Student Achievement in Florida's Charter Schools - School Choice

Student Achievement in Florida’s Charter Schools: A Comparison of the Performance of Charter School Students with Traditional Public School Students

F L O R I D A

D E PA R T M E N T

O F

E D U C AT I O N

Improving K-12 Educational Choice Options

S t u d e n t A c h i e v e m e n t i n F l o r i d a ’s C h a r t e r S c h o o l s |

About This Report Section 1002.33(23), Florida Statutes, requires the Florida Department of Education to prepare an annual statewide analysis of student achievement in charter schools versus the achievement of comparable students in traditional public schools. This report of charter school student performance fulfills the statutory requirement for the 2011-12 school year. The analysis examines the average performance of charter school students and traditional public school students using 2011-12 state assessment data from the FCAT 2.0 Reading, Math, and Science, and the Algebra end-of-course exams. Only students who were enrolled in a charter school or a traditional public school for an entire school year are included in the analysis. Limiting the analysis to include only full-year students is consistent with the state’s school accountability system for awarding school grades. The report compares charter and traditional public schools in terms of proficiency, learning gains, and achievement gap. The data included in this report is based on over 3.1 million test scores from the 2011-12 school year, and includes all state assessment test scores reported to the Department. Previous versions of this report included historical data on FCAT proficiency. This year’s report does not include the historical data due to the introduction of revised score scales and achievement standards for the 2011-12 FCAT 2.0. While the published FCAT Equivalent Scores reported in 2011 for FCAT 2.0 Reading and Mathematics cannot be compared to the 2012 FCAT 2.0 Reading and Mathematics scores because they use different score scales with different achievement standards, the retrofitted scores for 2011 can be compared to the scores reported in 2012. The retrofitted scores are at http://fcat.fldoe.org/retrofitted.asp. Historical data can be found in the 2010-11 Student Achievement Report at http:// www.floridaschoolchoice.org/pdf/Charter_Student_Achievement_2011.pdf. The analysis and production of this report was a coordinated effort between the Office of Independent Education and Parental Choice and the Bureau of Evaluation and Reporting in the Division of Accountability, Research, and Measurement. Additional information about charter schools and other school choice options is available on the Department’s Web site at: www.floridaschoolchoice.org. Section 1002.33(23), Florida Statutes (23) ANALYSIS OF CHARTER SCHOOL PERFORMANCE.--Upon receipt of the annual report required by paragraph (9)(l), the Department of Education shall provide to the State Board of Education, the Commissioner of Education, the Governor, the President of the Senate, and the Speaker of the House of Representatives an analysis and comparison of the overall performance of charter school students, to include all students whose scores are counted as part of the statewide assessment program, versus comparable public school students in the district as determined by the statewide assessment program currently administered in the school district, and other assessments administered pursuant to s. 1008.22(3).

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S t u d e n t A c h i e v e m e n t i n F l o r i d a ’s C h a r t e r S c h o o l s

Key Achievement Findings The ultimate proof of success for any charter school is the achievement of its students. The 2011-12 student achievement data demonstrates that charter schools offer parents and policy makers a viable option for improving education in the state. The data contained in this report, based on over 3 million test scores, is derived from student performance on the Florida Comprehensive Achievement Test (FCAT 2.0) and Algebra end-of-course exams. This report is designed to allow a comparative analysis of the academic achievement of students attending charter schools versus students attending traditional public schools. Using data from the 2011-12 school year the report makes 177 comparisons using three metrics: proficiency, achievement gaps, and learning gains. Each of these metrics is further broken down to offer a more nuanced view of student achievement. The FCAT 2.0 proficiency percentages are used to measure both overall rates of proficiency by grade groupings, and comparisons of subgroup performance. This section of the report contains 63 separate comparisons of student achievement. Charter school students outperformed traditional public school students in 55 of the 63 comparisons, with one tie. The achievement gap section of the report contains data that are used to analyze the gap between white students and African American students, and white students and Hispanic students, in reading, math, and science. This section of the report includes 18 separate comparisons of current achievement gaps. The achievement gap was lower for charter school students in 18 of the 18 comparisons. The learning gains section of the report includes 96 comparisons. The report compares the percentage of students in charter schools making learning gains against the percentage of students in traditional public schools making learning gains, by subject, grade level, and subgroup. The percentage of students making learning gains was higher in charter schools in 83 of the 96 comparisons. The percentage of students making learning gains was higher in traditional public schools in 6 of the 96 comparisons. There was no difference in the percentage of students making learning gains in 7 of the 96 comparisons.


Table of Contents Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 School Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 FCAT Reading: All and Subgroup Comparisons . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 FCAT Math: All and Subgroup Comparisons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 FCAT Science: All and Subgroup Comparisons . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Algebra: All and Subgroup Comparisons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Achievement Gap: Reading 2011-2012 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Achievement Gap: Math 2011-2012 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Achievement Gap: Science 2011-2012 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Achievement Gap: Algebra 2011-2012. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Learning Gains Comparison in Reading and Math, 2011-2012 School Year . . . . . 24 FCAT Proficiency Data. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 FCAT Learning Gains Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

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Student Achievement in Florida’s Charter Schools: A Comparison with Achievement in Traditional Public Schools Charter schools are independent public schools created on the basis of an agreement between a group of school organizers and a sponsoring body. Florida’s charter schools have been growing by near record numbers since the first five charter schools were opened in 1996. During the 2011-12 school year, 518 operated throughout the state in 43 school districts and at two state universities. While each charter school is unique in its educational approach, charter schools are generally classified as independent schools, schools managed by educational management organizations, conversion public schools, or University charter lab schools. Each charter school has its own governing board that is responsible for setting policies and procedures. Charter schools have the autonomy and flexibility to provide expanded learning experiences to meet students’ individual educational needs. In return, they are held accountable for achieving results. Although provided more freedom than traditional public schools, charter schools are held accountable on multiple levels. The charter contract delineates expectations of the governing board and the sponsor regarding the school’s academic and financial performance. As part of their contract, charter schools are held accountable for academic and financial results, embodied in the following three guiding principles: • Meet high standards of student achievement while providing parents flexibility to choose among diverse educational opportunities within the state’s public school system; • Promote enhanced academic success and financial efficiency by aligning responsibility with accountability; and • Provide parents with sufficient information on whether or not the child gains at least a year’s worth of learning for every year spent in the charter school.

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Students Served by Florida Charter Schools Charter schools provide parents with additional choices for selecting the most effective educational programs for their children and offer creative solutions for improving student achievement in Florida. The charter school movement in Florida began as an avenue to improve student learning, increase parental choice, influence the traditional public school system, and foster innovative instructional practices. Charter school enrollment has grown steadily over the last decade. As shown below, charter schools served over 183,000 students in the 2011-12 school year, which translates to more than 7% of Florida’s total public school population. 2011-12 Charter School and Traditional School Student Populations

Charter

Traditional

183,926

2,589,662

Male

49.78%

51.56%

Female

50.22%

48.44%

White

36.10%

43.23%

African American

22.99%

22.83%

Hispanic

35.81%

27.85%

English Language Program

10.68%

11.64%

Free and Reduced Lunch Eligible

46.87%

56.89%

Exceptional Student Education

9.22%

13.06%

Student Membership Gender

Race


Grading Charter Schools Like traditional public schools, charter schools are assigned a performance grade if they meet the eligibility criteria and are not an alternative school. To receive a school grade a public school (charter or traditional) must have at least 30 full-time students that have two years worth of FCAT performance data in both reading and mathematics. 2011-12 School Grades for Charter and Traditional Schools

Charter Grade

Number

Traditional

% Graded

Number

% Graded

A

193

54%

1,280

47%

B

72

20%

691

25%

C

53

15%

530

19%

D

23

6%

204

7%

F

18

5%

34

1%

359

100%

2,739

100%

Total A-F

*High school grades are preliminary. Percentages may not equal 100% due to rounding.

2012 Charter School Grades D 6%

F 5%

A

C 15%

B A 54%

B 20%

2012 Traditional Public School Grades

C

F D 1% 7%

D F

A C 19%

A 47%

B C D

B 25%

F

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FCAT Reading Traditional Public Schools and Charter Schools A L L - S T U D E N T S

C O M P A R I S O N S

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Percent of Students Scoring a Level 3 or Above on FCAT 2.0 Reading Charter Schools and Traditional Public Schools All Students 70.0%

65.2%

60.0%

64.3% 60.3%

57.3%

58.5% 52.4%

50.0% 40.0% 30.0% 20.0% 10.0% 0.0%

Elementary

Middle Charter

S U B - G R O U P

High School

Traditional


2 0 1 2

Percent of Students Scoring a Level 3 or Above on FCAT 2.0 Reading Charter Schools and Traditional Public Schools White Students 76.0% 74.0% 72.0%

73.6% 71.5%

72.1%

70.0%

68.4%

69.4%

68.0% 66.0%

64.5%

64.0% 62.0% 60.0% 58.0%

Elementary

Middle Charter

Traditional

High School


Percent of Students Scoring a Level 3 or Above on FCAT 2.0 Reading Charter Schools and Traditional Public Schools African-American Students 50.0%

47.4%

47.0% 41.6%

45.0%

38.4%

40.0%

40.8%

35.0%

31.1%

30.0% 25.0% 20.0% 15.0% 10.0% 5.0% 0.0%

Elementary

Middle Charter

High School

Traditional

Percent of Students Scoring a Level 3 or Above on FCAT 2.0 Reading Charter Schools and Traditional Public Schools Hispanic Students 70.0% 60.0%

64.9%

63.9% 52.1%

55.9%

50.0%

56.0% 46.1%

40.0% 30.0% 20.0% 10.0% 0.0%

Elementary

Middle Charter

Traditional

High School

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Percent of Students Scoring a Level 3 or Above on FCAT 2.0 Reading Charter Schools and Traditional Public Schools Free and Reduced Lunch (FRL) 60.0%

54.4%

55.6% 49.7%

50.0%

45.8%

47.4% 38.7%

40.0% 30.0% 20.0%

10.0% 0.0%

Elementary

Middle Charter

High School

Traditional

Percent of Students Scoring a Level 3 or Above on FCAT 2.0 Reading Charter Schools and Traditional Public Schools Exceptional Education Students 40.0%

37.4% 34.4%

35.0% 30.0%

30.1%

29.8% 24.1%

25.0%

21.0%

20.0% 15.0% 10.0% 5.0% 0.0%

Elementary

Middle Charter

Traditional

High School


Percent of Students Scoring a Level 3 or Above on FCAT 2.0 Reading Charter Schools and Traditional Public Schools English Language Learner Students 30.0% 25.0%

27.7% 23.9%

19.9%

20.0%

17.2%

15.0% 11.5% 8.9%

10.0%

5.0% 0.0%

Elementary

Middle Charter

Traditional

High School

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FCAT Math Traditional Public Schools and Charter Schools A L L

S T U D E N T S


2 0 1 2

Percent of Students Scoring a Level 3 or Above on FCAT 2.0 Math Charter Schools and Traditional Public Schools All Students 64.0% 62.0%

62.5% 61.6%

60.0%

59.2%

58.0% 56.0% 56.0% 54.0% 52.0%

Elementary

Middle Charter

S U B - G R O U P

Traditional


2 0 1 2

Percent of Students Scoring a Level 3 or Above on FCAT 2.0 Math Charter Schools and Traditional Public Schools White Students 69.5%

69.0%

69.0% 68.5%

68.7% 68.1%

68.0% 67.5% 67.0% 66.1%

66.5% 66.0% 65.5% 65.0% 64.5%

Elementary

Middle Charter

Traditional


Percent of Students Scoring a Level 3 or Above on FCAT 2.0 Math Charter Schools and Traditional Public Schools African-American Students 50.0% 45.0%

46.2% 43.2%

41.3%

40.0%

36.9%

35.0% 30.0% 25.0% 20.0% 15.0% 10.0% 5.0% 0.0%

Elementary

Middle Charter

Traditional

Percent of Students Scoring a Level 3 or Above on FCAT 2.0 Math Charter Schools and Traditional Public Schools Hispanic Students 70.0% 60.0%

63.4%

62.5% 56.3%

52.0%

50.0% 40.0% 30.0% 20.0% 10.0% 0.0%

Elementary

Middle Charter

Traditional

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Percent of Students Scoring a Level 3 or Above on FCAT 2.0 Math Charter Schools and Traditional Public Schools Free and Reduced Lunch (FRL) 60.0% 51.9% 50.0%

54.8% 49.2% 44.5%

40.0% 30.0% 20.0%

10.0% 0.0%

Elementary

Middle Charter

Traditional

Percent of Students Scoring a Level 3 or Above on FCAT 2.0 Math Charter Schools and Traditional Public Schools Exceptional Education Students 45.0% 40.0% 35.0%

39.1% 32.9%

32.6%

30.0% 23.9%

25.0% 20.0% 15.0% 10.0% 5.0% 0.0%

Elementary

Middle Charter

Traditional


Percent of Students Scoring a Level 3 or Above on FCAT 2.0 Math Charter Schools and Traditional Public Schools English Language Learner Student 40.0% 35.0%

36.7% 32.3%

31.5%

30.0% 25.0%

20.6%

20.0% 15.0% 10.0% 5.0% 0.0%

Elementary

Middle Charter

Traditional

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FCAT Science Traditional Public Schools and Charter Schools A L L

S T U D E N T S


2 0 1 2

Percent of Students Scoring a Level 3 or Above on FCAT 2.0 Science Charter Schools and Traditional Public Schools All Students 53.0% 52.0%

51.9%

52.5% 51.8%

51.0% 50.0% 49.0% 47.4%

48.0% 47.0% 46.0% 45.0% 44.0%

Elementary

Middle Charter

S U B - G R O U P

Traditional


2 0 1 2

Percent of Students Scoring a Level 3 or Above on FCAT 2.0 Science Charter Schools and Traditional Public Schools White Students 65.0%

64.2%

64.0% 63.0% 61.7%

62.0% 61.0%

60.9% 59.6%

60.0% 59.0% 58.0% 57.0%

Elementary

Middle Charter

Traditional


Percent of Students Scoring a Level 3 or Above on FCAT 2.0 Science Charter Schools and Traditional Public Schools African-American Students 40.0% 33.5%

35.0% 30.0%

29.5%

30.4% 26.6%

25.0% 20.0% 15.0% 10.0% 5.0% 0.0%

Elementary

Middle Charter

Traditional

Percent of Students Scoring a Level 3 or Above on FCAT 2.0 Science Charter Schools and Traditional Public Schools Hispanic Students 60.0% 52.6% 50.0%

51.1% 46.7% 41.0%

40.0% 30.0% 20.0% 10.0% 0.0%

Elementary

Middle Charter

Traditional

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Percent of Students Scoring a Level 3 or Above on FCAT 2.0 Science Charter Schools and Traditional Public Schools FRL Students 45.0%

40.5%

42.7%

40.5%

40.0% 34.6% 35.0% 30.0% 25.0% 20.0% 15.0% 10.0% 5.0% 0.0%

Elementary

Middle Charter

Traditional

Percent of Students Scoring a Level 3 or Above on FCAT 2.0 Science Charter Schools and Traditional Public Schools Exceptional Education Students 35.0% 30.0%

29.2% 26.8% 24.1%

25.0%

19.4%

20.0% 15.0% 10.0% 5.0% 0.0%

Elementary

Middle Charter

Traditional


Percent of Students Scoring a Level 3 or Above on FCAT 2.0 Science Charter Schools and Traditional Public Schools English Language Learner Students 16.0%

14.5%

15.1%

14.8%

14.0% 12.0% 10.0% 7.2%

8.0% 6.0% 4.0% 2.0% 0.0%

Elementary

Middle Charter

Traditional

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Algebra End of Course Exam Traditional Public Schools and Charter Schools A L L

S T U D E N T S


2 0 1 2

Percent of Students Scoring a Level 3 or Above on Algebra End of Course Exam Charter Schools and Traditional Public Schools All Students 100.0% 90.0%

88.2%

87.9%

80.0% 70.0% 57.9%

60.0%

46.5%

50.0% 40.0% 30.0% 20.0% 10.0% 0.0%

Middle

High School Charter

S U B - G R O U P

Traditional


2 0 1 2

Percent of Students Scoring a Level 3 or Above on Algebra End of Course Exam Charter Schools and Traditional Public Schools White Students 100.0% 90.0%

90.7%

90.9%

80.0% 70.0%

64.0% 55.0%

60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0%

Middle

High School Charter

Traditional


Percent of Students Scoring a Level 3 or Above on Algebra End of Course Exam Charter Schools and Traditional Public Schools African-American Students 80.0%

75.3%

74.0%

70.0% 60.0% 50.0%

45.9%

40.0%

34.0%

30.0% 20.0% 10.0% 0.0%

Middle

High School Charter

Traditional

Percent of Students Scoring a Level 3 or Above on Algebra End of Course Exam Charter Schools and Traditional Public Schools Hispanic Students 100.0% 90.0%

88.9%

87.5%

80.0% 70.0% 59.2%

60.0% 50.0%

43.7%

40.0% 30.0% 20.0% 10.0% 0.0%

Middle

High School Charter

Traditional

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Percent of Students Scoring a Level 3 or Above on Algebra End of Course Exam Charter Schools and Traditional Public Schools FRL Students 90.0%

82.3%

80.0%

81.6%

70.0% 60.0%

52.4%

50.0% 39.8%

40.0% 30.0% 20.0% 10.0% 0.0%

Middle

High School Charter

Traditional

Percent of Students Scoring a Level 3 or Above on Algebra End of Course Exam Charter Schools and Traditional Public Schools Exceptional Student Education Students 90.0% 80.0%

74.4%

77.3%

70.0% 60.0% 50.0% 36.2%

40.0% 30.0%

24.9%

20.0% 10.0% 0.0%

Middle

High School Charter

Traditional


Percent of Students Scoring a Level 3 or Above on Algebra End of Course Exam Charter Schools and Traditional Public Schools English Language Learner Students 70.0% 63.6%

65.8%

60.0% 50.0%

46.4%

40.0% 27.4%

30.0% 20.0% 10.0% 0.0%

Middle

High School Charter

Traditional

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Achievement Gap Summary Data 2011-12 School Year Achievement Gap in Reading Charter Schools and Traditional Public Schools African-American Students and White Students 0% -5%

Elementary

Middle

High School

-10% -15% -20% -25%

-25.1%

-26.2% -30%

-29.9%

-30.0%

-28.6% -33.4%

-35% Charter

Traditional

Achievement Gap in Reading Charter Schools and Traditional Public Schools Hispanic Students and White Students 0% -2%

Elementary

Middle

High School

-4% -6% -8% -10%

-8.2%

-8.7%

-12% -14% -16%

-13.4% -15.6% -16.3%

-18%

-18.4%

-20% Charter

Traditional


Achievement Gap in Math Charter Schools and Traditional Public Schools African-American Students and White Students 0%

Elementary

-5%

Middle

-10% -15% -20% -22.8%

-25% -24.9% -30%

-27.4%

-29.2%

-35% Charter

Traditional

Achievement Gap in Math Charter Schools and Traditional Public Schools Hispanic Students and White Students 0%

Elementary

-2%

Middle

-4% -6%

-4.7% -6.5%

-8% -10% -12% 14%

-12.4% -14.1%

-16% -18% Charter

Traditional

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Achievement Gap in Science Charter Schools and Traditional Public Schools African-American Students and White Students -25%

Elementary

-26%

Middle

-27% -28% -29%

-28.2%

-30% -31% -32%

-31.4%

-33%

-33.0%

-34%

-33.8%

-35%

Charter

Traditional

Achievement Gap in Science Charter Schools and Traditional Public Schools Hispanic Students and White Students 0%

Elementary

-2%

Middle

-4% -6% -8% -10%

-8.3%

-12%

-10.6%

-14% -16% -18% -20%

-17.5%

-18.6% Charter

Traditional


Achievement Gap in Algebra Charter Schools and Traditional Public Schools African-American Students and White Students 0%

Middle

High School

-5%

-10%

-15% -15.4% -20%

-16.9%

-18.1% -21.0%

-25% Charter

Traditional

Achievement Gap in Algebra Charter Schools and Traditional Public Schools Hispanic Students and White Students 0%

Middle -2% -4%

High School

-1.8% -3.4% -4.8%

-6%

-8% -10% -12%

-11.3% Charter

Traditional

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Learning Gains Comparison 2011-2012 School Year Percent of Students Making Learning Gains in Reading All Students 68%

67% 66%

66%

66%

64%

66%

63%

63%

63%

62% 60% 60% 58% 56%

Elementary

Middle Charter

High School

All Grade Levels

Traditional

Percent of Students Making Learning Gains in Reading African-American Students 64% 62%

62%

61%

62%

61%

60% 58%

57%

57%

56% 54%

54%

52%

52% 50% 48% 46%

Elementary

Middle Charter

High School Traditional

All Grade Levels


Percent of Students Making Learning Gains in Reading White Students 69% 68%

68%

68% 67%

67%

67% 66%

66% 65%

65%

65%

64% 63%

63% 62% 61% 60%

Elementary

Middle Charter

High School

All Grade Levels

Traditional

Percent of Students Making Learning Gains in Reading Hispanic Students 70% 68%

69% 67%

67%

67%

66% 64%

63%

63%

62%

62% 60%

59%

58% 56% 54%

Elementary

Middle Charter


All Grade Levels

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26 |


Percent of Students Making Learning Gains in Reading FRL Students 66% 64%

64%

64%

63%

63%

62% 60%

60%

59%

59%

58% 56%

55%

54% 52% 50%

Elementary

Middle Charter

High School

All Grade Levels

Traditional

Percent of Students Making Learning Gains in Reading Exceptional Education Students 60% 58%

59% 57%

58%

57%

56% 54% 54%

54%

53%

52%

51%

50% 48% 46%

Elementary

Middle Charter


All Grade Levels


Percent of Students in Lowest Quartile Making Learning Gains in Reading All Students 68%

67% 66%

66%

65%

66%

65%

64% 62%

62%

61% 60%

60%

58% 56%

Elementary

Middle Charter

High School

All Grade Levels

Traditional

Percent of Students in Lowest Quartile Making Learning Gains in Reading African-American Students 68% 66% 64%

66% 64%

64%

64%

62% 60%

59%

59% 57%

58%

56%

56% 54% 52% 50%

Elementary

Middle Charter


All Grade Levels

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28 |


Percent of Students in Lowest Quartile Making Learning Gains in Reading White Students 67% 66%

66%

66% 65%

65%

64%

64% 63%

63%

62%

62%

62%

61%

61% 60% 59% 58%

Elementary

Middle Charter

High School

All Grade Levels

Traditional

Percent of Students in Lowest Quartile Making Learning Gains in Reading Hispanic Students 70% 68%

69% 68%

68% 67% 66%

66%

64%

64% 62%

62%

62%

60% 58%

Elementary

Middle Charter


All Grade Levels


Percent of Students in Lowest Quartile Making Learning Gains in Reading FRL Students 68%

67%

66%

65%

65% 64%

64%

64%

62%

61% 60%

60%

59%

58% 56% 54%

Elementary

Middle Charter

High School

All Grade Levels

Traditional

Percent of Students in Lowest Quartile Making Learning Gains in Reading Exceptional Education Students 60%

59%

59%

58%

58% 57%

57% 56%

56%

54%

55%

55%

55% 54%

53%

53% 52% 51% 50%

Charter

Traditional

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30 |


Percent of Students Making Learning Gains in Math All Students 70%

69%

68%

67%

66% 64%

65%

65%

64%

64%

64%

62% 60%

59%

58% 56% 54%

Elementary

Middle Charter

High School

All Grade Levels

Traditional

Percent of Students Making Learning Gains in Math African-American Students 66%

65%

64%

61%

62% 60% 58%

59% 57%

57%

57%

57% 56%

56% 54% 52% 50%

Elementary

Middle Charter


All Grade Levels


Percent of Students Making Learning Gains in Math White Students 72%

71%

70%

69%

68%

68%

67%

67%

66% 66%

65%

64% 62%

61%

60% 58% 56%

Elementary

Middle Charter

High School

All Grade Levels

Traditional

Percent of Students Making Learning Gains in Math Hispanic Students 70%

69% 68%

68% 66% 64%

66%

66% 64%

64%

63%

62% 60% 58%

58% 56% 54% 52%

Elementary

Middle Charter


All Grade Levels

31

32 |


Percent of Students Making Learning Gains in Math FRL Students 68%

67%

66% 64%

64% 62% 60%

62%

61% 60%

60%

60%

58% 56%

56% 54% 52% 50%

Elementary

Middle Charter

High School

All Grade Levels

Traditional

Percent of Students Making Learning Gains in Math Exceptional Education Students 60%

59% 58%

58%

55%

55%

57%

56%

54%

53%

53%

52%

52% 50% 48%

Elementary

Middle Charter


All Grade Levels


Percent of Students In Lowest Quartile Making Learning Gains in Math All Students 66%

65% 64%

64%

63%

62% 60%

60%

60%

60% 59% 58%

58%

56% 54%

Elementary

Middle Charter

High School

All Grade Levels

Traditional

Percent of Students In Lowest Quartile Making Learning Gains in Math African-American Students 66% 64%

64% 62%

61% 60%

60% 58%

58%

58%

57% 56%

56%

55%

54% 52% 50%

Elementary

Middle Charter


All Grade Levels

33

34 |


Percent of Students In Lowest Quartile Making Learning Gains in Math White Students 65%

64%

64%

64%

63% 62%

62% 61% 60%

60%

58%

59%

59%

59% 58%

58%

57% 56% 55%

Elementary

Middle Charter

High School

All Grade Levels

Traditional

Percent of Students In Lowest Quartile Making Learning Gains in Math Hispanic Students 70%

69%

68% 66%

66% 66% 64% 64% 62%

62%

60%

60%

59%

60%

58% 56% 54%

Elementary

Middle Charter


All Grade Levels


Percent of Students In Lowest Quartile Making Learning Gains in Math FRL Students 66%

65%

64%

63% 62%

62% 60%

59%

59%

59% 58%

57%

58% 56% 54% 52%

Elementary

Middle Charter

High School

All Grade Levels

Traditional

Percent of Students In Lowest Quartile Making Learning Gains in Math Exceptional Education Students 80% 68%

70% 57% 60%

53%

52%

58% 52%

56% 52%

50% 40% 30% 20% 10% 0%

Elementary

Middle Charter


All Grade Levels

35

36 |


FCAT PROFICIENCY DATA 2011-2012 Total # of Students with FCAT results

Charter

Reading Math Science Algebra

Traditional

97,977 83,542 25,460 9,579

1,379,153 1,037,732 344,722 181,391

Total % Proficient Reading Elem Mid High Math Elem Mid High Science Elem Mid High Algebra

% 65.2 64.3 58.5

Total Students 25,668 28,452 8,402

% 60.3 57.3 52.4

Total Students 316,347 293,303 179,553

61.6 62.5 N/A

24,219 27,650 N/A

59.2 56.0 N/A

310,914 286,930 N/A

51.9 52.5 N/A

6,487 6,796 N/A

51.8 47.4 N/A

91,414 79,718 N/A

Elem Mid High

N/A 88.2 57.9

N/A 3,744 2,978

N/A 87.9 46.5

N/A 49,717 55,581

12,000 12,726 3,671

71.5 68.4 64.5

168,919 162,875 106,649

11,078 12,193 N/A

68.7 66.1 N/A

162,398 157,539 N/A

3,230 3,203 N/A

64.2 59.6 N/A

51,739 47,186 N/A

N/A 1,612 1,114

N/A 90.9 55.0

N/A 29,333 28,370

Total % Proficient by Race

White Students

Reading - White Elem 73.6 Mid 72.1 High 69.4 Math - White Elem 68.1 Mid 69.0 High N/A Science - White Elem 60.9 Mid 61.7 High N/A Algebra - White Elem Mid High

N/A 90.7 64.0


African-American Students

Reading - African Am. Elem 47.4 Mid 47.0 High 40.8 Math - African Am. Elem 43.2 Mid 46.2 High N/A Science - African Am. Elem 29.5 Mid 33.5 High N/A Algebra - African Am. Elem Mid High

Hispanic Students

N/A 75.3 45.9

Reading - Hispanic Elem 64.9 Mid 63.9 High 56.0 Math - Hispanic Elem 63.4 Mid 62.5 High N/A Science - Hispanic Elem 52.6 Mid 51.1 High N/A Algebra - Hispanic Elem Mid High

N/A 88.9 59.2

3,817 3,979 1,115

41.6 38.4 31.1

49,154 43,675 22,930

3,485 3,909 N/A

41.3 36.9 N/A

48,894 41,996 N/A

742 815 N/A

30.4 26.6 N/A

11,931 9,680 N/A

N/A 414 559

N/A 74.0 34.0

N/A 5,904 10,359

8,966 10,838 3,376

55.9 52.1 46.1

85,622 74,878 42,314

8,743 10,598 N/A

56.3 52.0 N/A

86,322 74,758 N/A

2,271 2,546 N/A

46.7 41.0 N/A

23,801 19,326 N/A

N/A 1,550 1,239

N/A 87.5 43.7

N/A 11,539 15,194

37

38 |


Charter

Traditional

Total % Proficient by Free and Reduced Lunch Reading Elem Mid High Math Elem Mid High Science Elem Mid High Algebra Elem Mid High

54.4 55.6 47.4

10,825 12,486 3,291

49.7 45.8 38.7

166,312 141,163 68,802

51.9 54.8 N/A

10,315 12,308 N/A

49.2 44.5 N/A

165,215 137,441 N/A

40.5 42.7 N/A

2,527 2,712 N/A

40.5 34.6 N/A

44,944 33,987 N/A

N/A 82.3 52.4

N/A 1,400 1,448

N/A 81.6 39.8

N/A 18,685 29,459

37.4 34.4 30.1

1,230 1,155 295

29.8 24.1 21.0

19,963 14,461 7,443

39.1 32.6 N/A

1,287 1,105 N/A

32.9 23.9 N/A

22,115 14,377 N/A

29.2 24.1 N/A

312 230 N/A

26.8 19.4 N/A

6,014 3,717 N/A

N/A 74.4 36.2

N/A 93 179

N/A 77.3 24.9

N/A 1,338 4,208

27.7 19.9 17.2

676 336 97

23.9 11.5 8.9

11,922 2,993 1,472

36.7 31.5 N/A

899 534 N/A

32.3 20.6 N/A

16,202 5,364 N/A

14.5 15.1 N/A

73 64 N/A

14.8 7.2 N/A

1,928 584 N/A

N/A 63.6 46.4

N/A 14 91

N/A 65.8 27.4

N/A 290 2,163

Total % Proficient by ESE Reading Elem Mid High Math Elem Mid High Science Elem Mid High Algebra Elem Mid High Total % Proficient by ELL Reading Elem Mid High Math Elem Mid High Science Elem Mid High Algebra Elem Mid High


LE A R N I N G G A I N S DATA READING

All Students

African American

White

Hispanic

FRL

SWD

% who made learning gains






Grades 4 and 5

67

62

68

69

64

57

Grades 6, 7 and 8

66

62

67

67

64

59

Grades 9 and 10

63

54

66

63

59

54

All Grade levels

66

61

67

67

63

58

Grades 4 and 5

66

61

68

67

63

57

Grades 6, 7 and 8

63

57

65

62

59

53

Grades 9 and 10

60

52

63

59

55

51

All Grade levels

63

57

65

63

60

54

White

Hispanic

FRL

SWD

Charter Schools

Traditional Schools

LE A R N I N G G A I N S O F T H E LOW E S T Q UA R T I LE READING

All Students

African American

% in the low 25% who made learning gains






Grades 4 and 5

67

66

66

69

67

56

Grades 6, 7 and 8

65

64

63

66

64

59

Grades 9 and 10

65

57

66

68

64

55

All Grade levels

66

64

64

67

65

58

Grades 4 and 5

66

64

65

68

65

57

Grades 6, 7 and 8

61

59

61

62

60

54

Grades 9 and 10

60

56

62

62

59

53

All Grade levels

62

59

62

64

61

55

Charter Schools

Traditional Schools

Note: Retained 3rd grade students eligible for gains therefore included with grades 4 and 5.

39

40 |


LE A R N I N G G A I N S DATA M AT H

All Students

African American

White

Hispanic

FRL

SWD







Grades 4 and 5

67

62

68

69

64

57

Grades 6, 7 and 8

66

62

67

67

64

59

Grades 9 and 10

63

54

66

63

59

54

All Grade levels

66

61

67

67

63

58

Grades 4 and 5

66

61

68

67

63

57

Grades 6, 7 and 8

63

57

65

62

59

53

Grades 9 and 10

60

52

63

59

55

51

All Grade levels

63

57

65

63

60

54

White

Hispanic

FRL

SWD

Charter Schools

Traditional Schools

LE A R N I N G G A I N S O F T H E LOW E S T Q UA R T I LE M AT H

All Students

African American







Grades 4 and 5

67

66

66

69

67

56

Grades 6, 7 and 8

65

64

63

66

64

59

Grades 9 and 10

65

57

66

68

64

55

All Grade levels

66

64

64

67

65

58

Grades 4 and 5

66

64

65

68

65

57

Grades 6, 7 and 8

61

59

61

62

60

54

Grades 9 and 10

60

56

62

62

59

53

All Grade levels

62

59

62

64

61

55

Charter Schools

Traditional Schools

Note: Retained 3rd grade students eligible for gains therefore included with grades 4 and 5.

Florida Department of Education Dr. Tony Bennett, Commissioner www.fldoe.org

Bureau of Evaluation and Reporting 325 West Gaines Street, Suite 844 Tallahassee, FL 32399-0400 850/245-0429 www.fldoe.org/evaluation/ Office of Independent Education and Parental Choice 325 West Gaines Street, Suite 1044 Tallahassee, FL 32399-0400 850/245-0502 www.floridaschoolchoice.org March 2013