Senate Bill 1908 (2008 Legislative Session) requires a significant change to the way high schools are graded beginning with the 2009-10 School Year.
In addition to the vital foundation of assessment results in Grades 9, 10, and 11 (Science), the law requires an equal focusbe placed on:
Access to rigorous, accelerated coursework, as well as performance in rigorous, accelerated coursework.
College Readiness
Graduation rates for all students as well as those academically at-risk.
Why Change the Way we Grade our High Schools?
Over the past decade, Florida has shown tremendous progress in the foundation skills of reading and mathematics proficiency through Grade 10
The percent of students achieving a level 3 or above on the FCAT Reading test was 47% in 2001 and 2002 and increased to 50% in 2003; to 52% in 2004; to 53% in 2005; to 57% in 2006; to 58% in 2007; to 60% in 2008; and to 61% in 2009. The percent of students achieving a level 1 on the FCAT Reading test was 32%in 2001and decreased to 31% in 2002; to 29% in 2003; to 27% in 2004; to 26% in 2005; to 22% in 2006; to 21% in 2007; to 20% in 2008; and to 18% in 2009.
The percent of students achieving a level 3 or above on the FCAT Math test was 50% in 2001 and increased to 51% in 2002; to 54% in 2003; to 56% in 2004; to 59% in 2005; to 61% in 2006; to 63% in 2007; to 65% in 2008; and to 67% in 2009. The percent of students achieving a level 1 on the FCAT Math test was 29%in 2001and decreased to 27% in 2002; to 24% in 2003; to 22% in 2004; to 20% in 2005; to 18% in 2006; to 17% in 2007; to 15% in 2008; and to 14% in 2009.
Why Change the Way we Grade our High Schools?
State and national expectations are rising for our high schools
In 2007, 54 percent of high school graduates who enrolled in community college required remediation in at least one subject.
The high school accountability system demands:
More rigorous standards and assessments
Alignment between high school and college readiness and high-skill/high-wage employment
For use in 2009-10 and 2010-11 National Governors Association (NGA) Rate
Students who transfer to:
Other schools (public, private, or Dept. of Juvenile Justice facilities);
Home-education programs;
Adult education programs
Deceased students
Standard Diploma recipients
Special Diploma recipients
Dropouts
Certificate of Completion recipients
GED recipients
Continuing enrollees who are not on-time graduates
For use beginning in 2011-12 New Federal Uniform Rate *Note: If federal requirements for the uniform rate change in the interim, Florida’s federal uniform rate calculation will be adjusted accordingly.
Continuing enrollees who are not on-time graduates
Special Diplomas
Transfers to Adult education programs or Dept. of Juvenile Justice facilities who are not standard diploma recipients.
New Component #2A:
Participation in Accelerated Coursework
Proposed Calculation:
School Year
Numerator
Denominator
2009-10 and 2010-11
11th-12th graders who took an accelerated exam or dual enrollment course AND 9th-10th graders who passed an accelerated exam or dual enrollment course during the academic year (weighted)
All 11th-12th graders
2011-12
All 9th-12th graders who took an accelerated exam or dual enrollment course during the academic year (weighted)
All 11^{th}-12^{th} graders
For a school to receive credit for participation in an accelerated course that ends in an exam (e.g., AP, IB, AICE), the student must take the exam.
For dual enrollment, a student must earn a grade in the course for a school to receive credit for participation.
For industry certification, a student must have taken an industry certification exam on the SBE approved “Industry Certification Funding List” for the year.
Acceleration Participation In the formula, schools would earn weighted credit for the number of exams/courses a student takes. Below is the proposed weighting system to accommodate multiple exams or dual enrollment courses taken by students:
Weight
Participation Outcome
1.00
1 Exam/Course Taken
1.10
2 Exams/Courses Taken
1.20
3 Exams/Courses Taken
1.30
4 Exams/Courses Taken
1.40
5 Exams/Courses Taken
+ 0.1
For Each Additional Exam/Course Taken
No cap is proposed for participation. That is, following the logic above, schools will earn an increasing amount of credit for those students who take increasing numbers of accelerated courses/exams. For example, the student who takes 7 exams/courses will be weighted at 1.6; a student who takes 8 will be weighted 1.7; and so on.
Acceleration Participation – EXAMPLE John Doe completes 3 Dual Enrollment courses; 2 AP exams; and 1 industry certification exam. Here are his results:
New Component #2B: Performance in Accelerated Coursework
Proposed Calculation:
School Year
Numerator
Denominator
2009-10 and
2010-11
Number of successful outcomes in accelerated coursework (weighted) by a student (9th through 12th grade)
All 11th-12th graders who took an accelerated exam or dual enrollment course AND 9th-10th graders who passed the acceleration during the academic year
2011-12
Number of successful outcomes in accelerated coursework (weighted) by a student (9th through 12th grade)
All 9th-12th graders who took an accelerated exam or dual enrollment course during the academic year.
New Component #2B:
Performance in Accelerated Coursework
Weighting Proposal for Performance
Measure will be based on credits earned.
Depending on their score on AP, IB, and/or AICE, students will receive weight in the formula based on the number of postsecondary courses for which the student earns credit as determined by the Articulation Coordinating Committee’s Credit-by-Exam Equivalencies List. (http://www.fldoe.org/articulation/pdf/ACC-CBE.pdf)
Successful completion (a “C” or higher) of a Dual Enrollment course leads to students earning credit in one course.
Successful passage of an Industry Certification exam.
New Component #2B:
Performance in Accelerated Coursework
Successful Outcomes are defined as:
AP
Score
Outcome
Score of 3
1 Successful Outcome
Score of 4 or 5
1 or 2 Successful Outcomes (depending on ACC Credit-by-Exam Equivalencies)
IB
Score
Outcome
Score of 4
1 Successful Outcome
Score of 5, 6, or 7
1 or 2 Successful Outcomes (depending on ACC Credit-by-Exam Equivalencies)
In the formula, schools would earn weighted credit for the number of successful outcomes a student earns. Here is the proposed weighting system to accommodate multiple successes by students:
Weight
Performance Outcome
1.00
1 Successful Outcome
1.10
2 Successful Outcomes
1.20
3 Successful Outcomes
1.30
4 Successful Outcomes
1.40
5 Successful Outcomes
+ 0.1
For Each Additional Successful Outcome
No cap is proposed for performance. That is, following the logic above, schools will earn an increasing amount of credit for those students who successfully complete increasing amounts of accelerated coursework. For example, the student who earns 7 successful outcomes will be weighted at 1.6; a student who earns 8 will be weighted 1.7; and so on.
Acceleration Performance – EXAMPLE
John Doe takes 3 Dual Enrollment courses; 2 AP exams; and 1 industry certification exam. Here are his results:
Accelerated Course
Score/Grade
Successful Completion
Dual Enrollment Course 1
“C”
1
Dual Enrollment Course 2
“C”
1
Dual Enrollment Course 3
“D”
0
AP Exam 1
2
0
AP Exam 2 (in English)
4
2
Industry Certification Exam
Passed
1
Total Successful Completions
5
His Weight in the Formula
1.40
New Component #3:
Postsecondary Readiness
Proposed Calculation
Numerator
Denominator
Number of students scoring “ready” on SAT, ACT, and/or CPT any time during their high school careers
On-time high school graduates who scored a Level 3 or higher on the 10th Grade FCAT in Reading or Mathematics (depending on component)
Separate Measures for Reading and Math.
If student takes multiple tests (ACT, SAT, or CPT), the student’s highest score by subtest is used.
The scores used to define “ready” are set in State Board of Education Rule 6A-10.0315, F.A.C.
This measure will be based on all on-time standard high school graduates beginning no later than 2011-12.
New Component #4:
Graduation Rate for At-Risk Students
Track the 4-year high school graduation rate of students who scored a Level 2 or lower on both FCAT Reading and Mathematics in 8^{th} Grade.
If a school does not have at least 10 students in that subgroup, the school’s overall graduation rate will be substituted for this measure.
New Component #5:
Growth or Decline in components
Schools earn an escalating number of points based on the magnitude of their improvement.
Additional points would be awarded based on the number of points the school improved (growth from prior year); up to 20 additional points.
Schools will lose 5 points if a component declines by at least 10 percentage points.
EXAMPLES
GROWTH: A school’s acceleration performance improves from 25% to 32%; the school earns an additional 7 points resulting in a total of 39 points (32 + 7).
DECLINE: A school’s acceleration performance declines from 30% to 20%; the school would lose an additional 5 points resulting in a total of 15 points (20 – 5).
Additional Requirement – At-Risk Graduation Rate
Law stipulates that in order for a school that earns enough points for an “A” to be awarded an “A”, the school’s at-risk graduation rate must meet a certain threshold to ensure “adequate progress.”
Recommended Threshold:
75%; or
1 percentage point improvement over the prior year if percentage is within 10 points of the target
5 percentage point improvement over the prior year if percentage is beyond 10 points of the target
This requirement is akin to the current learning gains requirement for the Low 25%.
New High School Grade
50% on FCAT Components
800 Points Possible
50% on New High School Components
800 Points Possible
TOTAL POINTS (FCAT + New High School Components)
1600 Points Possible
Grade Scale
A >= 1050
B 990 to 1049
C 870 to 989
D 790 to 869
F < 790
FCAT Components (50% of the Grade)
READING
MATH
WRITING
SCIENCE
Performance
100 possible pts.
Performance
100 possible pts.
Performance
100 possible pts.
Performance
100 possible pts.
Learning Gains
100 possible pts.
Learning Gains
100 possible pts.
TOTAL FCAT POINTS
800 POINTS
Learning Gains of Lowest 25%
100 possible pts.
Learning Gains of Lowest 25%
100 possible pts.
PLUS 11^{th} and 12^{th} grade retakes for possible bonus points (10) – High schools earn ten bonus points when half of all 11^{th} and 12^{th} graders retaking the FCAT meet the graduation requirement.
New High School Components
NEW 50% (with points possible)
GRADUATION
ACCELERATION
READINESS
GROWTH/DECLINE
Overall Rate
200
Participation
200 (in 2009-10)
175 (in 2010-11)
150 (in 2011-12)
Performance on Reading
100
For each component schools may earn up to 20 additional points for GROWTH
All components are percentages. Those components weighted twice as much as others reflect a calculated percentage that is doubled (e.g., School X has a 75% graduation rate – School X earns 150 points (75*2) for that component).
All component values are capped at their maximum values. That is, if a school earns points in excess of the total for a particular component – through the growth adjustment or the escalating weights in the acceleration components – the school will receive the maximum points for that component.
Sample New High School Grade Calculation
New High School Components: Graduation Rates – Sample School
Component
Prior Year (PY)
Current Year (CY)
Points Earned
(CY + (CY – PY))
Overall Graduation Rate
65%
68%
(68 + (68 – 65)) =
71
At-Risk Graduation Rate
57%
57%
(57 + (57 – 57)) =
57
New High School Components: Acceleration Participation –
Sample School
Number of 11th and 12th Graders
Number of Students who took 1 Acceleration Exam or Course
Updated procedure for determining percentage of students proficient in writing
Inclusion of Florida Alternate Assessment results for students with disabilities in calculating learning gains for reading and math
Cell-size criteria for science and writing in School Grades
The minimum cell-size for the writing and science components for school grades will be reduced from 30 students to 10 students.
If a school has fewer than 10 students with writing (or science) scores, the school will receive the district average for writing (or science).
Prior to this proposed rule change, schools with fewer than 30 students received the district average in writing and/or science in lieu of the school’s actual performance.
This will increase the number of schools whose actual writing and science performance will be reported as part of School Grades
Updated procedure for determining percentage of students proficient in writing
Beginning in 2009-10, FCAT writing essays at grades 4, 8, and 10 will be scored by one reader (as opposed to two, as was done in prior years).
A score of 3.5 in writing in grades 4, 8, and 10 will no longer be possible.
To accommodate this change, the average of the percentage of students scoring a 3 and above and the percentage of students scoring a 4 and above will be used for the writing component of school grades.
Inclusion of Florida Alternate Assessment results in calculating learning gains
Section 1008.34(3)(b)(1)b, Florida Statutes, requires that learning gains for students seeking a special diploma, as measured by an alternate assessment tool, shall be included in School Grades no later than the 2009-10 school year.
The Florida Alternate Assessment has nine separate performance levels, ranging from 1 to 9, with 4 or higher equaling proficient.
Propose defining a learning gain as an improvement in performance levels or the maintenance of a proficient level.