| |
| A |
B |
C |
D |
F |
Meet Higher Performing Criteria in
reading, writing and math for current year
Test at least 95% of eligible students1
Maintain or improve reading scores
of lowest performing students2
Demonstrate substantial improvement
in reading and no substantial decline in math or writing3
Meet criteria for other data4
|
Meet Higher Performing Criteria in
reading, writing and math for current year
Test at least 90% of eligible students1
Maintain or improve reading scores
of lowest performing students2
Meet criteria for "other" data4
|
Meet Minimum Criteria in reading, writing
and math for current year
Test at least 90% of eligible students1
Meet criteria for "other" data4
|
Below Minimum Criteria in reading or
writing or math for current year
Test at least 90% of eligible students1
|
Below Minimum Criteria in reading and
writing and math for current year OR
Meet "D" performance criteria, but
test less than 90% of eligible students1 without
reasonable explanation
|
| PROCESS: Schools are evaluated
primarily on the basis of student performance data. However,
the initial grade may be reduced by one level if the percent
of eligible students tested is below 90% after all extenuating
circumstances have been considered. |
|
1Eligible
students also include speech impaired, gifted, hospital/homebound,
and Limited English Proficient with more than two years in ESOL.
2The percent of students scoring in the lowest 25%
in the state in reading (FCAT Level 1) must decrease or remain
within two percentage points from the previous year. If a school
has fewer than 30 students in Level 1, then the cumulative number
of students scoring in Level 1 and Level 2 in reading must decrease
or remain within two percentage points. If there are fewer than
30 students in Levels 1 and 2, this requirement will not apply.
3Substantial improvement in reading means more than
two percentage points increase in students scoring FCAT Level
3 and above. If a school has 75% or more scoring Level 3 and
above and not more than two percentage points decrease from
the previous year, then substantial improvement is waived. Substantial
decline means five or more percentage points decrease in students
scoring Level 3 and above in math or writing.
|
4"Other
data for 2000-2001 includes 1999-2000 high school dropout rate.
High schools must have a dropout rate no higher than one standard
deviation above the 1999-2000 state average or show improvement
from the previous year.
NOTE: School participation rates and test
results are based only on eligible students enrolled
in both the October and February FTE surveys at the same school.
|
|
| Higher Performing
Criteria for A and B |
| FCAT |
Reading |
Math |
Writing |
| Elementary |
50% score Level 3 & above |
50% score Level 3 & above |
67% score 3 & above |
| Middle |
50% score Level 3 & above |
50% score Level 3 & above |
75% score 3 & above |
| High |
50% score Level 3 & above |
50% score Level 3 & above |
80% score 3 & above |
|
|
| Minimum Criteria
for C, D and F |
| FCAT |
Reading |
Math |
Writing |
| Elementary |
60% score Level 2 & above |
60% score Level 2 & above |
50% score 3 & above |
| Middle |
60% score Level 2 & above |
60% score Level 2 & above |
67% score 3 & above |
| High |
60% score Level 2 & above |
60% score Level 2 & above |
75% score 3 & above |
|
|
PURPOSE OF REPORT
The School Accountability Report is designed to identify
high and low performing schools, stimulate academic improvement
and summarize information about school achievement. The unit
of reporting is regular elementary, middle and high schools
within each district. Schools that have students in more than
one level may have multiple reports. School performance is
shown relative to state totals for all eligible students in
regular elementary, middle or high schools.
In accordance with Rule 6A-1.09981, FAC, grades are assigned
to schools that have at least 30 eligible students in membership
where statewide FCAT assessments are given. However, some
schools with grade level membership less than 30 that were
graded in 1998-99 requested continued participation. New schools
with only one year of data are not graded, though current
achievement levels are shown.
|
| FCAT Achievement |
Data are calculated for eligible students
in regular elementary, middle and high schools. Figures may
vary slightly from total population data. |
| % in Lowest Reading Level(s) |
Percent scoring in FCAT Level 1, if there
are at least 30 students. If not, lowest reading levels include
FCAT Levels 1 and 2, if there are at least 30 students. |
% Level 2 & Above FCAT
Reading/Math |
Percent of students scoring in FCAT achievement
levels 2 and above. Scores below minimum performance criteria
are designated with a minus (-) symbol. |
% Level 3 & Above FCAT
Reading/Math |
Percent of students scoring in FCAT achievement
levels 3 and above. Scores that meet higher performing criteria
are designated with a plus (+) symbol. |
| % 3 and Above in Writing |
Percent of students scoring 3 or higher
on FCAT Writing. Both + and - symbols apply. |
| Estimated Percent Tested |
Estimated percent of eligible students
tested in reading, math and writing for elementary, middle and
high schools. These estimates are based on students enrolled
in October and February. The - symbol indicates estimated
percent tested was below 90%. |
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