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PORT CHARLOTTE MIDDLE SCHOOL

GRADES: 6-8

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 256 243 58.6 58.3 70.3 70.9 39.5 40.2
BLACK OR AFRICAN AMERICAN 61 58 14.0 13.7 8.9 9.0 22.5 22.7
HISPANIC/LATINO 82 87 19.9 20.7 14.2 13.7 31.5 30.7
ASIAN * * 2.0 1.8 1.5 1.5 2.6 2.6
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER       * 0.2 0.1 0.2 0.1
AMERICAN INDIAN OR ALASKA NATIVE *   * * 0.3 0.3 0.3 0.3
TWO OR MORE RACES 24 21 5.3 5.0 4.6 4.4 3.4 3.3
                 
DISABLED 78 98 20.7 16.8 18.7 17.9 13.1 13.0
ECONOMICALLY DISADVANTAGED*** 332 302 74.5 76.1 64.5 63.7 58.8 58.4
ELL * 23 3.6 2.6 2.9 2.4 13.0 12.4
MIGRANT                           0.5   0.5
                 
FEMALE 434   51.0 49.2 48.4 48.2 48.7 48.7
MALE   417 49.0 50.8 51.6 51.8 51.4 51.4
                 
TOTAL 851 100.0 100.0 100.0 100.0 100.0 100.0
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     75.5 76.2 77.9 76.1
 
WHITE     76.5 76.7 82.8 81.7
BLACK OR AFRICAN AMERICAN     70.4 69.5 68.0 64.7
HISPANIC/LATINO     70.3 72.8 76.7 75.0
ASIAN     77.8 96.0 90.9 89.2
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER     # # 82.6 75.6
AM.INDIAN OR ALASKA NATIVE     # N/A 75.7 73.8
TWO OR MORE RACES     80.5 82.5 81.5 80.1
 
DISABLED     53.9 54.8 56.8 55.1
ECONOMICALLY DISADVANTAGED     68.6 69.1 70.4 67.7
ELL     50.0 60.0 59.5 55.8
MIGRANT     N/A N/A 67.0 65.5
AT-RISK (Low 25)*     49.5 49.6 52.3 50.0
 
FEMALE     80.8 79.3 81.7 79.9
MALE     70.8 73.2 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 3.7 2.4 1.3 1.3
BLACK OR AFRICAN AMERICAN N/A N/A 3.6 2.9 2.7 3.0
HISPANIC/LATINO N/A N/A 3.3 2.4 1.8 2.0
ASIAN N/A N/A 1.3 0.0 0.5 0.5
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER N/A N/A # # 1.6 1.2
AM.INDIAN OR ALASKA NATIVE N/A N/A 0.0 0.0 2.0 1.7
TWO OR MORE RACES N/A N/A 1.9 1.3 1.4 1.3
             
FEMALE N/A N/A 3.4 1.9 1.4 1.5
MALE N/A N/A 3.7 2.9 2.1 2.2
             
TOTAL N/A N/A 3.6 2.4 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 64 75
BLACK OR AFRICAN AMERICAN 69 74
HISPANIC/LATINO 74 76
ASIAN 75 88
AMERICAN INDIAN OR ALASKA NATIVE # 77
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER # # # # #
OTHER 65 75
           
DISABLED 45 57
ECONOMICALLY DISADVANTAGED 57 68
ELL 80 70
MIGRANT # 60
           
FEMALE 68 79
MALE 63 71
UNKNOWN # # # # #
           
TOTAL 66 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 60 69
BLACK OR AFRICAN AMERICAN 65 55
HISPANIC/LATINO 68 64
ASIAN 62 84
AMERICAN INDIAN OR ALASKA NATIVE N/A 68
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER # # # # #
OTHER 38 64
           
DISABLED 44 48
ECONOMICALLY DISADVANTGED N/A 57
ELL # 64
MIGRANT # 61
           
FEMALE 66 69
MALE 53 62
UNKNOWN # # # # #
           
TOTAL 60 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 47 100 52 99 53 99
             
WHITE 50 100 54 99 64 99
BLACK OR AFRICAN AMERICAN 39 100 38 100 34 99
HISPANIC/LATINO 43 100 48 99 51 99
ASIAN 40 100 62 99 78 100
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER N N N N N N
AMERICAN INDIAN OR ALASKA NATIVE N N 50 100 51 99
TWO OR MORE RACES 42 100 50 100 58 99
             
DISABLED 11 100 18 99 19 98
ECONOMICALLY DISADVANTAGED 42 100 45 99 42 99
ELL** 13 100 27 99 29 99
MIGRANT N N N N 30 99
LOWEST 25%
             
FEMALE 49 100 58 100 58 99
MALE 44 100 46 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 56 100 56 97 54 98
             
WHITE 58 100 58 97 65 98
BLACK OR AFRICAN AMERICAN 47 100 40 98 35 97
HISPANIC/LATINO 58 99 52 97 51 98
ASIAN 47 100 79 99 81 99
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER N N N N N N
AMERICAN INDIAN OR ALASKA NATIVE N N 56 100 54 97
TWO OR MORE RACES 53 100 50 98 58 98
             
DISABLED 17 100 22 96 25 96
ECONOMICALLY DISADVANTAGED 52 99 49 97 44 98
ELL** 39 100 40 98 38 98
MIGRANT N N N N 39 98
LOWEST 25%
             
FEMALE 57 99 57 98 55 98
MALE 55 100 55 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 49 99 57 98 56 98
             
WHITE 58 99 60 98 68 98
BLACK OR AFRICAN AMERICAN 24 100 37 98 36 97
HISPANIC/LATINO 42 100 47 99 52 98
ASIAN N N 72 98 79 99
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER N N N N N N
AMERICAN INDIAN OR ALASKA NATIVE N N N 91 54 97
TWO OR MORE RACES 42 100 58 99 61 98
             
DISABLED 23 100 25 95 24 95
ECONOMICALLY DISADVANTAGED 45 100 48 97 45 97
ELL N N 21 99 24 98
MIGRANT N N N N 35 97
LOWEST 25%
             
FEMALE 50 99 57 98 56 98
MALE 49 99 57 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 43 47
Grade 7 39 56
Grade 8 56 64
Grade 9    
Grade 10    
HS    

  ELA Math
District          2015-16 2015-16
Grade 3 58 67
Grade 4 54 61
Grade 5 55 62
Grade 6 44 46
Grade 7 46 60
Grade 8 54 65
Grade 9 54 NA
Grade 10 50 NA
HS NA 46

  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 20 31 21 17 12   16 28 30 13 13   19 27 29 12 13
WHITE 15 28 22 20 16   14 26 31 14 14   11 22 32 16 19
BLACK OR AFRICAN AMERICAN 31 45 14 7 2   30 33 29 5 4   31 34 24 7 4
HISPANIC/LATINO 27 30 20 16 8   22 32 28 11 8   22 29 28 11 10
ASIAN # # # # #   9 21 34 19 17   7 16 27 18 31
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER* # # # # #   # # # # #   20 30 28 12 11
AMERICAN INDIAN OR ALASKA NATIVE N/A N/A N/A N/A N/A   # # # # #   20 28 29 12 11
TWO OR MORE RACES 8 46 23 # 23   14 29 35 9 13   15 25 31 14 16
DISABLED 47 30 12 9 2   44 31 20 2 2   46 31 16 4 3
ECO. DISADVANTAGED 23 32 21 14 10   21 31 29 10 9   25 31 27 9 7
ELL** # # # # #   40 38 15 3 4   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 21 30 21 19 9   16 28 31 14 11   18 28 30 12 12
MALE 18 32 20 15 15   17 27 30 13 14   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 25 27 24 17 6   23 27 25 18 7   25 25 24 19 9
WHITE 24 25 25 19 7   22 26 25 19 8   16 22 26 24 12
BLACK OR AFRICAN AMERICAN 34 26 20 17 4   34 30 23 11 2   38 29 20 10 3
HISPANIC/LATINO 26 32 23 13 6   25 28 25 15 6   28 25 23 17 7
ASIAN 28 22 33 17 #   17 21 26 23 13   11 15 22 28 23
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER* # # # # #   14 36 36 7 7   28 25 23 17 7
AMERICAN INDIAN OR ALASKA NATIVE N/A N/A N/A N/A N/A   21 14 29 21 14   22 25 25 19 8
TWO OR MORE RACES* 20 38 20 13 10   24 27 23 20 6   19 25 25 21 10
DISABLED 66 23 8 2 #   56 27 12 4 1   58 24 12 5 1
ECO. DISADVANTAGED 28 29 23 14 5   28 29 24 14 5   32 28 22 13 4
ELL** 50 32 7 11 #   45 31 18 7 #   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* 22 29 23 19 8   18 26 26 20 10   20 24 25 20 10
MALE* 29 26 25 15 5   28 27 24 15 5   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 22 22 29 18 9   25 20 28 17 10   28 20 26 16 10
WHITE 19 22 29 20 9   23 20 29 18 10   18 18 29 21 14
BLACK OR AFRICAN AMERICAN 32 21 30 13 3   39 22 25 11 3   43 23 22 9 3
HISPANIC/LATINO 21 22 30 17 10   29 20 27 16 8   31 21 26 15 8
ASIAN 22 22 33 11 11   13 11 30 23 23   10 11 23 24 32
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER* # # # # #   22 22 30 11 15   29 20 27 15 9
AMERICAN INDIAN OR ALASKA NATIVE N/A N/A N/A N/A N/A   27 13 13 33 13   24 19 27 18 11
TWO OR MORE RACES* 18 30 25 13 15   25 25 26 13 11   23 20 28 18 12
DISABLED 61 22 13 2 2   57 21 15 5 2   57 19 15 6 3
ECO. DISADVANTAGED 23 25 29 15 8   30 22 27 15 7   35 22 25 12 5
ELL** 36 25 29 7 4   41 20 23 12 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 23 20 30 19 8   24 20 29 17 10   27 20 27 16 10
MALE 20 25 28 17 9   26 20 28 17 10   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 * 30 24,596
Math * 27 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 52 6 11.5 14.1 18.7
School-Based Administrators 3 0 0.0 12.7 22.0
Total 55 6 10.9 14.0 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 27 57.4 56.8 59.4 59.1 66.3 65.9
Master's Degree 20 42.6 43.2 38.3 39.3 31.6 32.0
Specialist Degree       0.9 0.8 1.0 1.1
Doctorate       1.3 0.8 1.0 1.0
Total All Degrees 47 100.0 100.0 100.0 100.0 100.0 100.0

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 92.8 92.8 92.3
Percentage of Classes with Teachers Teaching Out-of-Field 7.2 7.2 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 3.8 5.5 6.9 1.2 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
46 38

*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
8 201 LIBERTY ELEMENTARY SCHOOL
8 251 DEEP CREEK ELEMENTARY SCHOOL

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

Reward Schools, 2015-16
District Number School Number School Name
8 21 SALLIE JONES ELEMENTARY SCHOOL
8 191 VINELAND ELEMENTARY SCHOOL
8 251 DEEP CREEK ELEMENTARY SCHOOL
8 502 FLORIDA SOUTHWESTERN COLLEGIATE HIGH 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.