student achievement in florida’s charter schools · in 2007-08. only students who were enrolled...
TRANSCRIPT
F L O R I D A D E P A R T M E N T O F E D U C A T I O NI m p r o v i n g K - 1 2 E d u c a t i o n a l C h o i c e O p t i o n s
Student Achievement in Florida’s Charter Schools:
A Comparison with Achievement in Traditional Public Schools
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 | i i i
A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c 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 2010-11 school year. The analysis examines the average performance of charter school students and traditional public school students using eight years of Florida Comprehensive Assessment Test (FCAT) reading and math scores, as well as the FCAT science test scores that were added to the school grading calculation in 2007-08. 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 under the A+ Plan. In addition, the report compares charter and traditional public schools in terms of achievement gaps and student learning gains.
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 website 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)(k), 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).
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 | v i v | 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
A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s
Table of Contents
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
School Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
FCAT Reading: 2003-2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
FCAT Reading: Subgroup Comparisons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
FCAT Math: 2003-2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
FCAT Math: Subgroup Comparisons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
FCAT Science: 2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
FCAT Science: Subgroup Comparisons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Achievement Gap: Reading 2003-2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Achievement Gap: Math 2003-2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Achievement Gap: Summary 2011 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Learning Gains Comparison 2010-2011 School Year . . . . . . . . . . . . . . . . . . . . . . 25
FCAT Proficiency Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
FCAT Learning Gains Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Key Achievement Findings
The ultimate proof of success for any charter school is the achievement of its students. The analysis of 2010-11 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 is derived from student performance on the Florida Comprehensive Achievement Test (FCAT), and is designed to allow a comparative analysis of the academic achievement of students attending charter schools versus students attending traditional public schools. The report contains data spanning eight years of FCAT results. Using data from the 2010-11 school year the report makes 168 comparisons covering three measurements: FCAT proficiency percentages, achievement gaps, and learning gains. Each of these measurement areas is further broken down to offer a more nuanced view of student achievement.
The FCAT 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 54 separate comparisons of student achievement. Charter school students outperformed traditional public school students in 50 of the 54 comparisons, with one tie.
The achievement gap section of the report contains both longitudinal and current 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 16 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 79 of the 96 comparisons. The percentage of students making learning gains was higher in traditional public schools in 7 of the 96 comparisons. There was no difference in the percentage of students making learning gains in 10 of the 96 comparisons.
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 | 1
A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s
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 2010-11 school year, 456 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 start-up 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:
• Meethighstandardsofstudentachievementwhileprovidingparentsflexibilityto choose among diverse educational opportunities within the state’s public school system;
• Promoteenhancedacademicsuccessandfinancialefficiencybyaligningre-sponsibility with accountability; and
• Provideparentswithsufficientinformationonwhetherornotthechildgainsat least a year’s worth of learning for every year spent in the charter school.
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 | 3 2 | 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
A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s
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 157,000 students in the 2010-11 school year, which translates to more than 6% of Florida’s total public school population.
2010-11 Charter School and Traditional School Student Populations
Charter Traditional
Student Membership 157,389 2,582,013
Gender
Male 49.9% 51.5%
Female 50.1% 48.5%
Race
White 37.2% 43.6%
African American 22.8% 22.9%
Hispanic 35.0% 27.5%
English Language Program 10.4% 11.5%
Free and Reduced Lunch Eligible 45.1% 55.2%
Exceptional Student Education 9.9% 13.6%
2011 Charter School Performance Grades
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. Changes to the school grade calculations in 2002-03 resulted in an increased number of charter schools receiving performance grades. The percentage of charter schools receiving an “A” has increased from 42% in 2002-03 to a high of 63% in 2008-09 and 58% for the most current year.
YEAR A B C D F
2002-03 42% 11% 18% 13% 16%
2003-04 38% 11% 24% 13% 14%
2004-05 36% 15% 22% 14% 12%
2005-06 50% 20% 21% 6% 3%
2006-07 48% 21% 19% 8% 5%
2007-08 52% 20% 19% 4% 5%
2008-09 63% 16% 12% 6% 3%
2009-10 57% 14% 15% 8% 6%
2010-11 58% 15% 16% 5% 6%
A
B
C
D
F
6%
5%
16%
15%58%
S t u d e n t A c h i e v 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 | 5 4 | S t u d e n t A c h i e v 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
A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s
Reading Reading
2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-2010 2010-20110.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
74.5%
65.0%68.9%
71.5%73.4% 71.6%
69.4% 70.5% 70.8%73.7%
71.0%73.2%
Percent of Students Scoring a Level 3 or Above on FCAT ReadingElementary School Grades 3, 4, and 5
Charter Schools and Traditional Public Schools, 2004 to 2011
Charter Traditional
65.8%
76.2%72.0%
75.0%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
Percent of Students Scoring a Level 3 or Above on FCAT ReadingMiddle School Grades 6, 7, and 8
Charter Schools and Traditional Public Schools, 2004 to 2011
51.7%53.6%
62.8%64.2%
52.0%
58.4%59.2%
67.0% 69.6%
63.7%
71.0%
64.6%
71.6%
64.3%62.3%
Charter Traditional
52.0%
2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 20010-11
FCAT Reading Traditional Public Schools and Charter Schools
2004-2011
Percent of Students Scoring a Level 3 or Above on FCAT ReadingHigh School Grades 9 and 10
Charter Schools and Traditional Public Schools, 2004 to 2011
48.4%
30.4% 30.1%
35.0%
38.5%
44.8%
33.7% 35.2%
37.6%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
Charter Traditional
38.7%45.1%
43.7%44.7%
43.0%
47.6%45.5%
2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11
FCAT Reading Traditional Public Schools and Charter Schools
S U B - G R O U P C O M P A R I S O N S 2 0 1 1
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
78.9%82.1%
60.0%
75.0%81.7%
56.3%
Elementary Middle High School
Percent of Students Scoring a Level 3 or Above on FCAT Reading Charter Schools and Traditional Public Schools
White Students
Charter Traditional
S t u d e n t A c h i e v 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 | 7 6 | S t u d e n t A c h i e v 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
A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s
Reading Reading70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
58.6%
30.3%
24.3%
Elementary Middle High School
Percent of Students Scoring a Level 3 or Above on FCAT Reading Charter Schools and Traditional Public Schools
African-American Students
Charter Traditional
55.8%
45.6%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
73.6%
46.9%
59.8%
Elementary Middle High School
Percent of Students Scoring a Level 3 or Above on FCAT Reading Charter Schools and Traditional Public Schools
Hispanic Students
Charter Traditional
67.5%70.9%
38.6%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
40.1%
62.6%
31.4%
Elementary Middle High School
Percent of Students Scoring a Level 3 or Above on FCAT Reading Charter Schools and Traditional Public Schools
Free and Reduced Lunch (FRL)
Charter Traditional
62.5%
53.3%
64.4%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
47.7%
15.8%
Elementary Middle High School
Percent of Students Scoring a Level 3 or Above on FCAT Reading Charter Schools and Traditional Public Schools
Exceptional Education Students
Charter Traditional
41.4%
30.8%
42.0%
21.5%
55.5%
S t u d e n t A c h i e v 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 | 9 8 | S t u d e n t A c h i e v 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
A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s
Math MathPercent of Students Scoring a Level 3 or Above on FCAT Math
Elementary School Grades 3, 4, and 5Charter Schools and Traditional Public Schools, 2004 to 2011
59.3%61.7%
66.0%68.0%
61.1%64.6%
68.6%70.9%
71.0% 73.6% 72.9%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
Charter Traditional
66.7%73.8% 72.9% 74.0% 72.8%
2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11
Percent of Students Scoring a Level 3 or Above on FCAT MathMiddle School Grades 6, 7, and 8
Charter Schools and Traditional Public Schools, 2004 to 2011
47.7%53.0%
57.7%61.1%
52.4%54.4%
57.6% 59.3%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
Charter Traditional
64.6%62.0%
65.9%62.1% 63.7%
2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11
67.7%63.6%
68.4%
FCAT Math Traditional Public Schools and Charter Schools
2004-2011Percent of Students Scoring a Level 3 or Above on FCAT Math
High School Grades 9 and 10Charter Schools and Traditional Public Schools, 2004 to 2011
55.5%57.0%
61.7%65.7%
59.8%62.4% 63.7% 64.4%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
Charter Traditional
72.7%68.8%
73.3%70.5%
71.5%
2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11
74.8%71.9%
74.6%
FCAT Math Traditional Public Schools and Charter Schools
S U B - G R O U P C O M P A R I S O N S 2 0 1 1
84.0%
82.0%
80.0%
78.0%
76.0%
74.0%
72.0%
70.0%
68.0%
66.0%
75.1%
79.9%
82.7%
73.4%
80.9%81.9%
Elementary Middle High School
Percent of Students Scoring a Level 3 or Above on FCAT Math Charter Schools and Traditional Public Schools
White Students
Charter Traditional
S t u d e n t A c h i e v 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 | 1 1 1 0 | S t u d e n t A c h i e v 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
A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s
Math Math70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
58.0%
Elementary Middle High School
Charter Traditional
52.7%
45.1%
58.4%54.1% 51.4%
Percent of Students Scoring a Level 3 or Above on FCAT Math Charter Schools and Traditional Public Schools
African-American Students80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
70.8%
64.7% 61.0%
Elementary Middle High School
Percent of Students Scoring a Level 3 or Above on FCAT Math Charter Schools and Traditional Public Schools
Free and Reduced Lunch (FRL)
Charter Traditional
60.2%
52.5%
65.8%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
52.2%
Elementary Middle High School
Percent of Students Scoring a Level 3 or Above on FCAT Math Charter Schools and Traditional Public Schools
Exceptional Education Students
Charter Traditional
39.9%
30.7%
47.6%
42.3%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
59.8%
Elementary Middle High School
Percent of Students Scoring a Level 3 or Above on FCAT Math Charter Schools and Traditional Public Schools
Hispanic Students
Charter Traditional
70.4%68.0% 68.4%
77.2%74.9%
37.6%
S t u d e n t A c h i e v 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 | 1 3 1 2 | S t u d e n t A c h i e v 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
A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s
Science Science60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0% 2007-08 2008-09 2009-10 2010-11
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0% 2007-08 2008-09 2009-10 2010-11
FCAT Science Traditional Public Schools and Charter Schools
2008-2011
FCAT Science Traditional Public Schools and Charter Schools
S U B - G R O U P C O M P A R I S O N S 2 0 1 1
Percent of Students Scoring a Level 3 or Above on FCAT Science Charter Schools and Traditional Public Schools
White Students
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
64.3%
52.8%
Elementary Middle High School
Charter Traditional
62.4%59.8%
62.5%
52.6% 53.9%49.9% 51.8%
Charter Traditional
48.6%47.3%46.3%
Percent of Students Scoring a Level 3 or Above on FCAT Science Elementary School Grade 5
Charter Schools and Traditional Public Schools, 2008 to 2011
44.5%
Percent of Students Scoring a Level 3 or Above on FCAT Science Middle School Grade 8
Charter Schools and Traditional Public Schools, 2008 to 2011
39.9%42.0%
41.0% 40.4%
Charter Traditional
37.6% 38.5%38.0%
Percent of Students Scoring a Level 3 or Above on FCAT Science High School Grade 10
Charter Schools and Traditional Public Schools, 2008 to 2011
39.3%
47.3%52.0%
Charter Traditional
43.0%44.4%
41.9%
55.0%60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0% 2007-08 2008-09 2009-10 2010-11
44.6%46.9%45.6%
S t u d e n t A c h i e v 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 | 1 5 1 4 | S t u d e n t A c h i e v 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
A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s
Science Science
35.0%
30.0%
25.0%
20.0%
15.0%
10.0%
5.0%
0.0%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
40.0%
35.0%
30.0%
25.0%
20.0%
15.0%
10.0%
5.0%
0.0%
Elementary Middle High School
Percent of Students Scoring a Level 3 or Above on FCAT Science Charter Schools and Traditional Public Schools
African-American Students
Charter Traditional
33.7%
24.6%
32.2%30.8%
19.6%
21.6%
Percent of Students Scoring a Level 3 or Above on FCAT Science Charter Schools and Traditional Public Schools
Hispanic Students
Percent of Students Scoring a Level 3 or Above on FCAT Science Charter Schools and Traditional Public Schools
FRL Students
41.3%
33.5%
Elementary Middle High SchoolCharter Traditional
39.9% 40.7%
28.6%30.2%
Elementary Middle High School
Percent of Students Scoring a Level 3 or Above on FCAT Science Charter Schools and Traditional Public Schools
Exceptional Education Students
Charter Traditional
30.6%
19.8%
28.3%
17.0%
28.3%
16.7%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
54.3%
36.9%40.9%
46.5%
Elementary Middle High SchoolCharter Traditional
48.4%
35.0%
S t u d e n t A c h i e v 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 | 1 7 1 6 | S t u d e n t A c h i e v 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
A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s
Reading Reading
2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-110%
10%
20%
30%
40%
50%
60%
70%
80%
90%
White African American Hispanic
Charter Elementary Schools FCAT Reading Achievement Level 3 and Above
Grades 3, 4, and 5 by Race/Ethnicity
74%77% 78% 81%
50%
81%
61%
74%
68%71% 72%
55%57%
82%
72%
56%
65%
83%
60%
75%
45%
82%
59%
74%
Traditional Public Elementary Schools FCAT Reading Achievement Level 3 and Above
Grades 3, 4, and 5 by Race/Ethnicity
77%80% 80% 81%
48%52% 54% 53%
81%
68%
57%63%
81%
54%
2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-110%
10%
20%
30%
40%
50%
60%
70%
80%
90%
White African American Hispanic
65% 65% 66%
83%
58%
68%
56%
82%
68%
56%
Closing the Achievement Gap in Reading Traditional Public Schools and Charter Schools
2004-2011
2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-110%
10%
20%
30%
40%
50%
60%
70%
80%
90%
White African American Hispanic
64% 63%
70%72% 73%
29%
44%
51% 52%
64%
52%
77%
67%
Charter Middle Schools FCAT Reading Achievement Level 3 and Above
Grades 6, 7, and 8 by Race/Ethnicity
33%
66%
55%
78%
69%
58%
79%
71%
56%
46%
64%
2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-110%
10%
20%
30%
40%
50%
60%
70%
80%
90%
White African American Hispanic
Traditional Public Middle Schools FCAT Reading Achievement Level 3 and Above
Grades 6, 7, and 8 by Race/Ethnicity
65%
31%
41%
64%
32%
42%
69%
40%
51%
70%
40%
52%
72%
56%57%
45%
59%
75% 75%
45%47%
60%
75%
46%
S t u d e n t A c h i e v 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 | 1 9
A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s
Math
1 8 | S t u d e n t A c h i e v 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
A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s
Reading
2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-110%
10%
20%
30%
40%
50%
60%
White African American Hispanic
Charter High Schools FCAT Reading Achievement Level 3 and Above
Grades 9 and 10 by Race/Ethnicity
40% 39%43%
48%
13% 13%
19%
30% 31%
39%
57%
44%
56%
43%
28%
59%
48%
28%
60%
30%
18%
26%
37%
47%
2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-110%
10%
20%
30%
40%
50%
60%
White African American Hispanic
Traditional Public High Schools FCAT Reading Achievement Level 3 and Above
Grades 9 and 10 by Race/Ethnicity
45%
47% 49% 50%
15% 16%
18% 19%
23%26%
29% 30%
56%
23%
35%
54%
23%
35%
23%
39%
57%
24%
39%
56%
2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-110%
10%
20%
30%
40%
50%
60%
70%
80%
90%
White African American Hispanic
Charter Elementary Schools FCAT Math Achievement Level 3 and Above
Grades 3, 4, and 5 by Race/Ethnicity
69% 70% 73%
79%
36%40%
47%52%
49%61%
67%72%
79%
68%
76%
63% 56%
75%
80%
58%
74%
80%
58%
75%
2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-110%
10%
20%
30%
40%
50%
60%
70%
80%
90%
White African American Hispanic
Traditional Public Elementary Schools FCAT Math Achievement Level 3 and Above
Grades 3, 4, and 5 by Race/Ethnicity
72%75%
76% 78%
40%45%
48% 50%
56%60%
63% 65%
80%
53%
68%
82%
57%
70%
82%
57%
70%
81%
58%
70%
Closing the Achievement Gap in Math Traditional Public Schools and Charter Schools
2004-2011
S t u d e n t A c h i e v 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 | 2 1 2 0 | S t u d e n t A c h i e v 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
A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s
Math Math
0%
10%
20%
30%
40%
50%
60%
70%
80%
White African American Hispanic
Charter Middle Schools FCAT Math Achievement Level 3 and Above
Grades 6, 7, and 8 by Race/Ethnicity
58%61%
65%69%
31%
38%42%50%
55%59%
61%
72%
48%
64%
72%
50%
25%
65%
74%
53%
67%
75%
53%
68%
2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11
0%
10%
20%
30%
40%
50%
60%
70%
80%
White African American Hispanic
2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11
Traditional Public Middle Schools FCAT Math Achievement Level 3 and Above
Grades 6, 7, and 8 by Race/Ethnicity
64% 66% 69% 70%
30%33%
37% 39%
45%48% 51%
53%
73%
42%
57%
73%
42%
57%
74%
44%
60%
74%
60%
45%
2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-110%
10%
20%
30%
40%
50%
60%
70%
80%
90%
White African American Hispanic
67%
30%33%
40%42%
60% 62%
69%
81%
53%
69%
68%
Charter High Schools FCAT Math Achievement Level 3 and Above
Grades 9 and 10 by Race/Ethnicity
75%
82%
53%
75%
82%
57%
77% 77%65%
75%
54%
83%
2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-110%
10%
20%
30%
40%
50%
60%
70%
80%
90%
White African American Hispanic
Traditional Public High Schools FCAT Math Achievement Level 3 and Above
Grades 9 and 10 by Race/Ethnicity
73%
39%41%
76%
43%
50%
56% 57%
80%
48%
63%
81%
50%
54%
75%
35%
75%
65%
81%
52%
68%
82%
51%
68%
S t u d e n t A c h i e v 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 | 2 3
A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s
Math
2 2 | S t u d e n t A c h i e v 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
A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s
Reading
0%
-2%
-4%
-6%
-8%
-10%
-12%
-14%
-16%
-18%
-20%
Elementary Middle High School
Achievement Gap Summary Data 2010-11 School Year
-14.2%
-8.0%
-15.2%
-8.5%
Charter Traditional
Achievement Gap in Reading Charter Schools and Traditional Public Schools
Hispanic Students and White Students
-17.7%
Achievement Gap in Reading Charter Schools and Traditional Public Schools African-American Students and White Students
0%
-5%
-10%
-15%
-20%
-25%
-30%
-35%
Elementary Middle High School
Charter Traditional
-29.7%
-26.2%
-32.0%
-23.1%
-29.4%
-23.5%
0%
-5%
-10%
-15%
-20%
-25%
-30%
-35%
Elementary Middle High School
Achievement Gap in Math Charter Schools and Traditional Public Schools African-American Students and White Students
Charter Traditional
-28.6%
-22.9%
-30.5%
-22.4%
-28.3%
-21.5%
0%
-2%
-4%
-6%
-8%
-10%
-12%
14%
-16%
-18%
Elementary Middle High School
Charter Traditional
-5.5%
-10.5%
-13.5%
-7.1%
-13.6%
-5.0%
Achievement Gap in Math Charter Schools and Traditional Public Schools
Hispanic Students and White Students
-13.1%
S t u d e n t A c h i e v 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 | 2 5
A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s
Reading
2 4 | S t u d e n t A c h i e v 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
A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s
Science
0%
-2%
-4%
-6%
-8%
-10%
-12%
-14%
-16%
-18%
-20%
Achievement Gap in Science Charter Schools and Traditional Public Schools
Hispanic Students and White Students
0%
-5%
-10%
-15%
-20%
-25%
-30%
-35%
-40%
Achievement Gap in Science Charter Schools and Traditional Public Schools African-American Students and White Students
Charter Traditional
Elementary Middle High School
-33.5%
-28.7%
-35.2%
-30.3%
-35.4%
-31.2%
-17.8%
-14.0%
-18.9%
-8.2%
-18.1% -17.8%
Charter Traditional
Learning Gains Comparison 2010-2011 School Year
Elementary Middle High School80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Elementary Middle High School All Grade Levels
Percent of Students Making Learning Gains on FCAT ReadingAfrican-American Students
Charter Traditional
59%63%
58%
45%
59%58%
54%
41%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Elementary Middle High School All Grade Levels
Percent of Students Making Learning Gains on FCAT ReadingAll Students
Charter Traditional
67% 68% 65%
55%
66%64%
61%
52%
S t u d e n t A c h i e v 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 | 2 7 2 6 | S t u d e n t A c h i e v 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
A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s
Reading Reading80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Elementary Middle High School All Grade Levels
Percent of Students Making Learning Gains on FCAT ReadingWhite Students
Charter Traditional
70% 69% 68%
60%
70%66% 65%
58%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Elementary Middle High School All Grade Levels
Percent of Students Making Learning Gains on FCAT ReadingHispanic Students
Charter Traditional
67%69%
66%
56%
65%63%
60%
49%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Elementary Middle High School All Grade Levels
Percent of Students Making Learning Gains on FCAT ReadingFRL Students
Charter Traditional
63%66%
62%
51%
63% 61%57%
45%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Elementary Middle High School All Grade Levels
Percent of Students Making Learning Gains on FCAT ReadingExceptional Education Students
Charter Traditional
56%61%
56%
39%
56% 57%
52%
38%
S t u d e n t A c h i e v 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 | 2 9 2 8 | S t u d e n t A c h i e v 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
A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s
Reading Reading80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Elementary Middle High School All Grade Levels
Percent of Students in Lowest Quartile Making Learning Gains on FCAT Reading
All Students
Charter Traditional
63%
72%
66%
53%
61%
68%
60%
47%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Elementary Middle High School All Grade Levels
Percent of Students in Lowest Quartile Making Learning Gains on FCAT Reading
African-American Students
Charter Traditional
58%
70%
62%
48%
56%
65%
56%
43%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Elementary Middle High School All Grade Levels
Percent of Students in Lowest Quartile Making Learning Gains on FCAT Reading
White Students
Charter Traditional
65%
73%
67%
52%
65%69%
63%
51%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Elementary Middle High School All Grade Levels
Percent of Students in Lowest Quartile Making Learning Gains on FCAT Reading
Hispanic Students
Charter Traditional
63%
72%67%
56%
61%
68%
60%
47%
S t u d e n t A c h i e v 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 | 3 1
A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s
Math
3 0 | S t u d e n t A c h i e v 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
A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s
Reading80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Elementary Middle High School All Grade Levels
Percent of Students in Lowest Quartile Making Learning Gains on FCAT Reading
FRL Students
Charter Traditional
60%
71%
65%
53%58%
66%
58%
45%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Elementary Middle High School All Grade Levels
Percent of Students in Lowest Quartile Making Learning Gains on FCAT Reading
Exceptional Education Students
Charter Traditional
53%
64%
56%
39%
52%
60%
52%
39%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Elementary Middle High School All Grade Levels
Percent of Students Making Learning Gains on FCAT MathAll Students
Charter Traditional
61%
71%68%
79%
63%
70% 69%
76%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Elementary Middle High School All Grade Levels
Percent of Students Making Learning Gains on FCAT MathAfrican-American Students
Charter Traditional
57%
68% 65%72%
60%65% 64%
67%
S t u d e n t A c h i e v 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 | 3 3 3 2 | S t u d e n t A c h i e v 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
A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s
Math Math90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Elementary Middle High School All Grade Levels
Percent of Students Making Learning Gains on FCAT MathWhite Students
Charter Traditional
61%
73%69%
82%
65%72% 71%
79%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Elementary Middle High School All Grade Levels
Percent of Students Making Learning Gains on FCAT MathHispanic Students
Charter Traditional
64%
69% 69%
81%
63%
69%68%
75%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Elementary Middle High School All Grade Levels
Percent of Students Making Learning Gains on FCAT MathFRL Students
Charter Traditional
59%
68%65%
78%
61%66% 65%
71%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Elementary Middle High School All Grade Levels
Percent of Students Making Learning Gains on FCAT MathExceptional Education Students
Charter Traditional
55%
65%61%
65%
55%
62%59%
61%
S t u d e n t A c h i e v 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 | 3 5 3 4 | S t u d e n t A c h i e v 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
A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s
Math Math80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Elementary Middle High School All Grade Levels
Percent of Students In Lowest QuartileMaking Learning Gains on FCAT Math
All Students
Charter Traditional
66%71% 70%
72%
65%69% 67%66%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Elementary Middle High School All Grade Levels
Percent of Students In Lowest QuartileMaking Learning Gains on FCAT Math
African-American Students
Charter Traditional
64%
71%68%66%
63%68%
65%62%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Elementary Middle High School All Grade Levels
Percent of Students In Lowest QuartileMaking Learning Gains on FCAT Math
White Students
Charter Traditional
66%
73%70%
74%
64%
70%68%70%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Elementary Middle High School All Grade Levels
Percent of Students In Lowest QuartileMaking Learning Gains on FCAT Math
Hispanic Students
Charter Traditional
68% 69% 70%
76%
66%69% 68%67%
S t u d e n t A c h i e v 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 | 3 7
A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s
Data
3 6 | S t u d e n t A c h i e v 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
A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s
Math80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Elementary Middle High School All Grade Levels
Percent of Students In Lowest QuartileMaking Learning Gains on FCAT Math
FRL Students
Charter Traditional
65%69%
68%71%
63%68%
65%64%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Elementary Middle High School All Grade Levels
Percent of Students In Lowest QuartileMaking Learning Gains on FCAT Math
Exceptional Education Students
Charter Traditional
59%
66%63%
57%56%
65%61%
58%
FCAT PROFICIENCY DATA 2010-2011 Charter Traditional
Total # of Students with FCAT results
Reading 86,308 1,394,118Math 79,117 1,216,849Science 27,538 495,472
Total % Proficient Reading % Total Students % Total Students
Elem 74.5 25,479 71.6 382,831Mid 71.6 27,630 64.3 331,521High 48.4 6,533 44.8 154,379
Math Elem 74.0 25,333 72.8 389,107Mid 68.4 26,366 63.6 327,458High 74.6 4,742 71.9 120,594
Science Elem 53.9 5,940 51.8 91,659Mid 52.0 5,810 46.9 80,575High 40.4 2,155 42.0 61,707
Total % Proficient by Race Reading - White
Elem 82.1 11,940 81.7 197,136Mid 78.9 12,483 75.0 180,898High 60.0 2,853 56.3 94,429
Math - White Elem 79.9 11,623 80.9 195,121Mid 75.1 11,854 73.4 176,927High 82.7 1,861 81.9 67,143
Science - White Elem 62.5 2,993 64.3 52,158Mid 62.4 2,933 59.8 48,408High 55.0 1,107 52.8 39,307
Reading - African Am. Elem 58.6 4,080 55.5 67,143Mid 55.8 4,071 45.6 51,899High 30.3 852 24.3 17,926
Math - African Am. Elem 58.4 4,072 58.0 70,154Mid 52.7 3,836 45.1 51,286High 54.1 719 51.4 18,325
Science - African Am. Elem 32.2 691 30.8 12,142Mid 33.7 680 24.6 9,209High 19.6 228 21.6 6,459
Reading - Hispanic Elem 73.6 8,613 67.5 103,029Mid 70.9 10,268 59.8 84,618High 46.9 2,641 38.6 34,931
Math - Hispanic Elem 74.9 8,764 70.4 107,562Mid 68.0 9,838 59.8 84,457High 77.2 2,036 68.4 29,908
Science - Hispanic Elem 54.3 2,044 46.5 23,278Mid 48.4 2,019 40.9 19,136High 36.9 755 35.0 12,961
S t u d e n t A c h i e v 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 | 3 9 3 8 | S t u d e n t A c h i e v 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
A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s
Data Data
Charter TraditionalTotal % Proficient by Free
and Reduced Lunch
Reading Elem 64.4 10,747 62.6 208,300Mid 62.5 11,745 53.3 159,900High 40.1 2,543 31.4 53,870
Math Elem 65.8 10,974 64.7 215,366Mid 60.2 11,296 52.5 157,416High 70.8 1,993 61.0 49,322
Science Elem 41.3 2,166 39.9 43,026Mid 40.7 2,157 33.5 32,289High 30.2 685 28.6 18,730
Total % Proficient by ESE Reading
Elem 47.7 1,452 42.0 30,268Mid 41.4 1,269 30.8 19,265High 21.5 225 15.8 5,907
Math Elem 52.2 1,588 47.6 34,269Mid 39.9 1,220 30.7 19,169High 42.3 219 37.6 6,491
Science Elem 28.3 265 28.3 6,692Mid 30.6 265 19.8 3,962High 17.0 60 16.7 2,005
Total % Proficient by ELL Reading
Elem 38.5 756 37.7 18,552Mid 27.0 387 17.4 4,455High 10.5 63 5.6 932
Math Elem 52.7 1,036 49.9 24,636Mid 35.3 507 27.0 6,918High 46.6 123 33.8 2,737
Science Elem 14.2 64 15.2 1,906Mid 11.7 45 7.0 574High 6.3 12 4.5 302
*note: High school math only includes 10th grade FCAT math for 2010-11. In 2011-12, FCAT math will no longer be administered in 10th grade.
FCAT LEARNING GAINS DATA
READING All Students
% who made learning gains
African American % who made learning gains
White
% who made learning gains
Hispanic
% who made learning gains
FRL
% who made learning gains
SWD
% who made learning gains
Charter Schools
Grades 4 and 5 67 59 70 67 63 56
Grades 6, 7 and 8 68 63 69 69 66 61
Grades 9 and 10 55 45 60 56 51 39
All Grade levels 65 58 68 66 62 56
Traditional Schools
Grades 4 and 5 66 59 70 65 63 56
Grades 6, 7 and 8 64 58 66 63 61 57
Grades 9 and 10 52 41 58 49 45 38
All Grade levels 61 54 65 60 57 52
FCAT LEARNING GAINS OF THE LOW 25%
READING All Students
% in the low 25% who made learning gains
African American% in the low
25% who made learning gains
White
% in the low 25% who made learning gains
Hispanic
% in the low 25% who made learning gains
FRL
% in the low 25% who made learning gains
SWD
% in the low 25% who made learning gains
Charter Schools
Grades 4 and 5 63 58 65 63 60 53
Grades 6, 7 and 8 72 70 73 72 71 64
Grades 9 and 10 53 48 52 56 53 39
All Grade levels 66 62 67 67 65 56
Traditional Schools
Grades 4 and 5 61 56 65 61 58 52
Grades 6, 7 and 8 68 65 69 68 66 60
Grades 9 and 10 47 43 51 47 45 39
All Grade levels 60 56 63 60 58 52
Note: Retained 3rd grade students eligible for gains therefore included with grades 4 and 5.
4 0 | S t u d e n t A c h i e v 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
A C o m p a r i s o n w i t h A c h i e v e m e n t i n Tr a d i t i o n a l P u b l i c S c h o o l s
Data
FCAT LEARNING GAINS DATA
MATH All Students
% who made learning gains
African American % who made learning gains
White
% who made learning gains
Hispanic
% who made learning gains
FRL
% who made learning gains
SWD
% who made learning gains
Charter Schools
Grades 4 and 5 61 57 61 64 59 55
Grades 6, 7 and 8 71 68 73 69 68 65
Grades 9 and 10 79 72 82 81 78 65
All Grade levels 68 65 69 69 65 61
Traditional Schools
Grades 4 and 5 63 60 65 63 61 55
Grades 6, 7 and 8 70 65 72 69 66 62
Grades 9 and 10 76 67 79 75 71 61
All Grade levels 69 64 71 68 65 59
FCAT LEARNING GAINS OF THE LOW 25%
MATH All Students
% in the low 25% who made learning gains
African American% in the low
25% who made learning gains
White
% in the low 25% who made learning gains
Hispanic
% in the low 25% who made learning gains
FRL
% in the low 25% who made learning gains
SWD
% in the low 25% who made learning gains
Charter Schools
Grades 4 and 5 66 64 66 68 65 59
Grades 6, 7 and 8 71 71 73 69 69 66
Grades 9 and 10 72 66 74 76 71 57
All Grade levels 70 68 70 70 68 63
Traditional Schools
Grades 4 and 5 65 63 64 66 63 56
Grades 6, 7 and 8 69 68 70 69 68 65
Grades 9 and 10 66 62 70 67 64 58
All Grade levels 67 65 68 68 65 61
Note: Retained 3rd grade students eligible for gains therefore included with grades 4 and 5.
Office of Independent Education and Parental Choice 325 West Gaines Street, Suite 1044
Tallahassee, FL 32399-0400 850/245-0502
www.floridaschoolchoice.org
Bureau of Evaluation and Reporting 325 West Gaines Street, Suite 844
Tallahassee, FL 32399-0400 850/245-0429
www.fldoe.org/evaluation/
March 2012
Florida Department of Education Gerard Robinson, Commissioner
www.fldoe.org