTARY SCHOOL
16 2231 DUNCAN U. FLETCHER HIGH SCHOOL
16 2241 SAMUEL W. WOLFSON HIGH SCHOOL
16 2251 SEABREEZE ELEMENTARY SCHOOL
16 2271 MAYPORT ELEMENTARY SCHOOL
16 2311 KERNAN TRAIL ELEMENTARY SCHOOL
16 2321 CHIMNEY LAKES ELEMENTARY SCHL
16 2381 FORT CAROLINE MIDDLE SCHOOL
16 2401 ARLINGTON HEIGHTS ELEMENTARY SCHOOL
16 2461 NEPTUNE BEACH ELEMENTARY SCHOOL
16 2471 JOSEPH FINEGAN ELEMENTARY SCHOOL
16 2491 GREENLAND PINES ELEM. SCHOOL
16 2571 ALIMACANI ELEMENTARY SCHOOL
16 2581 MANDARIN OAKS ELEMENTARY SCHOOL
16 2591 MANDARIN MIDDLE SCHOOL
16 2601 MANDARIN HIGH SCHOOL
16 2641 CHET'S CREEK ELEMENTARY SCHOOL
16 2651 FIRST COAST HIGH SCHOOL
16 2671 LAVILLA SCHOOL OF THE ARTS
16 2681 ATLANTIC COAST HIGH SCHOOL
16 2701 OCEANWAY ELEMENTARY SCHOOL
16 2791 KERNAN MIDDLE SCHOOL
16 2801 FRANK H. PETERSON ACADEMIES
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), this report includes:

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.