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PUTNAM EDGE HIGH SCHOOL

GRADES: 9-12

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 31 35 68.0 64.2 54.5 54.8 40.2 40.9
BLACK OR AFRICAN AMERICAN * 12 18.6 20.8 24.9 24.9 22.7 22.9
HISPANIC/LATINO * * * * 16.0 15.8 30.7 30.0
ASIAN         0.6 0.6 2.6 2.6
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER         0.1 0.1 0.1 0.1
AMERICAN INDIAN OR ALASKA NATIVE   * *   0.4 0.3 0.3 0.3
TWO OR MORE RACES   * * * 3.6 3.5 3.3 3.2
                 
DISABLED * 12 19.6 32.1 15.9 16.1 13.0 12.9
ECONOMICALLY DISADVANTAGED 26 42 70.1 69.8 77.8 77.1 58.4 58.4
ELL   * * * 7.8 7.9 12.4 12.4
MIGRANT         0.9 1.4 0.5 0.6
                 
FEMALE 41   42.3 37.7 48.0 47.9 48.7 48.7
MALE   56 57.7 62.3 52.0 52.1 51.4 51.4
                 
TOTAL 97 100.0 100.0 100.0 100.0 100.0 100.0
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     58.2 58.2 76.1 75.6
 
WHITE     60.4 59.3 81.7 80.5
BLACK OR AFRICAN AMERICAN     53.2 53.8 64.7 64.6
HISPANIC/LATINO     54.8 57.9 75.0 74.9
ASIAN     # # 89.2 88.4
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER     N/A N/A 75.6 88.2
AM.INDIAN OR ALASKA NATIVE     # # 73.8 76.8
TWO OR MORE RACES     72.7 75.0 80.1 79.7
 
DISABLED     33.1 28.9 55.1 52.3
ECONOMICALLY DISADVANTAGED     54.5 53.2 67.7 67.0
ELL     43.8 58.8 55.8 57.5
MIGRANT     # # 65.5 65.4
AT-RISK (Low 25)*     31.3 33.5 50.0 51.6
 
FEMALE     64.0 64.1 79.9 79.7
MALE     53.2 53.1 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 0.0 N/A 2.9 4.5 1.3 1.5
BLACK OR AFRICAN AMERICAN 0.0 N/A 4.4 4.6 3.0 3.4
HISPANIC/LATINO # N/A 5.3 6.6 2.0 1.9
ASIAN N/A N/A 0.0 5.9 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 # 21.4 1.7 2.4
TWO OR MORE RACES # N/A 5.2 8.3 1.3 1.7
             
FEMALE 0.0 N/A 2.8 4.3 1.5 1.7
MALE 0.0 N/A 4.3 5.6 2.2 2.4
             
TOTAL 0.0 N/A 3.6 5.0 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 58 75
BLACK OR AFRICAN AMERICAN 69 76
HISPANIC/LATINO 48 75
ASIAN # 88
AMERICAN INDIAN OR ALASKA NATIVE # 77
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER # # # # #
OTHER # 77
           
DISABLED 35 58
ECONOMICALLY DISADVANTAGED 55 69
ELL # 69
MIGRANT # 58
           
FEMALE 70 80
MALE 49 71
UNKNOWN # # # # #
           
TOTAL 59 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 56 70
BLACK OR AFRICAN AMERICAN 47 56
HISPANIC/LATINO 40 65
ASIAN # 83
AMERICAN INDIAN OR ALASKA NATIVE N/A 65
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER # # # # #
OTHER # 65
           
DISABLED 50 49
ECONOMICALLY DISADVANTGED 47 58
ELL N/A 64
MIGRANT # 57
           
FEMALE 51 70
MALE 54 62
UNKNOWN # # # # #
           
TOTAL 52 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 30 95 39 99 54 99
             
WHITE 35 94 48 98 65 99
BLACK OR AFRICAN AMERICAN N 100 25 98 34 99
HISPANIC/LATINO N N 32 100 51 99
ASIAN N N 55 95 77 100
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER N N N N N N
AMERICAN INDIAN OR ALASKA NATIVE N N 44 100 53 99
TWO OR MORE RACES N N 46 100 58 99
             
DISABLED 6 100 25 98 25 98
ECONOMICALLY DISADVANTAGED 27 94 34 99 43 99
ELL** N N 19 100 30 99
MIGRANT N N 27 100 30 99
LOWEST 25%
             
FEMALE 38 92 43 99 59 99
MALE 24 98 36 98 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 45 97 42 98 54 98
             
WHITE 49 98 49 97 64 97
BLACK OR AFRICAN AMERICAN N N 27 99 35 97
HISPANIC/LATINO N N 40 98 51 98
ASIAN N N 64 93 79 99
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER N N N N N N
AMERICAN INDIAN OR ALASKA NATIVE N N 47 100 54 97
TWO OR MORE RACES N N 46 99 58 98
             
DISABLED N N 32 97 29 96
ECONOMICALLY DISADVANTAGED 44 96 38 98 44 97
ELL** N N 37 98 38 98
MIGRANT N N 41 98 39 98
LOWEST 25%
             
FEMALE 45 100 41 98 54 98
MALE 45 94 44 97 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 42 97 57 98
             
WHITE 22 100 53 97 69 98
BLACK OR AFRICAN AMERICAN N N 24 98 37 97
HISPANIC/LATINO N N 32 98 53 98
ASIAN N N 60 89 80 99
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER N N N N N N
AMERICAN INDIAN OR ALASKA NATIVE N N N N 58 97
TWO OR MORE RACES N N 38 99 61 98
             
DISABLED N N 32 94 30 96
ECONOMICALLY DISADVANTAGED 28 100 36 97 46 97
ELL N N 7 99 26 98
MIGRANT N N 16 100 36 97
LOWEST 25%
             
FEMALE 20 100 41 97 56 98
MALE 23 100 43 97 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    
Grade 4    
Grade 5    
Grade 6    
Grade 7    
Grade 8    
Grade 9 31 41
Grade 10 29 47

  ELA Math
District          2014-15 2014-15
Grade 3 42 51
Grade 4 37 45
Grade 5 39 47
Grade 6 37 49
Grade 7 36 43
Grade 8 43 38
Grade 9 41 41
Grade 10 41 32

  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 48   25 34 28 7 6   18 26 29 13 14
WHITE 50   18 30 34 9 9   10 22 32 17 19
BLACK OR AFRICAN AMERICAN   38 40 18 2   31 33 24 7 5
HISPANIC/LATINO   33 36 22 6   22 28 29 12 10
ASIAN     8 15 27 18 32
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER*     17 27 31 14 12
AMERICAN INDIAN OR ALASKA NATIVE     17 28 32 12 12
TWO OR MORE RACES   21 43 31   14 25 31 14 16
DISABLED   48 33 15   45 30 17 4 4
ECO. DISADVANTAGED   29 36 25 6 4   25 31 28 10 7
ELL**   56 39   45 32 17 4 2
MIGRANT*     32 34 23 7 4
FEMALE   25 35 29 6 5   18 27 30 13 12
MALE   25 33 27 8 7   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 36 17   32 30 22 12 4   22 25 25 19 9
WHITE 33 32 21   25 28 25 17 5   14 22 27 25 13
BLACK OR AFRICAN AMERICAN   45 33 16 5 1   36 31 20 10 3
HISPANIC/LATINO   37 32 21 8 2   25 26 25 17 7
ASIAN   31   9 15 23 29 23
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER*     20 26 27 20 8
AMERICAN INDIAN OR ALASKA NATIVE     24 26 26 18 7
TWO OR MORE RACES*   24 32 24 14 6   18 25 26 21 10
DISABLED   65 24 7 4   56 25 13 5 1
ECO. DISADVANTAGED 30 42   36 31 20 10 2   30 29 23 14 4
ELL**   49 35 13 3   45 29 18 7 1
MIGRANT*   40 35   40 32 19 8 2
FEMALE* 35   27 30 24 14 4   18 24 26 21 11
MALE* 33 45   36 30 20 11 3   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 27 33 32   33 26 27 11 4   27 21 27 16 10
WHITE 24 33 37   27 25 30 14 5   18 18 30 20 13
BLACK OR AFRICAN AMERICAN   49 27 18 5 1   42 24 22 9 3
HISPANIC/LATINO   34 28 27 8 3   30 21 27 14 7
ASIAN   41   10 12 24 24 30
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER*     23 20 27 18 11
AMERICAN INDIAN OR ALASKA NATIVE     26 22 29 15 9
TWO OR MORE RACES*   28 28 26 11 7   22 21 29 18 11
DISABLED   57 23 15 5   55 21 16 6 2
ECO. DISADVANTAGED 29 33 27   37 26 25 9 3   34 23 26 12 5
ELL**   39 26 24 9 2   42 23 22 10 4
MIGRANT   31 31 34   38 24 25 10 3
FEMALE 37   32 28 26 10 3   26 21 28 16 9
MALE 30 33   34 24 27 11 4   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     21,959
Math     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 8 4 50.0 19.4 21.4
School-Based Administrators 0 0 0.0 28.6 25.9
Total 8 4 50.0 20.0 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 7 87.5 100.0 74.7 74.4 65.9 66.0
Master's Degree 1 12.5   24.1 24.2 32.0 31.9
Specialist Degree       0.5 0.6 1.1 1.1
Doctorate       0.8 0.8 1.0 1.0
Total All Degrees 8 100.0 100.0 100.0 100.0 100.0 100.0

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 72.0 91.3 94.1
Percentage of Classes with Teachers Teaching Out-of-Field 28.0 8.7 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 23.1 9.2 7.4 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: D


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
54 91 MELLON ELEMENTARY SCHOOL
54 171 ROBERT H. JENKINS, JR. MIDDLE
54 231 GEORGE C. MILLER, JR. INTRM.
54 301 PALATKA HIGH SCHOOL
54 351 WILLIAM D. MOSELEY ELEMENTARY SCHOOL

Priority Schools, 2014-15
District Number School Number School Name
54 71 PUTNAM EDGE HIGH SCHOOL
54 341 OCHWILLA ELEMENTARY SCHOOL

Reward Schools, 2014-15
District Number School Number School Name
54 41 C. L. OVERTURF JR 6TH GRADE CENTER
54 61 PUTNAM ACADEMY OF ARTS AND SCIENCES
54 71 PUTNAM EDGE HIGH SCHOOL
54 121 MELROSE ELEMENTARY SCHOOL
54 125 Q.I. ROBERTS JR. - SR. HIGH SCHOOL
54 341 OCHWILLA ELEMENTARY SCHOOL
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.