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COLUMBIA ELEMENTARY SCHOOL

GRADES: PREK-6

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 129 169 51.6 53.3 61.9 62.5 39.5 40.2
BLACK OR AFRICAN AMERICAN 51 66 20.3 18.9 14.7 14.7 22.5 22.7
HISPANIC/LATINO 49 54 17.9 16.1 13.8 13.5 31.5 30.7
ASIAN * * * * 2.1 2.1 2.6 2.6
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER   * * * 0.1 0.1 0.2 0.1
AMERICAN INDIAN OR ALASKA NATIVE * * * * 0.2 0.2 0.3 0.3
TWO OR MORE RACES 23 24 8.1 9.1 7.2 7.0 3.4 3.3
                 
DISABLED 30 90 20.8 20.5 16.4 15.8 13.1 13.0
ECONOMICALLY DISADVANTAGED*** 194 257 78.2 77.5 50.0 48.2 58.8 58.4
ELL 17 36 9.2 9.1 4.6 4.4 13.0 12.4
MIGRANT                           0.5   0.5
                 
FEMALE 257   44.5 45.6 48.5 48.5 48.7 48.7
MALE   320 55.5 54.4 51.5 51.5 51.4 51.4
                 
TOTAL 577 100.0 100.0 100.0 100.0 100.0 100.0
Note: An asterisk (*) indicates a subgroup population fewer than ten. A blank cell indicates zero students in the subgroup.
*** NOTE: Economically disadvantaged calculations in this report do not reflect the USDA multiplier for eligible Community Eligibility Provision (CEP) schools. More information about the Community Eligibility Provision can be found at the United States Department of Agriculture website: http://www.fns.usda.gov/school-meals/community-eligibility-provision.
http://www.fns.usda.gov/school-meals/community-eligibility-provision-status-school-districts-and-schools-state.

A list of CEP eligible schools is located at
http://www.fns.usda.gov/school-meals/community-eligibility-provision-status-school-districts-and-schools-state.

School and district lunch reports with the CEP multiplier applied, if applicable, are located at
http://www.fldoe.org/accountability/data-sys/edu-info-accountability-services/pk-12-public-school-data-pubs-reports/students.stml

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     86.2 85.8 77.9 76.1
 
WHITE     87.9 88.1 82.8 81.7
BLACK OR AFRICAN AMERICAN     77.3 76.4 68.0 64.7
HISPANIC/LATINO     84.4 83.3 76.7 75.0
ASIAN     94.0 92.2 90.9 89.2
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER     # # 82.6 75.6
AM.INDIAN OR ALASKA NATIVE     87.5 78.6 75.7 73.8
TWO OR MORE RACES     87.5 84.3 81.5 80.1
 
DISABLED     64.9 63.1 56.8 55.1
ECONOMICALLY DISADVANTAGED     76.1 75.1 70.4 67.7
ELL     68.3 63.6 59.5 55.8
MIGRANT     N/A N/A 67.0 65.5
AT-RISK (Low 25)*     64.4 65.8 52.3 50.0
 
FEMALE     89.5 88.9 81.7 79.9
MALE     83.0 82.8 74.1 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 N/A N/A 0.7 0.5 1.3 1.3
BLACK OR AFRICAN AMERICAN N/A N/A 1.5 1.3 2.7 3.0
HISPANIC/LATINO N/A N/A 0.8 0.4 1.8 2.0
ASIAN N/A N/A 0.2 0.0 0.5 0.5
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER N/A N/A 0.0 0.0 1.6 1.2
AM.INDIAN OR ALASKA NATIVE N/A N/A 0.0 2.0 2.0 1.7
TWO OR MORE RACES N/A N/A 1.0 1.1 1.4 1.3
             
FEMALE N/A N/A 0.6 0.3 1.4 1.5
MALE N/A N/A 1.1 0.9 2.1 2.2
             
TOTAL N/A N/A 0.8 0.6 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 80 75
BLACK OR AFRICAN AMERICAN 76 74
HISPANIC/LATINO 73 76
ASIAN 90 88
AMERICAN INDIAN OR ALASKA NATIVE # 77
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER # # # # #
OTHER 77 75
           
DISABLED 64 57
ECONOMICALLY DISADVANTAGED 68 68
ELL 70 70
MIGRANT 0 60
           
FEMALE 85 79
MALE 72 71
UNKNOWN # # # # #
           
TOTAL 79 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 70 69
BLACK OR AFRICAN AMERICAN 57 55
HISPANIC/LATINO 58 64
ASIAN 89 84
AMERICAN INDIAN OR ALASKA NATIVE N/A 68
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER # # # # #
OTHER 61 64
           
DISABLED 48 48
ECONOMICALLY DISADVANTGED 52 57
ELL # 64
MIGRANT N/A 61
           
FEMALE 71 69
MALE 65 62
UNKNOWN # # # # #
           
TOTAL 68 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 38 100 60 99 53 99
             
WHITE 43 100 66 99 64 99
BLACK OR AFRICAN AMERICAN 31 100 35 99 34 99
HISPANIC/LATINO 25 100 54 99 51 99
ASIAN N N 80 100 78 100
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER N N N N N N
AMERICAN INDIAN OR ALASKA NATIVE N N 58 99 51 99
TWO OR MORE RACES 59 100 59 99 58 99
             
DISABLED 15 100 22 98 19 98
ECONOMICALLY DISADVANTAGED 34 100 46 99 42 99
ELL** 22 100 31 98 29 99
MIGRANT N N N N 30 99
LOWEST 25%
             
FEMALE 42 100 64 99 58 99
MALE 34 100 55 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 36 99 60 98 54 98
             
WHITE 41 99 67 98 65 98
BLACK OR AFRICAN AMERICAN 29 97 34 98 35 97
HISPANIC/LATINO 26 100 53 98 51 98
ASIAN N N 81 99 81 99
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER N N N N N N
AMERICAN INDIAN OR ALASKA NATIVE N N 67 96 54 97
TWO OR MORE RACES 59 100 58 97 58 98
             
DISABLED 14 95 29 96 25 96
ECONOMICALLY DISADVANTAGED 34 99 48 97 44 98
ELL** 16 100 36 98 38 98
MIGRANT N N N N 39 98
LOWEST 25%
             
FEMALE 37 100 60 98 55 98
MALE 35 98 60 97 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 33 100 62 98 56 98
             
WHITE 30 100 70 98 68 98
BLACK OR AFRICAN AMERICAN 31 100 34 98 36 97
HISPANIC/LATINO 24 100 55 98 52 98
ASIAN N N 79 99 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 60 98 61 98
             
DISABLED 23 100 27 95 24 95
ECONOMICALLY DISADVANTAGED 29 100 48 97 45 97
ELL 23 100 25 96 24 98
MIGRANT N N N N 35 97
LOWEST 25%
             
FEMALE 23 100 61 98 56 98
MALE 42 100 63 97 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 29 30
Grade 4 40 50
Grade 5 33 21
Grade 6 47 42
Grade 7   888
Grade 8    
Grade 9    
Grade 10    
HS    

  ELA Math
District          2015-16 2015-16
Grade 3 61 61
Grade 4 58 61
Grade 5 57 58
Grade 6 63 69
Grade 7 57 68
Grade 8 64 68
Grade 9 59 NA
Grade 10 58 NA
HS NA 49

  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 42 27 22 4 6   14 25 32 15 14   19 27 29 12 13
WHITE 41 29 18 3 9   9 22 34 17 17   11 22 32 16 19
BLACK OR AFRICAN AMERICAN 41 24 35 # #   30 37 24 5 3   31 34 24 7 4
HISPANIC/LATINO 44 33 6 11 6   19 28 29 13 11   22 29 28 11 10
ASIAN # # # # #   7 17 32 18 26   7 16 27 18 31
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER* # # # # #   12 23 35 8 23   20 30 28 12 11
AMERICAN INDIAN OR ALASKA NATIVE N/A N/A N/A N/A N/A   5 41 41 5 9   20 28 29 12 11
TWO OR MORE RACES # # # # #   15 26 32 12 15   15 25 31 14 16
DISABLED 69 13 13 # 6   40 33 19 4 3   46 31 16 4 3
ECO. DISADVANTAGED 50 23 23 # 4   22 32 30 10 6   25 31 27 9 7
ELL** 47 33 7 13 #   46 32 16 4 2   46 32 16 4 2
MIGRANT* N/A N/A N/A N/A N/A   N/A N/A N/A N/A N/A   34 34 21 5 5
FEMALE 53 26 13 3 5   13 27 33 14 13   18 28 30 12 12
MALE 32 27 29 5 7   15 23 30 15 16   20 25 28 13 14
Note: A (#) indicates a subgroup population fewer than ten. N/A indicates zero students in the subgroup.
*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 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 31 32 23 13 1   19 24 26 22 10   25 25 24 19 9
WHITE 28 30 27 14 1   14 22 27 25 12   16 22 26 24 12
BLACK OR AFRICAN AMERICAN 34 35 20 9 1   36 31 21 10 3   38 29 20 10 3
HISPANIC/LATINO 34 40 16 10 #   23 26 25 18 8   28 25 23 17 7
ASIAN # # # # #   9 14 25 29 22   11 15 22 28 23
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER* # # # # #   18 28 25 23 7   28 25 23 17 7
AMERICAN INDIAN OR ALASKA NATIVE # # # # #   18 28 33 11 10   22 25 25 19 8
TWO OR MORE RACES* 13 26 26 30 4   18 24 26 21 11   19 25 25 21 10
DISABLED 56 29 11 4 #   52 26 14 6 2   58 24 12 5 1
ECO. DISADVANTAGED 34 32 22 11 1   27 29 25 15 5   32 28 22 13 4
ELL** 47 32 21 # #   46 27 18 8 2   49 26 16 7 2
MIGRANT* N/A N/A N/A N/A N/A   N/A N/A N/A N/A N/A   43 30 18 8 2
FEMALE* 27 31 27 13 2   15 23 26 23 12   20 24 25 20 10
MALE* 34 33 19 13 1   22 24 25 20 9   29 25 23 17 7
Note: A (#) indicates a subgroup population fewer than ten. N/A indicates zero students in the subgroup.
*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 39 27 20 12 1   22 19 29 19 11   28 20 26 16 10
WHITE 39 23 23 15 1   17 17 31 22 13   18 18 29 21 14
BLACK OR AFRICAN AMERICAN 41 35 18 7 #   42 24 23 8 2   43 23 22 9 3
HISPANIC/LATINO 40 33 12 12 3   28 21 29 15 7   31 21 26 15 8
ASIAN # # # # #   9 12 27 25 27   10 11 23 24 32
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER* # # # # #   22 14 28 24 12   29 20 27 15 9
AMERICAN INDIAN OR ALASKA NATIVE # # # # #   16 27 30 17 10   24 19 27 18 11
TWO OR MORE RACES* 22 17 39 17 4   21 21 29 18 10   23 20 28 18 12
DISABLED 69 17 10 3 #   52 20 17 7 3   57 19 15 6 3
ECO. DISADVANTAGED 40 28 19 11 2   31 23 28 13 5   35 22 25 12 5
ELL** 51 33 15 # #   42 24 21 10 4   44 21 21 10 4
MIGRANT N/A N/A N/A N/A N/A   N/A N/A N/A N/A N/A   39 24 23 10 4
FEMALE 40 25 23 12 1   21 20 30 18 10   27 20 27 16 10
MALE 38 28 19 13 2   23 18 28 19 11   29 19 25 16 11
Note: A (#) indicates a subgroup population fewer than ten. N/A indicates zero students in the subgroup.
*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 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 * 180 24,596
Math * 166 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 46 7 15.2 16.3 18.7
School-Based Administrators 2 1 50.0 23.5 22.0
Total 48 8 16.7 16.6 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 33 76.7 75.0 64.2 64.0 66.3 65.9
Master's Degree 10 23.3 25.0 33.7 34.0 31.6 32.0
Specialist Degree       0.7 0.9 1.0 1.1
Doctorate       1.3 1.1 1.0 1.0
Total All Degrees 43 100.0 100.0 100.0 100.0 100.0 100.0

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 99.3 98.2 92.3
Percentage of Classes with Teachers Teaching Out-of-Field 0.7 1.8 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 1.1 3.2 7.5 2.2 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: C


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
50 35

*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
5 1051 ENDEAVOUR ELEMENTARY SCHOOL
5 1071 GOLFVIEW ELEMENTARY MAGNET SCHOOL

Priority Schools, 2015-16
District Number School Number School Name
5 6515 IMAGINE SCHOOLS AT WEST MELBOURNE

Reward Schools, 2015-16
District Number School Number School Name
5 181 PINEWOOD ELEMENTARY SCHOOL
5 191 CHALLENGER 7 ELEMENTARY SCHOOL
5 1071 GOLFVIEW ELEMENTARY MAGNET SCHOOL
5 1101 JOHN F. KENNEDY MIDDLE SCHOOL
5 1151 RALPH M WILLIAMS JUNIOR ELEMENTARY SCHOOL
5 1161 MANATEE ELEMENTARY SCHOOL
5 1171 VIERA HIGH SCHOOL
5 2042 W. MELBOURNE ELEMENTARY SCHOOL FOR SCIENCE
5 2051 UNIVERSITY PARK ELEMENTARY SCHOOL
5 2171 RIVIERA ELEMENTARY SCHOOL
5 3071 SABAL ELEMENTARY SCHOOL
5 3101 ROY ALLEN ELEMENTARY SCHOOL
5 3121 SUNTREE ELEMENTARY SCHOOL
5 3131 LONGLEAF ELEMENTARY SCHOOL
5 3141 WEST SHORE JUNIOR/SENIOR HIGH SCHOOL
5 3151 QUEST ELEMENTARY SCHOOL
5 4021 EDGEWOOD JR/SR HIGH SCHOOL
5 4041 TROPICAL ELEMENTARY SCHOOL
5 4071 ROBERT L. STEVENSON ELEMENTARY SCHOOL
5 4111 THOMAS JEFFERSON MIDDLE SCHOOL
5 4121 LEWIS CARROLL ELEMENTARY SCHL
5 5011 COCOA BEACH JUNIOR/SENIOR HIGH SCHOOL
5 5012 THEODORE ROOSEVELT ELEMENTARY SCHOOL
5 5021 FREEDOM 7 ELEMENTARY SCHOOL INTERNATIONAL
5 6011 SATELLITE SENIOR HIGH SCHOOL
5 6012 DELAURA MIDDLE SCHOOL
5 6013 SPESSARD L. HOLLAND ELEMENTARY
5 6061 SURFSIDE ELEMENTARY SCHOOL
5 6071 OCEAN BREEZE ELEMENTARY SCHOOL
5 6081 INDIALANTIC ELEMENTARY SCHOOL
5 6082 HERBERT C. HOOVER MIDDLE SCHOOL
5 6101 GEMINI ELEMENTARY SCHOOL
5 6506 CAMPUS CHARTER SCHOOL
5 6507 ODYSSEY CHARTER SCHOOL
5 6508 SCULPTOR CHARTER SCHOOL
5 6511 EDUCATIONAL HORIZONS CHARTER
5 6515 IMAGINE SCHOOLS AT WEST MELBOURNE
5 6523 EMMA JEWEL CHARTER ACADEMY
5 6540 VIERA CHARTER SCHOOL
5 6541 ODYSSEY PREPARATORY CHARTER ACADEMY
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.