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OAK RIDGE ELEMENTARY SCHOOL

GRADES: PREK-5

SCHOOL, DISTRICT, AND STATE PUBLIC ACCOUNTABILITY REPORT

OCTOBER MEMBERSHIP

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

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 2014-15 2013-14 2014-15 2013-14 2014-15 2013-14
WHITE * * 2.8 4.5 44.1 44.9 40.2 40.9
BLACK OR AFRICAN AMERICAN 234 233 88.4 88.7 43.2 43.0 22.7 22.9
HISPANIC/LATINO * 11 3.4 2.1 5.1 4.7 30.7 30.0
ASIAN         3.7 3.6 2.6 2.6
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER         0.1 0.1 0.1 0.1
AMERICAN INDIAN OR ALASKA NATIVE   * * * 0.2 0.3 0.3 0.3
TWO OR MORE RACES 13 14 5.1 4.3 3.5 3.4 3.3 3.2
                 
DISABLED 58 78 25.8 22.3 15.4 15.8 13.0 12.9
ECONOMICALLY DISADVANTAGED 147 149 56.1 70.5 36.5 39.8 58.4 58.4
ELL * * 1.9 * 2.4 2.2 12.4 12.4
MIGRANT         0.1   0.5 0.6
                 
FEMALE 260   49.2 46.9 48.9 48.8 48.7 48.7
MALE   268 50.8 53.1 51.1 51.2 51.4 51.4
                 
TOTAL 528 100.0 100.0 100.0 100.0 100.0 100.0
Note: An asterisk (*) indicates a subgroup population fewer than ten. A blank cell indicates zero students in the subgroup.

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.

  School % District % State %
  2013-14 2012-13 2013-14 2012-13 2013-14 2012-13
ALL STUDENTS     83.5 77.0 76.1 75.6
 
WHITE     90.1 84.5 81.7 80.5
BLACK OR AFRICAN AMERICAN     70.9 62.8 64.7 64.6
HISPANIC/LATINO     88.0 76.6 75.0 74.9
ASIAN     98.4 98.5 89.2 88.4
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER     # N/A 75.6 88.2
AM.INDIAN OR ALASKA NATIVE     # # 73.8 76.8
TWO OR MORE RACES     87.2 89.1 80.1 79.7
 
DISABLED     60.5 51.3 55.1 52.3
ECONOMICALLY DISADVANTAGED     67.7 57.5 67.7 67.0
ELL     86.7 # 55.8 57.5
MIGRANT     N/A # 65.5 65.4
AT-RISK (Low 25)*     56.1 49.0 50.0 51.6
 
FEMALE     85.8 82.1 79.9 79.7
MALE     81.3 71.4 72.5 71.6
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 2013-14 2012-13 2013-14 2012-13 2013-14 2012-13
WHITE N/A N/A 0.1 0.3 1.3 1.5
BLACK OR AFRICAN AMERICAN N/A N/A 1.3 1.4 3.0 3.4
HISPANIC/LATINO N/A N/A 0.2 0.2 2.0 1.9
ASIAN N/A N/A 0.0 0.0 0.5 0.6
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER N/A N/A # # 1.2 1.7
AM.INDIAN OR ALASKA NATIVE N/A N/A 0.0 0.0 1.7 2.4
TWO OR MORE RACES N/A N/A 0.0 0.0 1.3 1.7
             
FEMALE N/A N/A 0.4 0.7 1.5 1.7
MALE N/A N/A 0.7 0.8 2.2 2.4
             
TOTAL N/A N/A 0.6 0.7 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 2010-11 (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/Ethnic Group Number of Standard Diplomas Earned in 2010-2011 Number of Graduates Enrolled in IHE* within 16 Months of Earning a Regular High School Diploma School % District % State %
           
WHITE 88 75
BLACK OR AFRICAN AMERICAN 85 76
HISPANIC/LATINO 87 75
ASIAN 86 88
AMERICAN INDIAN OR ALASKA NATIVE # 77
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER # # # # #
OTHER 91 77
           
DISABLED 74 58
ECONOMICALLY DISADVANTAGED 81 69
ELL 79 69
MIGRANT N/A 58
           
FEMALE 90 80
MALE 84 71
UNKNOWN # # # # #
           
TOTAL 87 76
Note: N/A indicates no student membership for that subgroup, and # represents a population fewer than 10.

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 78 70
BLACK OR AFRICAN AMERICAN 61 56
HISPANIC/LATINO 74 65
ASIAN 88 83
AMERICAN INDIAN OR ALASKA NATIVE # 65
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER # # # # #
OTHER 62 65
           
DISABLED 55 49
ECONOMICALLY DISADVANTGED 53 58
ELL 83 64
MIGRANT N/A 57
           
FEMALE 76 70
MALE 68 62
UNKNOWN # # # # #
           
TOTAL 72 67
Note: N/A indicates no student membership for that subgroup, and # represents a population fewer than 10.

*Enrollment in an IHE includes students enrolled in any institution of higher education that participates in the National Student Clearinghouse.

STUDENT PERFORMANCE

Florida Statewide, Standardized Assessments

The Florida Standards Assessments (FSA) measure students’ mastery of the new Florida Standards and are administered to students in grades 3-10 in English language arts (ELA) and grades 3-8 in mathematics as well as in Algebra 1, Geometry, and Algebra 2 (2014-15). For ELA and mathematics assessments, the FSA replaced the Florida Comprehensive Assessment Test (FCAT) 2.0 and Algebra 1 and Geometry End-of-Course (EOC) assessments aligned to the Next Generation Sunshine State Standards (NGSSS). In science, Florida continues to administer the Statewide Science Assessment in grades 5 and 8 and the Biology 1 EOC assessment, aligned to the NGSSS (2013-14 and 2014-15).

Florida Alternate Assessment (FAA) for Students with Disabilities

The FAA is designed for students whose participation in the general statewide assessment (FSA 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 scores on FSA (2014-15) or NGSSS assessment data, as applicable, combined with FAA data for ELA results (2014-15) and for reading and writing results (2013-14). Beginning in 2014-15, Florida's state assessment in ELA included sections for both reading comprehension and writing. As of 2014-15, writing is no longer a stand-alone subject for state assessments, having been combined with reading for the state's ELA measure. For mathematics and science, results include FSA or NGSSS, FAA and EOC assessment results, as applicable. Results show satisfactory attainment for students who were in attendance during both semesters of the school year.

English Language Arts, Mathematics and Science Assessments

On EOC assessments and the FSA ELA and mathematics and NGSSS 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 satisfactory. The FAA is scored on nine performance levels, with FAA Level 4 establishing the minimum level for satisfactory attainment.

English Language Arts Assessment Results (FSA and FAA)
Percent of Students Scoring Satisfactory and Above
  School % District % State %
  2014-15 Results % Tested 2014-15 Results % Tested 2014-15 Results % Tested
ALL STUDENTS 32 100 59 99 54 99
             
WHITE N N 76 99 65 99
BLACK OR AFRICAN AMERICAN 31 100 37 98 34 99
HISPANIC/LATINO N 100 61 98 51 99
ASIAN N N 87 99 77 100
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER N N N N N N
AMERICAN INDIAN OR ALASKA NATIVE N N 63 94 53 99
TWO OR MORE RACES N N 63 99 58 99
             
DISABLED 7 100 27 97 25 98
ECONOMICALLY DISADVANTAGED 30 99 39 98 43 99
ELL** N N 42 98 30 99
MIGRANT N N N N 30 99
LOWEST 25%
             
FEMALE 37 99 63 99 59 99
MALE 26 100 55 99 49 99
An "N" indicates 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.

Mathematics Assessment Results (FSA, EOCs and FAA)
Percent of Students Scoring Satisfactory and Above
  School % District % State %
  2014-15 Results % Tested 2014-15 Results % Tested 2014-15 Results % Tested
ALL STUDENTS 30 99 60 98 54 98
             
WHITE N N 77 99 64 97
BLACK OR AFRICAN AMERICAN 30 99 39 98 35 97
HISPANIC/LATINO N 100 59 98 51 98
ASIAN N N 91 100 79 99
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER N N N N N N
AMERICAN INDIAN OR ALASKA NATIVE N N 68 96 54 97
TWO OR MORE RACES N N 64 99 58 98
             
DISABLED 7 98 32 98 29 96
ECONOMICALLY DISADVANTAGED 27 98 41 98 44 97
ELL** N N 54 99 38 98
MIGRANT N N N N 39 98
LOWEST 25%
             
FEMALE 30 99 60 99 54 98
MALE 31 98 60 98 54 97
An "N" indicates 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.

Science Assessment Results (Statewide Science Assessmemt or NGSSS, EOCs and FAA)
Percent of Students Scoring Satisfactory and Above
  School % District % State %
  2014-15 Results % Tested 2014-15 Results % Tested 2014-15 Results % Tested
ALL STUDENTS 22 100 59 99 57 98
             
WHITE N N 77 99 69 98
BLACK OR AFRICAN AMERICAN 21 100 35 98 37 97
HISPANIC/LATINO N N 62 98 53 98
ASIAN N N 88 100 80 99
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER N N N N N N
AMERICAN INDIAN OR ALASKA NATIVE N N 33 100 58 97
TWO OR MORE RACES N N 71 99 61 98
             
DISABLED 0 100 33 97 30 96
ECONOMICALLY DISADVANTAGED 22 100 39 98 46 97
ELL N N 34 96 26 98
MIGRANT N N N N 36 97
LOWEST 25%
             
FEMALE 21 100 58 99 56 98
MALE 23 100 60 98 58 97
An "N" indicates no test results were reported.

Assessment Results by Grade: Percent Scoring Satisfactory or Above
(FSA, EOC, and FAA)

  ELA Math
School           2014-15 2014-15
Grade 3 45 38
Grade 4 24 27
Grade 5 28 26
Grade 6    
Grade 7    
Grade 8    
Grade 9    
Grade 10    

  ELA Math
District          2014-15 2014-15
Grade 3 64 64
Grade 4 59 63
Grade 5 57 56
Grade 6 57 59
Grade 7 55 61
Grade 8 61 70
Grade 9 59 66
Grade 10 57 53

  ELA Math
State Totals 2014-15 2014-15
Grade 3 54 60
Grade 4 55 61
Grade 5 53 56
Grade 6 52 53
Grade 7 53 57
Grade 8 57 61
Grade 9 54 55
Grade 10 53 44

FSA is only administered to Grades 3-8 for Math.

Percentage of Students Scoring at Each FSA or NGSSS and EOC Achievement Level, 2014-15

  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 54 25 17   17 25 28 14 16   18 26 29 13 14
WHITE   7 17 30 21 25   10 22 32 17 19
BLACK OR AFRICAN AMERICAN 55 24 17   30 36 24 6 4   31 33 24 7 5
HISPANIC/LATINO   14 27 29 15 15   22 28 29 12 10
ASIAN   6 9 21 12 51   8 15 27 18 32
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER*     17 27 31 14 12
AMERICAN INDIAN OR ALASKA NATIVE   59   17 28 32 12 12
TWO OR MORE RACES   11 19 37 16 18   14 25 31 14 16
DISABLED 87   44 29 16 7 5   45 30 17 4 4
ECO. DISADVANTAGED 54 26 14   28 34 25 8 5   25 31 28 10 7
ELL**   31 39 13 10   45 32 17 4 2
MIGRANT*     32 34 23 7 4
FEMALE 58 23   17 27 28 14 15   18 27 30 13 12
MALE 50 26   17 24 28 14 18   19 25 28 13 15
**Students enrolled in ESOL in the current year.

  FSA English Language Arts
  School % District % State %
ALL GRADES L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5
ALL STUDENTS 34 35 22 8   19 23 23 22 12   22 25 25 19 9
WHITE   8 16 25 31 19   14 22 27 25 13
BLACK OR AFRICAN AMERICAN 36 34 21 8   32 32 21 11 4   36 31 20 10 3
HISPANIC/LATINO   17 24 25 23 12   25 26 25 17 7
ASIAN   5 10 16 30 39   9 15 23 29 23
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER*     20 26 27 20 8
AMERICAN INDIAN OR ALASKA NATIVE   30 25 34   24 26 26 18 7
TWO OR MORE RACES*   13 24 27 23 13   18 25 26 21 10
DISABLED 68 30   54 24 12 7 2   56 25 13 5 1
ECO. DISADVANTAGED 37 34 21 7   31 31 22 13 3   30 29 23 14 4
ELL**   33 28 21 14 4   45 29 18 7 1
MIGRANT*     40 32 19 8 2
FEMALE* 33 31 23 12   16 22 24 24 15   18 24 26 21 11
MALE* 36 38 21   22 24 23 20 10   26 26 24 17 7
Note: A blank cell indicates a subgroup too small to report or that no test results were reported.
*Indicates subgroups not included as separate sub-populations in reporting Annual Measurable Objectives (AMOs) for ESEA compliance.
**Students enrolled in ESOL in the current year.

  FSA MATH and EOC's
  School % District % State %
ALL GRADES L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5
ALL STUDENTS 42 29 18 8   21 19 27 19 13   27 21 27 16 10
WHITE   9 14 30 27 20   18 18 30 20 13
BLACK OR AFRICAN AMERICAN 42 30 19 7   36 27 24 10 3   42 24 22 9 3
HISPANIC/LATINO   22 21 27 19 11   30 21 27 14 7
ASIAN   4 5 17 24 50   10 12 24 24 30
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER*   59   23 20 27 18 11
AMERICAN INDIAN OR ALASKA NATIVE   28 33   26 22 29 15 9
TWO OR MORE RACES*   18 19 30 22 11   22 21 29 18 11
DISABLED 77   52 21 15 8 4   55 21 16 6 2
ECO. DISADVANTAGED 46 27 17 7   34 26 26 11 4   34 23 26 12 5
ELL**   28 18 24 15 15   42 23 22 10 4
MIGRANT     38 24 25 10 3
FEMALE 44 28 17 9   20 20 28 19 13   26 21 28 16 9
MALE 39 31 20   23 19 26 19 14   28 20 27 16 10
Note: A blank cell indicates a subgroup too small to report or that no test results were reported.
**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 FSA 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 2014-15.



ELL School District State
Reading   64 21,959
Math   63 21,812
*Cell sizes smaller than 10 are suppressed.

National Assessment of Educational Progress (NAEP)

Below are the 2015 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 FSA:

FSA 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 2015 - Inclusion Rates

MATH
Grade 04
MATH
Grade 08
READING
Grade 04
READING
Grade 08
  Florida Nation Florida Nation Florida Nation Florida Nation
SWD 91 89 89 90 93 87 86 87
ELL 91 95 86 93 90 93 73 90

  NAEP Math   2015 - 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 243 240 15 19 36 35 35 32 7 7 85 81
*
WHITE 43 49 251 248 7 10 28 29 43 41 11 10 93 90
BLACK 21 15 228 224 29 35 49 45 20 18 1 1 71 65
HISPANIC 29 26 240 230 16 27 41 44 33 23 5 3 84 73
DISABLED 16 13 228 217 30 46 44 36 20 14 3 2 70 54
ECO. DISADVANTAGED 61 55 235 229 20 28 46 46 28 22 3 2 80 72
ELL 9 11 220 218 38 43 48 41 12 14 1 1 62 57
*Asian and Indian subgroups were too small to report.

  NAEP Math   2015 - 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 275 281 36 30 33 30 21 24 5 8 64 70
*
WHITE 41 51 285 291 25 19 27 29 28 33 8 10 75 81
BLACK 23 15 258 260 55 53 33 34 10 11 1 1 45 47
HISPANIC 31 25 272 269 39 40 35 38 18 16 4 3 61 60
DISABLED 13 12 249 246 68 68 25 23 5 7 1 1 32 32
ECO. DISADVANTAGED 63 52 266 268 45 42 37 38 14 16 2 2 56 58
ELL 6 6 240 246 77 69 19 25 4 4 1   23 31
*Asian and Indian subgroups were too small to report.

  NAEP Reading   2015 - 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 32 44 35 31 27 8 8 75 68
*
WHITE 43 49 235 232 16 21 24 22 38 35 11 11 84 79
BLACK 21 15 213 206 42 49 36 31 18 16 2 2 58 51
HISPANIC 29 26 224 208 29 46 30 30 27 18 7 3 71 54
DISABLED 17 13 205 186 52 67 30 19 14 10 2 2 48 33
ECO. DISADVANTAGED 61 55 220 209 32 44 35 32 25 18 4 3 68 56
ELL 19 11 201 189 59 68 31 23 8 7 1 1 41 32
*Asian and Indian subgroups were too small to report.

  NAEP Reading   2015 - 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 263 264 25 25 43 39 28 30 2 3 75 75
*
WHITE 41 51 272 273 17 16 39 38 36 38 4 4 83 84
BLACK 23 15 251 247 37 42 47 42 14 14 1 1 63 58
HISPANIC 31 25 260 253 28 35 45 44 25 19 1 1 72 65
DISABLED 13 12 239 229 54 64 38 28 8 8     50 38
ECO. DISADVANTAGED 62 52 257 253 31 36 46 43 21 19 1 1 69 64
ELL 5 6 226 223 70 72 28 25 2 3     30 28
*Asian and Indian subgroups were too small to report.

International Surveys

Trends in International Mathematics and Science Study (TIMSS ) is an international comparative study of student performance in mathematics and science at the fourth- and eighth grade levels which is conducted every four years. 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. This study is administered every four years. Florida's objective is to meet the performance of the 10th ranked country.

Trends in International Mathematics and Science Study (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%

Progress in International Reading Literacy Study (PIRLS) is an international comparative study conducted every five years 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.

Progress in International Reading Literacy Study (PIRLS) 2011

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

Program for International Student Assessment (PISA) conducted every three years 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.

Program for International Student Assessment (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 2014-15.

Staff Type Total Number
for 2014-15
Number Newly Hired
for 2014-15
School % District % State %
Instructional Staff 38 13 34.2 17.7 21.4
School-Based Administrators 2 2 100.0 13.7 25.9
Total 40 15 37.5 17.5 21.6

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 2014-15 2013-14 2014-15 2013-14 2014-15 2013-14
Bachelor's Degree 20 57.1 52.8 62.9 62.3 65.9 66.0
Master's Degree 13 37.1 44.4 34.4 35.4 32.0 31.9
Specialist Degree 2 5.7 2.8 1.3 1.2 1.1 1.1
Doctorate       1.4 1.2 1.0 1.0
Total All Degrees 35 100.0 100.0 100.0 100.0 100.0 100.0

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 100.0 99.8 94.1
Percentage of Classes with Teachers Teaching Out-of-Field 0.0 0.2 5.9

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*
TOTAL 0.0 0.0 0.0 0.0 5.5 5.4 6.7

*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.

2014-15 School Performance Grade: F


Progress of the Lowest Performing 25% of Students, 2014-15

Learning gains were not calculated in 2014-15. In order to calculate learning gains, the FDOE needs two years of assessment information. The FSA was new in 2014-15, so there was not two years of assessment data to calculate learning gains.


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, 2014-15
District Number School Number School Name
37 41 FRANK HARTSFIELD ELEM. SCHOOL
37 71 SABAL PALM ELEMENTARY SCHOOL
37 231 JOHN G RILEY ELEMENTARY SCHOOL
37 1181 BOND ELEMENTARY SCHOOL

Priority Schools, 2014-15
District Number School Number School Name

Reward Schools, 2014-15
District Number School Number School Name
37 21 LEON HIGH SCHOOL
37 161 AMOS P. GODBY HIGH SCHOOL
37 204 SAIL
37 381 GILCHRIST ELEMENTARY SCHOOL
37 431 SEALEY ELEMENTARY SCHOOL
37 451 FAIRVIEW MIDDLE SCHOOL
37 481 KILLEARN LAKES ELEM. SCHOOL
37 511 DESOTO TRAIL ELEMENTARY SCHOOL
37 521 BUCK LAKE ELEMENTARY SCHOOL
37 531 DEERLAKE MIDDLE SCHOOL
37 1091 LINCOLN HIGH SCHOOL
37 1131 HAWKS RISE ELEMENTARY SCHOOL
37 1141 LAWTON CHILES HIGH SCHOOL
37 1151 SWIFT CREEK MIDDLE SCHOOL
37 1161 CANOPY OAKS ELEMENTARY SCHOOL
37 1171 ROBERTS ELEMENTARY SCHOOL
37 1201 WILLIAM J MONTFORD III MIDDLE SCHOOL
37 1202 J MICHAEL CONLEY ELEM SCHOOL AT SOUTHWOOD
37 1402 THE SCHOOL OF ARTS & SCIENCES
37 1421 IMAGINE SCHOOL AT EVENING ROSE
37 7004 LEON COUNTY VIRTUAL SCHOOL FRANCHISE
For a statewide list of schools identified for ESEA flexibility, visit http://www.fldoe.org/esea.

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.