NCLB SPAR 2007: Mandarin High School

Mandarin High School

260

NCLB SCHOOL PUBLIC ACCOUNTABILITY REPORT
2007-2008

The School Public Accountability Report contains several types of data (indicators) designed to inform parents and the general public about the progress of Florida's public schools. This report meets the public reporting requirements of the federal No Child Left Behind (NCLB) Act and includes certain additional information of interest on the status of Florida's schools.

STUDENT DEMOGRAPHICS

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	2007-08	2006-07	2007-08	2006-07	2007-08	2006-07
WHITE	1007	954	67.2	70.5	40.9	42.3	45.9	46.8
BLACK	252	280	18.2	15.7	44.2	43.6	23.1	23.1
HISPANIC	109	99	7.1	7.0	6.7	6.4	24.7	24.2
ASIAN	62	66	4.4	4.6	3.9	3.7	2.4	2.3
AMERICAN INDIAN	4	1	0.2	0.1	0.2	0.2	0.3	0.3
MULTIRACIAL	50	35	2.9	2.1	4.2	3.8	3.6	3.3
DISABLED	72	176	8.5	8.4	14.3	14.8	14.4	14.7
ECONOMICALLY DISADVANTAGED	117	141	8.8	8.6	39.0	41.4	45.9	45.4
ELL	66	64	4.5	4.4	4.1	4.2	11.9	11.8
MIGRANT	0	0	0.0	0.0	0.0	0.0	0.5	0.7
FEMALE	1484		50.8	49.9	49.5	49.3	48.7	48.6
MALE		1435	49.2	50.1	50.5	50.7	51.3	51.4
TOTAL	2919		100	100	100	100	100	100

GRADUATION RATE AND READINESS FOR POSTSECONDARY EDUCATION

Florida high schools strive to ensure that students graduate and are prepared to enter the workforce and postsecondary education.

Graduation Rate (with special diploma recipients counted as non-graduates)

The graduation rate shows the percentage of students who graduated within four years of initial entry into ninth grade. Graduates include students who received a standard high school diploma or a State of Florida diploma earned through a GED Exit Option program. These results are used in the calculation of schools' Adequate Yearly Progress (AYP).

	School %		District %		State %
	2006-07	2005-06	2006-07	2005-06	2006-07	2005-06
ALL STUDENTS	80.3	75.6	61.3	59.0	69.8	68.3
WHITE	85.1	78.4	69.6	65.5	78.9	77.6
BLACK	63.2	68.2	52.0	51.8	54.6	52.8
HISPANIC	86.4	68.3	56.8	48.8	63.6	61.2
ASIAN	71.4	76.3	73.5	71.3	82.4	82.5
AMERICAN INDIAN	100.0	50.0	47.1	56.3	72.3	73.1
MULTIRACIAL	75.0	80.0	62.8	60.0	73.8	73.9
DISABLED	44.8	50.0	24.3	22.7	38.0	37.4
ECONOMICALLY DISADVANTAGED	53.5	65.3	45.3	43.8	56.0	53.6
ELL	58.6	47.6	43.0	37.7	48.2	46.3
MIGRANT	0.0	0.0	0.0	25.0	48.2	42.9
FEMALE	81.6	78.8	66.4	63.2	73.9	72.5
MALE	79.1	72.6	56.3	54.8	65.8	64.2

Graduation rate (with GED-based diploma recipients counted as non-graduates)

This is a modified version of the graduation rate that counts the following diploma recipients as graduates: students who received a standard diploma; students with disabilities who completed the requirements of their individualized education plan (IEP) and received a special diploma. Students who were awarded a GED-based diploma are counted as non-graduates. These results are not used for the AYP calculation.

	School %		District %		State %
	2006-07	2005-06	2006-07	2005-06	2006-07	2005-06
ALL STUDENTS	78.6	74.3	59.8	57.4	7.0	68.9
WHITE	83.6	77.1	67.1	63.3	78.6	77.4
BLACK	59.0	65.5	51.5	50.7	56.9	55.3
HISPANIC	88.6	65.9	55.2	47.8	64.3	62.0
ASIAN	71.4	81.6	71.1	69.7	82.2	82.3
AMERICAN INDIAN	100.0	50.0	41.2	50.0	71.8	73.1
MULTIRACIAL	75.0	80.0	64.5	59.0	72.3	73.0

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 from the total 9-12 enrollment who dropped out of school.

	Number of Dropouts During the School Year		School %		District %		State %
Racial/ Ethnic Group	Female	Male	2006-07	2005-06	2006-07	2005-06	2006-07	2005-06
WHITE	25	29	2.5	3.7	4.9	6.5	2.4	2.6
BLACK	4	11	2.9	5.3	5.4	6.9	4.7	4.7
HISPANIC	2	2	1.8	3.9	6.3	7.2	3.9	4.3
ASIAN	0	3	2.0	4.1	3.5	3.5	1.7	1.5
AMERICAN INDIAN	1	0	12.5	0.0	6.8	10.6	2.6	3.1
MULTIRACIAL	0	0	0.0	2.0	4.4	5.5	2.3	2.6
FEMALE	32		2.1	3.3	4.6	5.9	2.9	3.1
MALE		45	2.8	4.6	5.8	7.3	3.7	3.8
TOTAL	77		2.5	4.0	5.2	6.6	3.3	3.5

College Placement Test Results

2006 high school graduates who passed college entry-level placement tests (reading, writing, and mathematics)

Shown in the table are the reported numbers of 2006 (calendar year) graduates who enrolled in Florida public community colleges or universities between May 2006 and April 2007, who entered a degree program, and who took college preparatory placement tests. Also shown are the number and percentage of students who passed these placement tests and who are considered ready for college courses in each academic area. Students who did not attend a Florida public community college or state university, such as those who attended out-of-state or private colleges and universities, are not included.

	Number of Graduates Who Took College Placement Reading Tests	Number of Graduates Who Passed Reading Placement Tests	School %	District %	State %
FEMALE	205	164	80.0	75.3	77.2
MALE	181	138	76.2	75.7	77.8
TOTAL	386	302	78.2	75.5	77.5

	Number of Graduates Who Took College Placement Writing Tests	Number of Graduates Who Passed Writing Placement Tests	School %	District %	State %
FEMALE	205	182	88.7	84.7	84.8
MALE	181	151	83.4	83.7	82.5
TOTAL	386	333	86.3	84.3	83.9

	Number of Graduates Who Took College Placement Mathematics Tests	Number of Graduates Who Passed Mathematics Placement Tests	School %	District %	State %
FEMALE	203	147	72.4	65.2	67.6
MALE	180	132	73.3	73.2	73.0
TOTAL	383	279	72.8	68.6	70.0

Additional information is available at http://www.fldoe.org/articulation/perfcpt/

STUDENT PERFORMANCE

Florida's students are expected to compete at the highest levels nationally and internationally and become prepared to make well-reasoned, thoughtful, and healthy lifelong decisions.

Standardized Tests

Although test scores should not be used to draw absolute conclusions about student learning and performance, they provide measured results of student progress toward educational goals. The tests administered to Florida students are described below.

Florida Comprehensive Assessment Test (FCAT)

The FCAT measures student performance in writing, reading, and mathematics. The FCAT has two main parts: one part consisting of tests that measure skills prescribed by the Sunshine State Standards and the other part consisting of norm-referenced tests that rank student performance on a percentile basis.

Alternate Assessments for Students with Disabilities

An alternate assessment for students with disabilities is a performance-based assessment designed to evaluate the progress of students with disabilities on the Sunshine State Standards for Special Diploma measures. Alternate assessments are used with students whose demonstrated cognitive functioning ability prevents them from achieving the Sunshine State Standards and who require extensive direct instruction in the areas of domestic, community living, leisure, and vocational activities. Alternate assessments for students with disabilities are given for writing/communication, reading, and math.

Alternate Assessments for Students who are English Language Learners

Students who are English Language Learners (ELL) and who have been in an English for Speakers of Other Languages (ESOL) program for less than one year may be individually exempted from the FCAT. In these limited circumstances, locally developed alternate assessments are used to evaluate the academic performance of the student. Alternate assessments for ELL students are given for writing, reading, and math.

I. FCAT Sunshine State Standards Tests

The FCAT Sunshine State Standards (SSS) tests measure student performance on selected benchmarks defined by the Sunshine State Standards. Students who take an alternate assessment have their results reported in categorical classifications that include the designation of ''Proficient'' so that their performance is counted with those of other students.

Note.

Assessment results on the following tables reflect FCAT Sunshine State Standards data combined with alternate assessment data. Results show proficiency attainment for students who were in attendance during both semesters of the school year.

Writing Assessment

For this assessment, students are given 45 minutes to read their assigned topic, plan what to write, and then write their responses. Scores range from 1.0 (lowest) to 6.0 (highest). Alternate assessments have been merged with the FCAT scores for reporting purposes.

Writing Assessment Results (Sunshine State Standards and Alternate Assessments)
	Percent of Students Scoring 3 and Above
	School		District		State
	2007-08	2006-07	2007-08	2006-07	2007-08	2006-07
ALL STUDENTS	96	96	91	92	92	93
WHITE	97	96	93	94	94	94
BLACK	94	95	90	90	90	90
HISPANIC	95	100	89	89	91	91
ASIAN		97	94	94	95	96
AMERICAN INDIAN			95	93	93	94
MULTIRACIAL*		94	93	93	94	94
DISABLED	80	78	73	71	76	75
ECONOMICALLY DISADVANTAGED	91	93	88	88	89	89
ELL	88	97	79	81	81	83
MIGRANT*					85	84
FEMALE*	97	98	94	95	95	95
MALE*	95	94	88	89	89	90

* Indicates subgroups not included as separate sub-populations in the Adequate Yearly Progress (AYP) calculation.

Reading and Mathematics Assessment

On the FCAT SSS reading and mathematics tests, students can attain one of five possible achievement levels, ranging from Level 1 (lowest) to Level 5 (highest).

Student Achievement Level Descriptions

Level 5: Performance at this level indicates that the student has success with the most challenging content of the Sunshine State Standards. A Level 5 student answers most of the test questions correctly, including the most challenging questions.

Level 4: Performance at this level indicates that the student has success with the challenging content of the Sunshine State Standards. A Level 4 student answers most of the test questions correctly, but may only have some success with questions that reflect the most challenging content.

Level 3: Performance at this level indicates that the student has partial success with the challenging content of the Sunshine State Standards, but performance is inconsistent. A Level 3 student answers many of the test questions correctly, but is generally less successful with questions that are the most challenging.

Level 2: Performance at this level indicates that the student has limited success with the challenging content of the Sunshine State Standards.

Level 1: Performance at this level indicates that the student has little success with the challenging content of the Sunshine State Standards.

Results of alternate assessments have been merged with the FCAT scores for reporting purposes.

Reading Assessment Results (Sunshine State Standards and Alternate Assessments)
	Percent of Students Scoring at Level 3 and Above
	School			District			State
	2007-08 Results	State Objective	% Not Tested	2007-08 Results	State Objective	% Not Tested	2007-08 Results	State Objective	% Not Tested
ALL STUDENTS	51	58	2	57	58	2	60	58	3
WHITE	58	58	2	71	58	2	71	58	3
BLACK	31	58	1	43	58	3	42	58	3
HISPANIC	39	58	1	55	58	2	53	58	2
ASIAN		58	2	71	58	1	75	58	2
AMERICAN INDIAN		58		69	58	4	64	58	3
MULTIRACIAL*		58	0	68	58	1	68	58	3
DISABLED	26	58	3	33	58	4	34	58	4
ECONOMICALLY DISADVANTAGED	33	58	3	45	58	2	48	58	2
ELL		58	1	33	58	2	37	58	2
MIGRANT*		58			58		36	58	3
FEMALE*	53	58	1	59	58	2	62	58	2
MALE*	50	58	2	55	58	2	58	58	3

* Indicates subgroups not included as separate sub-populations in the Adequate Yearly Progress (AYP) calculation.

Mathematics Assessment Results (Sunshine State Standards and Alternate Assessments)
	Percent of Students Scoring at Level 3 and Above
	School			District			State
	2007-08 Results	State Objective	% Not Tested	2007-08 Results	State Objective	% Not Tested	2007-08 Results	State Objective	% Not Tested
ALL STUDENTS	79	62	2	60	62	2	66	62	3
WHITE	86	62	2	74	62	2	76	62	3
BLACK	59	62	1	45	62	3	47	62	3
HISPANIC	65	62	1	59	62	2	61	62	2
ASIAN		62	3	80	62	1	85	62	2
AMERICAN INDIAN		62		70	62	4	71	62	3
MULTIRACIAL*		62	0	68	62	1	70	62	3
DISABLED	51	62	4	33	62	4	38	62	4
ECONOMICALLY DISADVANTAGED	65	62	3	47	62	2	54	62	2
ELL		62	1	42	62	2	47	62	2
MIGRANT*		62			62		49	62	3
FEMALE*	78	62	1	60	62	2	66	62	2
MALE*	80	62	2	61	62	3	66	62	3

* Indicates subgroups not included as separate sub-populations in the Adequate Yearly Progress (AYP) calculation.

For additional FCAT information, refer to 260SPAR-Y0708.pdf.

For 'Students Scoring at Each FCAT Achievement Level', refer to 260SPAR-Y0708B.pdf.

Assessment Results by Grade: Percent Scoring at Level 3 or Above

(FCAT Sunshine State Standards and Alternate Assessments)

	Reading
	School		District		State
	2007-08	2006-07	2007-08	2006-07	2007-08	2006-07
Grade 9	57	54	42	38	47	42
Grade 10	45	41	33	32	38	34

	Mathematics
	School		District		State
	2007-08	2006-07	2007-08	2006-07	2007-08	2006-07
Grade 9	77	78	60	58	66	61
Grade 10	81	82	65	65	68	65

II. FCAT Norm-Referenced Test (NRT)

The FCAT NRT measures student achievement on a test that was given to a national sample of students. Percentile scores on a norm-referenced test show a student's performance in relation to the performance of students in the national sample. For example, a score in the 60th percentile means the student has scored higher than 60% of the students in the national sample.

NRT Reading, Mathematics

The median national percentile rank (NPR) represents the middle percentile score of the students for whom results are presented. A median NPR of 50 equals the national average.

NRT READING	Number Tested	Median National Percentile Rank
NRT READING	School	School	District	State
Grade 9	785	75	64	67
Grade 10	685	75	69	71

NRT MATHEMATICS	Number Tested	Median National Percentile Rank
NRT MATHEMATICS	School	School	District	State
Grade 9	786	78	68	73
Grade 10	684	69	59	63

SCHOOL SAFETY AND ENVIRONMENT

Schools and communities must provide an environment that is drug free and protects the health, safety, and civil rights of everyone in the school.

School environmental safety: reported incidents*

The most recent full-year school-level data on reported incidents is available at the Florida School Indicators Report website at http://data.fldoe.org/fsir. (See Incidents of Crime and Violence)
District-level reports are available at http://www.fldoe.org/safeschools/sesir.asp

School Evaluation for Unsafe School Choice Option Requirements, Preliminary Evaluation

The No Child Left Behind Act provides for an Unsafe School Choice Option, which ensures that students who attend a school that has been identified as persistently dangerous are allowed the option of attending another school within the same district. For the 2007-08 school year, no Florida public school was identified as persistently dangerous.*

* pending review of complete full year data.

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 2007-08.

Staff Type	Total Number for 2007-08	Number Newly Hired for 2007-08	School %	District %	State %
Instructional Staff	144	29	20.1	19.9	19.6
School-Based Administrators	8	2	25.0	23.8	20.1
Total	152	31	20.4	20.1	19.7

The Professional Qualifications of Teachers

Degree Level

This table shows the number and percentage of teachers at each degree level.

Degree Level	Number	School %		District %		State %
Degree Level	Number	2007-08	2006-07	2007-08	2006-07	2007-08	2006-07
Bachelor's Degree	86	64.7	65.0	71.6	71.6	66.0	66.1
Master's Degree	44	33.1	32.1	26.9	27.1	30.9	31.1
Specialist's Degree	0	0.0	0.0	0.6	0.5	2.1	1.9
Doctorate	3	2.3	2.9	1.0	0.8	1.0	0.9
Total	133	100.0	100.0	100.0	100.0	100.0	100.0

Percentage of Teachers Teaching with Emergency or Provisional Credentials

Florida has no non-certified teachers, although some teachers may be temporarily assigned to areas outside 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 out of the field in which the applicant 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	75.1	73.6	91.2
Percentage of Classes with Teachers Teaching Out-of-Field	24.9	26.4	8.8

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 %
	School %	All Schools	High Poverty Schools*	Low Poverty Schools*	All Schools	High Poverty Schools*	Low Poverty Schools*
Classes Not Taught by Highly Qualified Teachers	13.3	19.1	20	18.5	9.1	10.1	8.8

* 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 eligibility. That is, low poverty schools have the lowest enrollment in free/reduced-price lunch as a percentage of total membership. Revised: 9/25/07

2007-08 School Performance Grade*: B

*Certain school grades may be subject to modification pending appeal.

Adequate Yearly Progress (AYP)

Adequate Yearly Progress (AYP) is based primarily on student FCAT performance, the graduation rate (for high schools), and the school performance grade.

Basic AYP requirements are as follows:

A school must test at least 95% of students in each subgroup.

A school with less than 90% of the membership scoring 3 or above in FCAT Writing must demonstrate at least a 1% increase in the percentage of students proficient in writing vs. the previous year (based on percentages rounded to whole numbers.

High schools with graduation rates less than 85% must demonstrate at least a 1% increase in the graduation rate vs. the previous year.

The school must have a performance grade other than D or F.

Students in every subgroup must achieve proficiency targets in FCAT Reading and Math

The following chart shows whether the School, District and State achieved AYP.

	School %	District %	State %
Achieved AYP	N	N	N

Key:
	N	Did not make AYP.
	Y	Made AYP.
	T	School Too Small.

	I	Incomplete.

For more detailed information about this school’s AYP, refer to 260AYP-Y0708.pdf.


A.	Notice of School Improvement Status and Options
	School districts are responsible for identifying Title I schools that fail to make AYP in consecutive years as schools in need of improvement (SINI). School districts must notify parents when their child's school has been identified for school improvement, for corrective action, or for restructuring. The school district must also include explanation of the parents' option to transfer their child to another public school, with transportation provided when required, or to obtain supplemental educational services. Sec. 1116(b)(6)
	School improvement status is indicated by the school performance grade included herein and AYP status.

B.	State's Obligation to Assist Schools and Districts in Reporting
	The Department of Education shall ensure that each school district collects appropriate data and includes in each school's annual report the information included in the state annual report card as well as the number of schools identified for school improvement and how long the schools have been so identified. Sec. 1111(h)(2)(B).

C.	Notice of Local Education Agency (LEA) Improvement Status
	Parents of students attending a school in a district identified for improvement are entitled to know why the school district was identified for improvement. The State is responsible for providing an explanation to parents in an easily understood format. The explanation must include information on how parents can assist in the improvement efforts. Sec. 1116(c)(6).

Additional required information is included in the Adequate Yearly Progress Report.

Additional statistics and information of interest may be found in the Florida School Indicators Report on the department's website at http://www.fldoe.org or at http://data.fldoe.org/fsir.

Notice of Availability of School Financial ReportFor 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 is available at www.fldoe.org/eias/flmove/county.asp. A directory of schools is also available at www.fldoe.org/schools/schoolmap/flash/schoolmap_text.asp.

For additional information about this School Public Accountability Report, refer to 260SPAR-Y0708.pdf

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NCLB SCHOOL PUBLIC ACCOUNTABILITY REPORT2007-2008

STUDENT DEMOGRAPHICS

October membership

GRADUATION RATE AND READINESS FOR POSTSECONDARY EDUCATION

Graduation Rate (with special diploma recipients counted as non-graduates)

Graduation rate (with GED-based diploma recipients counted as non-graduates)

High School Dropout Rate

College Placement Test Results

2006 high school graduates who passed college entry-level placement tests (reading, writing, and mathematics)

STUDENT PERFORMANCE

Standardized Tests

Florida Comprehensive Assessment Test (FCAT)

Alternate Assessments for Students with Disabilities

Alternate Assessments for Students who are English Language Learners

I. FCAT Sunshine State Standards Tests

Writing Assessment

Reading and Mathematics Assessment

Assessment Results by Grade: Percent Scoring at Level 3 or Above

(FCAT Sunshine State Standards and Alternate Assessments)

II. FCAT Norm-Referenced Test (NRT)

NRT Reading, Mathematics

SCHOOL SAFETY AND ENVIRONMENT

School environmental safety: reported incidents*

School Evaluation for Unsafe School Choice Option Requirements, Preliminary Evaluation

TEACHERS AND STAFF

New Staff

The Professional Qualifications of Teachers

Degree Level

Percentage of Teachers Teaching with Emergency or Provisional Credentials

In-Field and Out-of-Field Teachers

Classes Not Taught by Highly Qualified Teachers

Adequate Yearly Progress (AYP)

NCLB SCHOOL PUBLIC ACCOUNTABILITY REPORT
2007-2008