Student Achievement in Florida’s Charter Schools · in 2007-08. Only students who were enrolled in a charter school or a traditional public school for an entire school year are

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


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


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


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


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


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



Reading Reading70.0%

60.0%

50.0%

40.0%

30.0%

20.0%

10.0%

0.0%

58.6%

30.3%

24.3%



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%



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%



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%



Exceptional Education Students

Charter Traditional

41.4%

30.8%

42.0%

21.5%

55.5%



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


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


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%


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


Math Math70.0%

60.0%

50.0%

40.0%

30.0%

20.0%

10.0%

0.0%

58.0%


Charter Traditional

52.7%

45.1%

58.4%54.1% 51.4%


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%



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%




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%



Hispanic Students

Charter Traditional

70.4%68.0% 68.4%

77.2%74.9%

37.6%



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


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%


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


44.5%

Percent of Students Scoring a Level 3 or Above on FCAT Science Middle School Grade 8


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


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%



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%




Charter Traditional

33.7%

24.6%

32.2%30.8%

19.6%

21.6%


Hispanic Students


FRL Students

41.3%

33.5%

Elementary Middle High SchoolCharter Traditional

39.9% 40.7%

28.6%30.2%




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%



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


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%


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%


64% 63%

70%72% 73%

29%

44%

51% 52%

64%

52%

77%

67%

Charter Middle Schools FCAT Reading Achievement Level 3 and Above


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%


Traditional Public Middle Schools FCAT Reading Achievement Level 3 and Above


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


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


Reading

2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-110%

10%

20%

30%

40%

50%

60%


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%


Traditional Public High Schools FCAT Reading Achievement Level 3 and Above


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%


Charter Elementary Schools FCAT Math Achievement Level 3 and Above


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%


Traditional Public Elementary Schools FCAT Math Achievement Level 3 and Above


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



Math Math

0%

10%

20%

30%

40%

50%

60%

70%

80%


Charter Middle Schools FCAT Math Achievement Level 3 and Above


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%


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


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%


67%

30%33%

40%42%

60% 62%

69%

81%

53%

69%

68%

Charter High Schools FCAT Math Achievement Level 3 and Above


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%


Traditional Public High Schools FCAT Math Achievement Level 3 and Above


73%

39%41%

76%

43%

50%

56% 57%

80%

48%

63%

81%

50%

54%

75%

35%

75%

65%

81%

52%

68%

82%

51%

68%



Math



Reading

0%

-2%

-4%

-6%

-8%

-10%

-12%

-14%

-16%

-18%

-20%


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%


Charter Traditional

-29.7%

-26.2%

-32.0%

-23.1%

-29.4%

-23.5%

0%

-5%

-10%

-15%

-20%

-25%

-30%

-35%


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%


Charter Traditional

-5.5%

-10.5%

-13.5%

-7.1%

-13.6%

-5.0%

Achievement Gap in Math Charter Schools and Traditional Public Schools


-13.1%



Reading



Science

0%

-2%

-4%

-6%

-8%

-10%

-12%

-14%

-16%

-18%

-20%

Achievement Gap in Science Charter Schools and Traditional Public Schools


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


-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%


Percent of Students Making Learning Gains on FCAT ReadingAll Students

Charter Traditional

67% 68% 65%

55%

66%64%

61%

52%




70.0%

60.0%

50.0%

40.0%

30.0%

20.0%

10.0%

0.0%


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%


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%


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%


Percent of Students Making Learning Gains on FCAT ReadingExceptional Education Students

Charter Traditional

56%61%

56%

39%

56% 57%

52%

38%




70.0%

60.0%

50.0%

40.0%

30.0%

20.0%

10.0%

0.0%


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%




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%



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%



Hispanic Students

Charter Traditional

63%

72%67%

56%

61%

68%

60%

47%



Math



Reading80.0%

70.0%

60.0%

50.0%

40.0%

30.0%

20.0%

10.0%

0.0%



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%




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%


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%


Percent of Students Making Learning Gains on FCAT MathAfrican-American Students

Charter Traditional

57%

68% 65%72%

60%65% 64%

67%



Math Math90.0%

80.0%

70.0%

60.0%

50.0%

40.0%

30.0%

20.0%

10.0%

0.0%


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%


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%


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%


Percent of Students Making Learning Gains on FCAT MathExceptional Education Students

Charter Traditional

55%

65%61%

65%

55%

62%59%

61%



Math Math80.0%

70.0%

60.0%

50.0%

40.0%

30.0%

20.0%

10.0%

0.0%


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%




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%



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%



Hispanic Students

Charter Traditional

68% 69% 70%

76%

66%69% 68%67%



Data



Math80.0%

70.0%

60.0%

50.0%

40.0%

30.0%

20.0%

10.0%

0.0%



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%




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



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


Hispanic


FRL


SWD


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


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


Hispanic


FRL


SWD


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


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


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



Data

FCAT LEARNING GAINS DATA

MATH All Students


African American % who made learning gains

White


Hispanic


FRL


SWD


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


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


FCAT LEARNING GAINS OF THE LOW 25%

MATH All Students


African American% in the low

25% who made learning gains

White


Hispanic


FRL


SWD


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


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


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

Documents

Student Achievement in Florida’s Charter Schools · in 2007-08. Only students who were enrolled in a charter school or a traditional public school for an entire school year are