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ST. AUGUSTINE 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 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15
WHITE 636 606 73.7 74.5 77.9 78.7 39.5 40.2
BLACK OR AFRICAN AMERICAN 118 128 14.6 14.7 7.2 7.3 22.5 22.7
HISPANIC/LATINO 66 62 7.6 7.5 8.1 7.8 31.5 30.7
ASIAN * 16 1.5 1.4 3.9 3.5 2.6 2.6
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER   * * * 0.2 0.2 0.2 0.1
AMERICAN INDIAN OR ALASKA NATIVE * * * * 0.1 0.1 0.3 0.3
TWO OR MORE RACES 12 29 2.4 1.6 2.6 2.3 3.4 3.3
                 
DISABLED 115 198 18.6 16.8 14.7 14.1 13.1 13.0
ECONOMICALLY DISADVANTAGED 361 357 42.6 42.2 23.8 23.9 58.8 58.4
ELL 14 11 1.5 1.3 1.2 1.1 13.0 12.4
MIGRANT**                
                 
FEMALE 843   50.0 48.2 48.5 48.7 48.7 48.7
MALE   843 50.0 51.8 51.5 51.3 51.4 51.4
                 
TOTAL 1686 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.
**Report will be updated with the Migrant Count at a later date.

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 %
  2014-15 2013-14 2014-15 2013-14 2014-15 2013-14
ALL STUDENTS 77.2 77.2 87.8 87.8 76.1 76.1
 
WHITE 82.1 79.7 90.9 89.0 82.8 81.7
BLACK OR AFRICAN AMERICAN 74.6 63.4 82.7 71.7 68.0 64.7
HISPANIC/LATINO 89.7 85.2 91.2 90.6 76.7 75.0
ASIAN # # 95.0 94.2 90.9 89.2
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER # N/A # # 82.6 75.6
AM.INDIAN OR ALASKA NATIVE # # # # 75.7 73.8
TWO OR MORE RACES # # 93.3 83.9 81.5 80.1
 
DISABLED 55.2 55.2 63.0 63.0 55.1 55.1
ECONOMICALLY DISADVANTAGED 70.8 70.8 73.7 73.7 67.7 67.7
ELL # # 92.9 92.9 55.8 55.8
MIGRANT N/A N/A N/A N/A 65.5 65.5
AT-RISK (Low 25)* 45.9 45.9 60.5 60.5 50.0 50.0
 
FEMALE 83.2 83.2 91.4 91.4 79.9 79.9
MALE 71.3 71.3 84.5 84.5 72.5 72.5
Note: N/A indicates no student membership for that subgroup, and # represents a population fewer than 10.
* At-risk students are students whose test scores entering high school qualify for inclusion in the lowest performing 25%.

High School Dropout Rate

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

  School % District % State %
Racial/Ethnic Group 2014-15 2013-14 2014-15 2013-14 2014-15 2013-14
WHITE 1.8 1.2 0.7 0.7 1.3 1.3
BLACK OR AFRICAN AMERICAN 1.9 2.9 0.9 1.3 2.7 3.0
HISPANIC/LATINO 0.7 0.0 0.7 0.1 1.8 2.0
ASIAN 0.0 0.0 0.3 0.0 0.5 0.5
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER 0.8 # 0.0 0.0 0.0 1.2
AM.INDIAN OR ALASKA NATIVE # # 4.8 0.0 2.0 1.7
TWO OR MORE RACES 0.0 0.0 0.6 1.3 1.4 1.3
             
FEMALE 1.1 1.1 0.5 0.5 1.4 1.5
MALE 2.3 1.5 0.9 0.8 2.1 2.2
             
TOTAL 1.7 1.3 0.7 0.7 1.8 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 2011-12 (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 2011-2012 Number of Graduates Enrolled in IHE* within 16 Months of Earning a Regular High School Diploma School % District % State %
           
WHITE 227 155 68 79 75
BLACK OR AFRICAN AMERICAN 44 25 57 74 74
HISPANIC/LATINO 14 8 57 67 76
ASIAN # # # 88 88
AMERICAN INDIAN OR ALASKA NATIVE 0 0 0 # 77
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER # # # # #
OTHER # # # 78 75
           
DISABLED 38 15 39 53 57
ECONOMICALLY DISADVANTAGED 72 38 53 57 68
ELL # # # 69 70
MIGRANT 0 0 0 0 60
           
FEMALE 148 105 71 83 79
MALE 149 92 62 73 71
UNKNOWN # # # # #
           
TOTAL 297 197 66 78 75
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 118 83 70 76 69
BLACK OR AFRICAN AMERICAN 13 2 15 62 55
HISPANIC/LATINO N/A N/A N/A 66 64
ASIAN N/A N/A N/A 83 84
AMERICAN INDIAN OR ALASKA NATIVE 0 0 N/A N/A 68
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER # # # # #
OTHER N/A N/A N/A 80 64
           
DISABLED 11 5 45 67 48
ECONOMICALLY DISADVANTGED 28 11 39 N/A 57
ELL N/A N/A N/A # 64
MIGRANT # # # N/A 61
           
FEMALE 75 52 69 78 69
MALE 69 41 59 72 62
UNKNOWN # # # # #
           
TOTAL 144 93 65 75 66
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 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. In science, Florida administers the Statewide Science Assessment in grades 5 and 8 and the Biology 1 End-of-Course (EOC) assessment, aligned to the Next Generation Sunshince State Standards (NGSSS).

Florida Standards Alternate Assessment (FSAA) for Students with Disabilities

The FSAA is designed for students whose participation in the general statewide assessment (FSA, Statewide Science Assement and EOCs) is not appropriate, even with accommodations. The FSAA measures student academic performance on the Florida Standards Access Points (FS-AP) in language arts (reading, writing), mathematics and science. In these subject areas, it is administered in grades 3-10 in ELA, grades 3-8 in Mathematics, Algerbra 1, Geometry, grades 5 and 8 in Science and Biology 1. The FSAA was administered for the first time in 2015-16. It replaces the Florida Alternate Assessment (FAA), which measured 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 or NGSSS assessments. For mathematics and science, results include 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 the FSA, 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. Standard setting for the Florida Standards Alternate Assessment will occur in Spring 2017 when the number of achievement levels will be set.

English Language Arts Assessment Results (FSA and FSAA)*
Percent of Students Scoring Satisfactory and Above
  School % District % State %
  2015-16 Results % Tested 2015-16 Results % Tested 2015-16 Results % Tested
ALL STUDENTS 54 99 74 100 53 99
             
WHITE 60 99 76 100 64 99
BLACK OR AFRICAN AMERICAN 24 97 43 99 34 99
HISPANIC/LATINO 50 100 72 99 51 99
ASIAN 75 100 90 100 78 100
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER N N N N N N
AMERICAN INDIAN OR ALASKA NATIVE N N 67 100 51 99
TWO OR MORE RACES 44 100 70 100 58 99
             
DISABLED 20 96 32 98 19 98
ECONOMICALLY DISADVANTAGED 38 99 51 99 42 99
ELL** N 100 46 99 29 99
MIGRANT N N 0 100 30 99
LOWEST 25%
             
FEMALE 61 99 78 100 58 99
MALE 47 99 70 99 49 99
An "N" indicates no test results were reported.
*The 2015-16 FSAA does not have results yet as the standards have not been set. FSAA may be included on percent tested.
**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 FSAA)*
Percent of Students Scoring Satisfactory and Above
  School % District % State %
  2015-16 Results % Tested 2015-16 Results % Tested 2015-16 Results % Tested
ALL STUDENTS 49 96 77 99 54 98
             
WHITE 54 96 79 98 65 98
BLACK OR AFRICAN AMERICAN 24 96 45 99 35 97
HISPANIC/LATINO 48 99 74 99 51 98
ASIAN 69 88 93 99 81 99
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER N N N N N N
AMERICAN INDIAN OR ALASKA NATIVE N N 75 100 54 97
TWO OR MORE RACES 50 95 74 99 58 98
             
DISABLED 26 87 41 97 25 96
ECONOMICALLY DISADVANTAGED 39 96 56 98 44 98
ELL** N 100 63 98 38 98
MIGRANT N N 30 100 39 98
LOWEST 25%
             
FEMALE 48 97 77 99 55 98
MALE 50 96 76 99 54 97
An "N" indicates no test results were reported.
*The 2015-16 FSAA does not have results yet as the standards have not been set. FSAA may be included on percent tested.
**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 Assessment, EOC and FSAA) *
Percent of Students Scoring Satisfactory and Above
  School % District % State %
  2015-16 Results % Tested 2015-16 Results % Tested 2015-16 Results % Tested
ALL STUDENTS 82 98 80 99 56 98
             
WHITE 86 98 82 99 68 98
BLACK OR AFRICAN AMERICAN 53 93 48 98 36 97
HISPANIC/LATINO 83 100 76 98 52 98
ASIAN N N 95 99 79 99
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER N N N N N N
AMERICAN INDIAN OR ALASKA NATIVE N N N N 54 97
TWO OR MORE RACES 70 100 76 99 61 98
             
DISABLED 54 94 40 96 24 95
ECONOMICALLY DISADVANTAGED 70 97 58 98 45 97
ELL N N 42 95 24 98
MIGRANT N N N N 35 97
LOWEST 25%
             
FEMALE 81 98 80 99 56 98
MALE 83 98 80 98 57 97
An "N" indicates no test results were reported.
*The 2015-16 FSAA does not have results yet as the standards have not been set. FSAA may be included on percent tested.

Assessment Results by Grade: Percent Scoring Satisfactory or Above
(FSA and EOCs) *

  ELA Math
School           2015-16 2015-16
Grade 3    
Grade 4    
Grade 5    
Grade 6    
Grade 7    
Grade 8    
Grade 9 54 NA
Grade 10 55 NA
HS NA 49

  ELA Math
District          2015-16 2015-16
Grade 3 77 79
Grade 4 74 80
Grade 5 72 77
Grade 6 74 74
Grade 7 71 82
Grade 8 78 85
Grade 9 73 NA
Grade 10 71 NA
HS NA 69

  ELA Math
State Totals 2015-16 2015-16
Grade 3 56 62
Grade 4 53 60
Grade 5 53 57
Grade 6 53 52
Grade 7 50 57
Grade 8 58 62
Grade 9 53 NA
Grade 10 50 NA
HS NA 42

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

*The 2015-16 FSAA does not have results yet as the standards have not been set. FSAA may be included on percent tested.

Percentage of Students Scoring at Each Statewide Assesment Achievement Level, 2015-16

  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   8 18 27 19 29   22 28 25 13 12
WHITE   6 17 28 20 30   12 24 29 17 17
BLACK OR AFRICAN AMERICAN   28 31 21 12 8   36 34 20 7 4
HISPANIC/LATINO   11 20 27 18 24   26 30 25 11 8
ASIAN   5 19 21 53   9 18 25 19 28
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER*     23 29 26 11 10
AMERICAN INDIAN OR ALASKA NATIVE     21 32 23 13 10
TWO OR MORE RACES   9 22 28 19 23   17 27 28 14 14
DISABLED   32 35 20 7 6   52 28 13 4 3
ECO. DISADVANTAGED   18 30 27 12 12   29 32 23 9 6
ELL**   28 34 25   50 31 14 4 2
MIGRANT*     40 34 17 5 4
FEMALE   7 19 29 19 27   21 30 26 13 10
MALE   8 17 25 20 31   23 26 25 13 13
**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 17 28 21 25 9   10 17 26 29 18   24 24 24 19 9
WHITE 12 27 21 29 11   8 17 26 30 19   15 21 26 24 12
BLACK OR AFRICAN AMERICAN 43 33 16   31 27 19 18 5   37 29 20 11 3
HISPANIC/LATINO 19 30 28 16   11 20 27 28 15   27 25 24 17 7
ASIAN   4 7 20 32 37   10 15 23 29 24
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER*   33 24   21 25 26 20 9
AMERICAN INDIAN OR ALASKA NATIVE   32 32   27 25 23 18 7
TWO OR MORE RACES*   10 21 26 23 20   19 24 25 21 10
DISABLED 48 31 11 8   39 30 18 10 3   57 24 12 5 2
ECO. DISADVANTAGED 28 34 18 15 6   23 27 25 19 7   31 28 23 14 5
ELL**   30 29 24 11 5   48 27 17 7 2
MIGRANT*     42 30 18 8 2
FEMALE* 12 27 20 29 12   7 16 25 30 22   20 24 25 21 11
MALE* 22 29 22 20 6   12 18 26 28 15   28 24 23 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 EOCs
  School % District % State %
ALL GRADES L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5
ALL STUDENTS   9 14 26 29 22   24 21 26 19 10
WHITE   7 13 26 31 22   16 18 28 24 14
BLACK OR AFRICAN AMERICAN   30 26 25 14 5   39 25 22 11 3
HISPANIC/LATINO   11 15 27 29 19   27 22 26 17 8
ASIAN   5 16 28 50   8 11 23 28 31
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER*   32   21 20 26 21 12
AMERICAN INDIAN OR ALASKA NATIVE     23 22 26 18 9
TWO OR MORE RACES*   11 14 28 25 21   20 21 27 20 11
DISABLED   33 26 24 12 5   54 21 15 7 3
ECO. DISADVANTAGED   21 23 28 19 9   31 24 25 14 6
ELL**   15 21 33 19 11   40 23 22 11 4
MIGRANT     35 26 24 11 4
FEMALE   8 14 27 29 22   23 22 26 19 10
MALE   10 14 25 30 22   26 20 25 19 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 Assessing Comprehension and Communication in English state-to-state for English Language Learners 2.0 (ACCESS for ELL 2.0) as well as on a state mathematics assessment, but may be exempt for up to one administration of the FSA ELA (writing and 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 mathematics and reading proficiency calculations for accountability purposes.



ELL School District State
Reading * 48 24,596
Math * 49 24,137
*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 provides an approximate camparison of NAEP & FSA achievement levels:

FSA 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 4 and grade 8 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/accountability/assessments/national-international-assessments/.

  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) 2015

  High International Benchmark and Higher
  Florida Annual Objective
Grade 4 Mathematics 49% 47%
Grade 8 Mathematics 28% 38%
Grade 4 Science 51% 50%
Grade 8 Science 35% 43%

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 2015-16.

Staff Type Total Number
for 2015-16
Number Newly Hired
for 2015-16
School % District % State %
Instructional Staff 99 12 12.1 17.7 18.7
School-Based Administrators 4 2 50.0 21.0 22.0
Total 103 14 13.6 17.8 18.9

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 2015-16 2014-15 2015-16 2014-15 2015-16 2014-15
Bachelor's Degree 56 66.7 65.8 66.3 65.6 66.3 65.9
Master's Degree 26 31.0 28.9 32.0 32.6 31.6 32.0
Specialist Degree 1 1.2 3.9 0.9 1.1 1.0 1.1
Doctorate 1 1.2 1.3 0.7 0.6 1.0 1.0
Total All Degrees 84 100.0 100.0 100.0 100.0 100.0 100.0

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 99.0 98.5 92.3
Percentage of Classes with Teachers Teaching Out-of-Field 1.0 1.5 7.7

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 1.8 0.0 7.8 10.1 8.2

*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.

2015-16 School Performance Grade: B


Progress of the Lowest Performing 25% of Students, 2015-16

Components of the school grade calculation include learning gains of the lowest performing students in English language arts and mathematics, including the comprehensive and EOC assessments. The following table provides information on the points earned based on learning gains in the current year made by students in the lowest quartile.

School Results
Mathematics Low 25%, Points Earned* English Language Arts Low 25%, Points Earned*
2015-16 2015-16
33 39

*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. Florida’s list of Priority and Focus schools for ESEA Flexibility was frozen as of the 2013-14 list based on the transition requirements to the ESSA requirements. Focus schools were identified as schools for which the grade in 2013-14 was a “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 were identified as schools for which the 2013-14 grade was “F.” Reward schools were 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, 2015-16
District Number School Number School Name
55 11 ACADEMY FOR BUSINESS AND LEADERSHIP EDUCATION

Priority Schools, 2015-16
District Number School Number School Name

Reward Schools, 2015-16
District Number School Number School Name
55 11 ACADEMY FOR BUSINESS AND LEADERSHIP EDUCATION
55 33 ST. JOHNS TECHNICAL HIGH SCHOOL
55 161 R. B. HUNT ELEMENTARY SCHOOL
55 241 JULINGTON CREEK ELEM. SCHOOL
55 251 ALLEN D NEASE SENIOR HIGH SCHOOL
55 261 W. DOUGLAS HARTLEY ELEMENTARY
55 311 ALICE B. LANDRUM MIDDLE SCHOOL
55 321 SWITZERLAND POINT MIDDLE SCHOOL
55 341 MILL CREEK ELEMENTARY SCHOOL
55 351 PONTE VEDRA PALM VALLEY- RAWLINGS ELEM SCHOOL
55 381 CUNNINGHAM CREEK ELEM. SCHOOL
55 391 OCEAN PALMS ELEMENTARY SCHOOL
55 411 BARTRAM TRAIL HIGH SCHOOL
55 441 DURBIN CREEK ELEMENTARY SCHOOL
55 451 TIMBERLIN CREEK ELEMENTARY SCHOOL
55 471 PATRIOT OAKS ACADEMY
55 472 LIBERTY PINES ACADEMY
55 481 PACETTI BAY MIDDLE SCHOOL
55 482 WARDS CREEK ELEMENTARY SCHOOL
55 491 FRUIT COVE MIDDLE SCHOOL
55 492 PONTE VEDRA HIGH SCHOOL
55 493 CREEKSIDE HIGH SCHOOL
55 501 HICKORY CREEK ELEMENTARY SCHOOL
55 502 VALLEY RIDGE ACADEMY
55 511 PALENCIA ELEMENTARY SCHOOL
55 7004 ST. JOHNS VIRTUAL 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.