The Florida Department of Education's mission is to increase the proficiency of all students within one seamless, efficient system, by providing them with the opportunity to expand their knowledge and skills through learning opportunities and research valued by students, parents, and communities, and to maintain an accountability system that measures student progress.
Why does my child's school not have school performance, assessment, or other accountability information?
This school serves a combination of students in kindergarten through grade 3 and does not receive a school grade because its students are not tested and included in the school grading system. This school is designated as a K-3 feeder pattern school since a majority of its students are scheduled to be assigned to a graded school. A K-3 pattern school receives the school grade of the graded school where its students are scheduled to be assigned. Please see the receiving school, , for details about this school's performance.
This page will display other information outside of assessments and school accountability.
How is a School Identified for Support? The Federal Percent of Points Index (Federal Index) is used to identify schools in need of support.
The Federal Index represents the federal accountability system (Every Student Succeeds Act [ESSA]) calculation, which includes the same components as Florida's accountability system that make up a school's grade with one additional component, an indicator for the progress of English Language Learners.
In cases where a school tests fewer than 95% of its students, the number of students that make up the difference between those who were actually tested and those who should have been tested to reach the required 95% threshold are added back in to the denominators of the English Language Arts and Mathematics achievement components and are counted as non-proficient as required under federal law.
What is Support? The department examines student achievement data to identify schools and districts that need additional support to reduce the achievement gaps in defined subgroups and schools. The goal is to provide a Multi-tiered System of Support that consists of three support levels (Tier 1, Tier 2, and Tier 3).
Tier 1 is universal support available to all stakeholders across the state. Support is primarily online and includes resources for teachers, administrators, parents, and the general public. Starting in 2019-20, schools shall annually complete a School Improvement Plan identifying the sub-group(s) and outline specific goals and interventions. Districts shall approve the plan(s).
Tier 2 is supplemental support provided to specific districts and schools based on identified subgroups. Support is grade-level and content-specific to increase student achievement and decrease the achievement gap. The support is more focused, frequent, and requires specialization in the identified subgroup(s). Starting no earlier than 2020-21, identified schools shall annually complete a School Improvement Plan identifying the specific sub-group(s) and outline specific goals and interventions. Districts shall approve the plan(s).
*Schools will only qualify for Tier 2 after three years of the same subgroup's underperformance in Tier 1. The earliest this will begin is the 2020-21 school year.
Tier 3 is intensive support provided exclusively to specific districts and schools based on identified subgroups or overall low performance. Direct support is provided to leaders and teachers by the Department with continuous monitoring on progress to increase the likelihood of implementation and sustainability. Starting in 2019-20, schools shall annually complete a School Improvement Plan identifying the specific sub-group(s) or school achievement gap and outline specific goals and interventions. Districts and the Department shall approve the plan(s).
Overall Federal Index
Low Overall Federal Index = 40% or Less
A school is identified for Comprehensive Support & Improvement (CS&I) if it earns a D or F school grade, has an overall Federal Index of 40 percent or less, or has a graduation rate of 67 percent or lower.
A school that is not identified for CS&I, but has an underperforming subgroup (any subgroup with a Federal Index at or below 40 percent), is identified for Targeted Support & Improvement (TS&I).
The Florida Department of Education will provide support to school districts to reduce the achievement gap by increasing student achievement in CS&I and TS&I schools.
D or F School:
Low Overall Federal Index:
Low Graduation Rate:
Subgroup Federal Index
American Indian/Alaskan Native
Native Hawaiian/Other Pacific Islander
English Language Learners
Students with Disabilities
Data Masking: Data are suppressed when the total number of students within a subgroup (across all categories) is less than 10 and is noted by an asterisk (*).
School Grade Explanation
School Grades provide an easily understandable way to measure the performance of a school. Parents and the general public can use the school grade and its components to understand how well each school is serving its students. Schools are graded A, B, C, D, or F.
A School's Grade May Include up to Eleven Components: There are four achievement components, four learning gains components, a middle school acceleration component, as well as components for graduation rate, and college and career acceleration. Each component is worth up to 100 points in the overall calculation. The number of points earned for each component are added together and divided by the total number of available points to determine the percentage of points earned.
Four Achievement Components: The four achievement components are English Language Arts, Mathematics, Science, and Social Studies. These components include student performance on statewide, standardized assessments, including the comprehensive assessments and end-of-course (EOC) assessments. The component measures the percentage of full-year enrolled students who achieved a passing score.
Four Learning Gains Components: These components are learning gains in English Language Arts and Mathematics, as well as learning gains for the lowest performing 25% of students in English Language Arts and Mathematics. These components include student performance on statewide, standardized assessments including the comprehensive assessments and EOC assessments for the current year and the prior year. The components measure the percentage of full-year enrolled students who achieved a learning gain from the prior year to the current year.
Middle School Acceleration: This component is based on the percentage of eligible students who passed a high school level EOC assessment or industry certification.
College and Career Acceleration: This component is based on the percentage of graduates from the graduation rate cohort who earned a score on an acceleration examination (AP, IB, or AICE) or a grade in a dual enrollment course that qualified students for college credit or earned an industry certification.
Graduation Rate: The graduation rate is based on an adjusted cohort of ninth grade students and measures whether the students graduated within four years. Since graduation rates are calculated at the end of the year, this component is a lag measure and uses the prior year's graduation rate for the current year's school and district grade calculation.
Minimum Number of Students for Inclusion in Florida's Accountability System: A school receives a grade based solely on the components for which it has sufficient data. Sufficient data exists when at least 10 students are eligible for inclusion in the calculation of the component. If a school has less than 10 eligible students with data for a particular component, that component is not calculated in the school's grade. See Section 1008.34(3)(a), Florida Statutes for more details.