This Metric includes students who score at achievement level 3 or higher on the statewide assessment for these subject areas:
- Florida statewide assessment - ELA grades 3-10
- Math grades 3-8; Algebra 1, Algebra 2, Geometry End-of-Course (EOC)
- Statewide Science Assessment grades 5, 8; Biology 1 EOC
- Civics EOC, U.S. History EOC
The English Language Arts and Mathematics growth metrics are based on the percentage of students who made learning gains on Florida's statwide assessments and FAA English Language Arts and Mathematics assessments. These criteria were established by the State
Board of Education in the school grading rule. Each learning gains metric is based on the percentage of students
who met one of the following learning gains criteria:
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Students who increase at least one (1) achievement level on the statewide standardized assessment in the same
subject area.
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Students who scored below Achievement Level 3 on the statewide standardized assessment in the prior year and
who advance from one subcategory within Achievement Level 1 or 2 in the prior year to a higher subcategory in the
current year in same subject area. Achievement Level 1 is comprised of three (3) subcategories, and Achievement
Level 2 is comprised of two (2) subcategories.
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Students whose score remained at Achievement Level 3 or 4 on the statewide standardized assessment in the
current year and whose scale score is greater in the current year than the prior year in the same subject area.
This does not apply to students who scored in a different achievement level in the prior year in the same subject
area.
- Students whose score remained at Achievement Level 3 or 4 and whose score is greater in the current year than the prior year in the same subject area.
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Students who scored at Achievement Level 5 in the prior year on the statewide standardized assessment and who
score in Achievement Level 5 in the current year in the same subject area.
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Please see Rule 6A-1.09981, School District Accountability for additional information about the Florida Alternate Assessments (FAA) learning gains criteria.
Note: Numbers and percentages displayed for the most recent year may reflect minor differences
from those published previously. This is because of the inclusion of additional information reported after the
initial publication of data.
This metric compares the subgroup's performance in the subject areas/statewide assessments to determine the
gap, which is the number of percentage points by which they are different.
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Economically disadvantaged students include students determined to be eligible for free and reduced price
meals under the National School Lunch Program.
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Students with disabilities include students who are documented as having an intellectual disability; a
hearing impairment, including deafness; a speech or language impairment; a visual impairment, including
blindness; an emotional or behavioral disability; an orthopedic or other health impairment; an autism spectrum
disorder; a traumatic brain injury; or a specific learning disability, including, but not limited to, dyslexia,
dyscalculia, or developmental aphasia.
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The Strategic Plan and Gap reports use the English Language Learners (ELLs) definition, which includes students who are currently receiving services designed to meet the instructional needs of ELL students (Code LY) and also students who have exited the ESOL program and are in the one to two-year follow-up period (Code LF) or in the three to four-year follow up period (Code LA). This may be differ slightly for other reports that only include students who are currently receiving services.
Note: Numbers and percentages displayed for the most recent year may reflect minor differences
from those published previously. This is because of the inclusion of additional information reported after the
initial publication of data.
This metric follows a 9th grade freshman cohort for four years to see the percentage of students that graduate
on time.
The percentage is the percentage of students who graduate on time. Students not counted as graduates
include dropouts, students still in school after four years, special diploma recipients, certificate of completion
recipients, and GED earners.
The cohort is adjusted accordingly as students transfer in and out of school.
Note: Numbers and percentages displayed for the most recent year may reflect minor differences
from those published previously. This is because of the inclusion of additional information reported after the
initial publication of data.
This metric represents the percentage of graduates who were eligible for college credit or an industry
certification while in high school.
College credit eligibility is determined by either passing scores on an Advanced Placement (AP), International
Baccalaureate (IB), or Advanced International Certificate of Education (AICE) exam or a grade of “C” or higher in
a dual enrollment course.
Industry certifications are awarded by passing an industry certification exam. Only industry certifications on the
funding list are included.
This measure captures the percent of graduates who earned at least one of these accelerated outcomes while
enrolled in high school.
Note: Numbers and percentages displayed for the most recent year may reflect minor differences
from those published previously. This is because of the inclusion of additional information reported after the
initial publication of data.
This metric represents the percentage of public schools that earned a “D” or “F” through the state’s School Grades
system.
The components of the school grades formula can be found in the School Grades Overview and the Guide to Calculating School and District Grades documents located on the
Florida School Accountability Reports webpage.
Note: Numbers and percentages displayed for the most recent year may reflect minor differences
from those published previously. This is because of the inclusion of additional information reported after the
initial publication of data.
The Florida College System completion rate metric measures the percentage of first-time, full-time students who
complete an educational certificate or associate degree program within 150% of the time it takes a full-time
student to complete the program (e.g., three years for a two-year degree program).
The District Postsecondary completion rate metric measures the percentage of first-time, full-time students who
complete an educational certificate program within 150% of the time it takes a full-time student to complete the
program.
Note: Numbers and percentages displayed for the most recent year may reflect minor differences
from those published previously. This is because of the inclusion of additional information reported after the
initial publication of data.
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CODE
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SHORT TITLE
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DEFINITION
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LP
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Students Pending Aural/Oral Assessment for Initial Placement in ESOL Program
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The student is in the 3rd-12th grade, tested fully English proficient on an Aural/Oral Test and is Limited English Proficient pending the Reading and Writing assessment or the student is in K-12th grade, answered “yes” on the Home Language Survey question “Is a language other than English spoken in the Home?” and is pending aural/oral assessment.
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LY
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Students Enrolled in ESOL Program and Receiving Services
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The student is classified as limited English proficient and is enrolled or receiving services that are specifically designed to meet the instructional needs of ELL students, regardless of instructional model/approach.
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LF
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Students in Years 1-2 after Exiting an ESOL Program
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The student is being followed up for a two-year period after having exited from the ESOL program. The student is in years 1-2 of the follow-up period.
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LA*
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Students in Years 3-4 after Exiting an ESOL Program
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The student has completed the two-year follow-up period after exiting the ESOL program (code LF) and is reported in this category for the next two years (years 3-4 after exiting) for the purpose of student subgroup reporting per the state ESSA plan.
*New category beginning with the 2019-20 school year.
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LZ*
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Students who have Completed the Follow Up Period after Exiting an ESOL Program
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The student is one for whom a two-year follow-up period has been completed after the student has exited the ESOL program. This code also applies to John M. McKay Scholarship students who were formerly in an English Language Learners program.
*Definition modified beginning with the 2019-20 school year to: The student is one who has been exited from the ESOL program for more than four years.
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ZZ
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Students who were Never English Language Learners
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Students who were Never English Language Learners.
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This metric includes students who enroll in-state within 12 months of earning a high school diploma in a Florida
College System (FCS) institution, a State University System (SUS) institution, an Independent Colleges and
Universities of Florida (ICUF) institution, a Florida nonpublic postsecondary schools institution (Commission for
Independent Education), or a District Postsecondary institution.
Note: Numbers and percentages displayed for the most recent year may reflect minor differences
from those published previously. This is because of the inclusion of additional information reported after the
initial publication of data.
This metric provides the percentage of students earning an AA degree who transfer into the next postsecondary level
in a Florida College System (FCS) institution, a State University System (SUS) institution, or an Independent
Colleges and Universities of Florida (ICUF) institution.
Note: Numbers and percentages displayed for the most recent year may reflect minor differences from
those published previously. This is because of the inclusion of additional information reported after the initial
publication of data.
This metric represents the percentage of K-12 students enrolled in public schools that earned an “A” or “B”
through the state’s School Grades system. The components of the school grades formula can be found in the School Grades Overview and the Guide to Calculating School and District Grades documents located on the
Florida School Accountability Reports webpage.
Note: Numbers and percentages displayed for the most recent year may reflect minor differences
from those published previously. This is because of the inclusion of additional information reported after the
initial publication of data.
This metric uses Florida Education and Training Placement Information Program (FETPIP) data to identify whether
program completers were employed in the fall (October, November, and December) of the year following their
completion. It includes individuals employed full- or part-time and who were not found continuing their education.
Note: Numbers and percentages displayed for the most recent year may reflect minor differences
from those published previously. This is because of the inclusion of additional information reported after the
initial publication of data.
This metric uses Florida Education and Training Placement Information Program (FETPIP) data to identify whether
program completers were employed in the fall (October, November, and December) of the year following their
completion. It includes individuals employed full- or part-time and who were not found continuing their education.
Note: Numbers and percentages displayed for the most recent year may reflect minor differences
from those published previously. This is because of the inclusion of additional information reported after the
initial publication of data.
This Metric Tracks Florida's National Rankings:
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National Institute for Early Education Research
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Education Week Quality Counts (K-12 Achievement)
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NAEP – 4th and 8th Grade Reading and Math, ROI, Large Urban Districts
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AP – Performance, Participation, and Improvement
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Lumina Foundation – Workforce Education
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U.S. DOL Data – Registered Apprentices and Graduates
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Center for Education Reform Parent Power! Index
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EdChoice – Educational Choice Share, Spending on School Choice
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U.S. DOE Cost/Affordability Report – College Affordability
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U.S. News and World Report – Higher Education
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SREB – Three-year College Graduation Rate
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Aspen Prize for College Excellence