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SUBSCRIPTIONS TO THE EDUCATION RESEARCH REPORT While you can still read full-text versions of our back issues from April 2006–January 2007 for free (http://www.queuenews.com/EduResearchRpt.html), you must now subscribe for access to new full-text versions, including the articles in this month's issue. An annual subscription is available for $145. And as an added bonus, you'll continue to automatically receive your state's e-newsletter, a $48 value, for free!! These newsletters will be published by AICE, Inc. an affiliate of Queue, Inc. Call 800-232-2224 to place your order with a credit card. Details can be found here: http://www.queuenews.com/subsstate.html Just Read, Families! K-12 Recommended Summer Reading List The Just Read, Families! Recommended Summer Reading List encourages students to continue their reading efforts during the summer vacation months. Research indicates that children who do not continue to read while on vacation risk losing progress made during the school year. “Florida’s Recommended Summer Reading List provides families with a variety of reading options, ensuring children will receive the practice they need during the summer months,” said Commissioner Blomberg. “This reading list provides excellent suggestions to further strengthen a child’s love of reading, while providing parents an opportunity to help their child as they continue to learn.” The Just Read, Families! suggested reading list can be found at http://www.justreadfamilies.org/reading/justread.asp. The site also offers parents the tools they need to nurture a reading-friendly environment at home during the break. Resources include links to county and municipal public libraries, tips for parents on reading with children and a list of recommended books for each grade level. FCAT Results for Reading and Mathematics for Third Through 10th Grade and Science for Grades 5, 8, and 11 Florida Comprehensive Assessment Test (FCAT) results for grades three through 10 in reading and mathematics and grades 5, 8 and 11 in science show that elementary, middle and high school levels all showed improvement in reading and mathematics compared to scores in 2001. Student achievement in grades 5, 8 and 11 all showed improvement in science compared to past years. Reading and Math Gains for All Levels Overall, 57 percent of students in grades 3 through 10 are reading at or above grade level (Level 3 and above) compared to 47 percent in 2001. Sixty-two (62) percent of Florida students are demonstrating mathematics skills at or above grade level (Level 3 and above) compared to 50 percent in 2001. Scores for each level: Elementary School (Grades 3 – 5)
Middle School (Grades 6 – 8)
High School (Grades 9 and 10)
Science Gains in Grades 5, 8 and 11 Students in grades 5, 8 and 11 are also required to take the science portion of the FCAT. For the first time, student achievement levels in science will be a component in determining school grades. Students taking the science portion of the FCAT all showed significant improvement compared to past years. The science portion of the FCAT has been administered in grades 5 and 8 since 2003 and administered in grade 11 since 2005. Grade 5
Grade 8
Grade 11
Parents can view their child's FCAT reading, mathematics and science scores on the Internet by logging on to the FCAT Parent Network at www.fcatparentnetwork.com using the log-in and password provided by their school. This secure site features detailed information on the meaning of the scores and provides resources to improve student performance in the future. Reading, mathematics and science scores for all students will be posted to the Web site on Friday, May 25, 2007. The Florida Department of Education continues to take steps toward increasing the transparency of the FCAT. Hundreds of printed and online resources related to the FCAT have been available for several years, including annual releases of sample questions and full-length tests. The full-length FCAT reading and mathematics tests were previously taken by students and include answer keys and the identification of the Sunshine State Standards being assessed. In the fall of 2007, new tests will be released for grades 5 and 6 reading and mathematics, and grade 8 science. This action will provide a released FCAT reading and mathematics test for every grade level assessed, including two versions of the grade 10 tests. To view school, district and state FCAT reports, visit http://fcat.fldoe.org. Florida’s Voluntary Prekindergarten Is Better Preparing Children for Kindergarten Children who participated in the Florida’s Voluntary Prekindergarten (VPK) Education program performed better on the Florida Kindergarten Readiness Screener (FLKRS) – a screening instrument given to children within the first 30 days of kindergarten – than children who did not participate in the program. Further, children who attended the VPK program less than 85 percent of the time still scored higher on the FLKRS screening measures than children who had no exposure to the program. The FLKRS includes selected measures from the Early Childhood Observation System™ (ECHOS™) and the first two measures of the Dynamic Indicators of Basic Early Literacy Skills™ (DIBELS™) – those measuring Letter Naming Fluency and Initial Sound Fluency. Children attending the full VPK program, or even a portion of a program, generally outperformed those who did not on each of these three measures. ECHOS™ – Fifty-two percent of VPK completers (those attending a minimum of 85 percent of the program) were "Consistently Demonstrating" what he or she should know and be able to do at the beginning of kindergarten. Only 40 percent of non-VPK children were "Consistently Demonstrating" and 45 percent of children with some VPK were "Consistently Demonstrating." DIBELS™: Letter Naming Fluency – Letter Naming Fluency measures a student's proficiency in naming uppercase and lowercase letters. Eighty-two percent of VPK completers were "Above Average" or "Low Risk," which means the student was performing at or above grade level in this measure. Sixty-five percent of non-VPK children were "Above Average" or "Low Risk" and 71 percent of children with some VPK were "Above Average" or "Low Risk." DIBELS™: Initial Sound Fluency – Initial Sound Fluency measures a student's ability to recognize the beginning sound(s) in a spoken word. Seventy percent of VPK completers were "Above Average" or "Low Risk;" whereas, 62 percent of non-VPK children fell into this same category. Sixty-four percent of children with some VPK were "Above Average" or "Low Risk." "The three assessments clearly demonstrate that children who completed or participated in VPK scored higher than those who did not. These results indicate that the hard work of our partners and early learning coalitions is paying off and that this program makes a significant difference in terms of whether a child will be prepared for school," said Agency for Workforce Innovation Director Monesia Brown. "These are the types of results the people of Florida asked for and I am proud to report that we are delivering on our promise." Also released were preliminary 2005-2006 VPK Provider Kindergarten Readiness Rates, which measure how well a private or public VPK provider prepared four-year-olds for kindergarten. To make this information easily accessible to parents, Department of Education (DOE), the Agency for Workforce Innovation (AWI) and the Department of Children and Families (DCF) worked collaboratively to develop a searchable, online database with readiness rate reports for individual VPK providers available at https://vpk.fldoe.org. VPK Provider Kindergarten Readiness Rates include only the results of children who participated in VPK during 2005-2006. The VPK Provider Kindergarten Readiness Rate is based on the scores of children who attended VPK and who are screened within the first 30 days of kindergarten. The screening is administered by district public schools to all public school kindergarten children. Children who participated in VPK and attended a non-public school for kindergarten were also provided the opportunity to participate in the screening. The rates are based on children’s performance on the three measures of FLKRS listed above. To calculate the rate, each part of the screening tool is assigned a percentage based on the number of children ready. For example, if eight out of 10 children are ready for kindergarten on the ECHOS™, the VPK provider would receive 80 percent. The sum of all three screening results is totaled to establish the readiness rate of the VPK provider. The highest rate a provider could receive is 300 (100 percent for each of the three screening tools). Not all providers received readiness rates. Readiness rates were only calculated for providers with a minimum of four children who were enrolled in the VPK program for 85 percent or more of the total instructional hours and participated in each of the three kindergarten screening measures. In preparation for the calculation of the rates, the DOE and AWI worked together to give VPK providers an opportunity to verify their enrollment information and make any changes via the online database. Florida’s 31 early learning coalitions reviewed provider changes for accuracy and requested supporting documentation as needed. A dispute/appeals process is available to providers who believe their rate is not accurate. Providers disputing/appealing their readiness rate must submit the appropriate documentation and forms to the DOE within the next 14 days. After the conclusion of the dispute/appeals process, the State Board of Education in June will set the minimum readiness rate that, if achieved by a provider, demonstrates the provider’s satisfactory delivery of the VPK program. The State Board will also identify low-performing providers that will be required to submit an improvement plan targeting areas for change including proposed actions or existing actions taken. VPK providers identified as low performing for two consecutive years will be removed from the state-approved provider list. Florida’s VPK program is jointly administered by the Agency for Workforce Innovation, the Department of Children and Families and the Department of Education. The Department of Children and Families provides oversight of child care licensing, regulation and provider training; the Department of Education oversees standards, curricula and professional development; and the Agency for Workforce Innovation administers the day-to-day operations of the program including policy development, financial management and oversight of the 31 Early Learning Coalitions. For more information on VPK Provider Kindergarten Readiness Rates, visit https://vpk.fldoe.org.More Than 1.2 Million Students Will Not Graduate in 2007 Detailed Graduation Data Available for Every U.S. District and State In-depth Labor-Force Analysis Finds Strong Relationship Between Today’s high school graduates enter a world in which they’ll need at least some college to gain access to decent-paying careers, according to a report released by Education Week. And those without even a high school diploma will face increasingly bleak labor-market prospects. The report, Diplomas Count: Ready for What? Preparing for College, Careers, and Life After High School, draws on two national databases to examine the distribution of jobs nationally and within each state, and the relationship between education and pay levels. The report also includes the latest analysis by the Editorial Projects in Education Research Center of graduation rates nationwide, finding that an estimated 1.23 million students, or about 30 percent of the class of 2007, will fail to graduate with their peers. Native American, Hispanic, and African-American students are among the groups with the lowest graduation rates. A Road Map to State Graduation Policies To provide context for high school graduation rates, Diplomas Count examines state policies in three key areas: definitions of college and workforce readiness, high school completion credentials offered, and exit exams. To see Florida Report: http://www.edweek.org/media/ew/dc/2007/fl_SGB07.pdf How Are Southern (SREB) States Doing? Virginia was the only SREB state with an average score in 2006 that topped the national average for its dominant test. Six ACT states — Arkansas, Kentucky, Louisiana, Mississippi, Tennessee and West Virginia, and four SAT states — Georgia, North Carolina, South Carolina and Virginia—kept pace or gained ground on the national average for their dominant test. Two ACT states — Alabama and Mississippi—and one SAT state — Florida—increased the percentage of high school seniors tested by at least 10 percentage points. When compared with national average ACT and SAT scores, the improvement in SREB states also is significant. In 1997, none of the SREB states surpassed the national average score for its dominant test. In 2006, one SREB state, Virginia, surpassed the national average, and eight other SREB states — Arkansas, Georgia, Kentucky, Louisiana, North Carolina, South Carolina, Tennessee and West Virginia — narrowed their gaps with the nation. I n all but three SREB states, the percentages of graduating seniors taking the dominant test increased. Most remarkably, scores improved at the same time that the percentages of students taking the tests increased in eight SREB states — Arkansas, Georgia, Kentucky, Mississippi, North Carolina, Tennessee, Virginia and West Virginia. To see full report, with state by state figures: http://www.sreb.org/main/Goals/Publications/07E02_ACT_and_SAT_Test_Scores.pdf Faith-based Program Works in Florida Faith-based correctional programs for troubled kids can survive and even thrive without legal challenges if they follow Florida’s lead in keeping participation voluntary and welcoming different religions, a new University of Florida study finds. A pilot program in Florida believed to be the first in the nation for juvenile offenders has successfully avoided the separation of church and state controversies that have plagued some adult programs around the country and even shut down a prison fellowship in Iowa, said Jodi Lane, a UF criminologist who led the research. “If other states can learn from Florida by anticipating the legal issues and addressing them before they start, they’re going to be in much better shape,” Lane said. “I would expect Florida to be a model for other states that want to set up their own juvenile faith-based programs.” Unlike many other programs in the country that are exclusively Christian, Florida’s participants can select from other religions, Lane said. If a youth is Islamic, for example, the people running the program will find a volunteer from that faith to serve as a mentor, she said. The other big constitutional issue — religious coercion — was not a concern here because the program was completely voluntary; interested juveniles and their parents signed a consent form agreeing to participate, she said. As part of the Bush presidency’s focus on faith-based initiatives, Florida’s Department of Juvenile Justice received $3.5 million in 2003 to create a pilot faith- and community-based initiative within juvenile correctional facilities. At the state’s request, Lane and UF criminology professor Lonn Lanza-Kaduce evaluated the program two years later in five residential facilities for incarcerated youth, three for boys and two for girls. Their initial results were published in the April edition of the journal Evaluation Review titled “Before You Open the Doors: Ten Lessons from Florida’s Faith and Community-Based Delinquency Treatment Initiative.” Findings on whether the treatment helped prevent offenders from committing new crimes are expected this fall after the youths will have returned to the community for at least six months, Lane said. But so far, anecdotal evidence shows the program to be a positive experience, Lane said. Participants say their morale has improved, and staff report inmates are better behaved, she said. “We know these kids are getting a lot of attention, which is helping them,” she said. “When you talk with them, they definitely let you know they feel people care about them.” Lane said she believes the passion the staff have for helping youth, which is driven by their faith, gives them the determination to make sure the participants have whatever they need, even if it means going out and shopping for it themselves. Many left lucrative jobs for a position with no benefits because they believed so strongly in what they were doing, she said. “They gave up their personal lives to make sure things ran smoothly,” she said. “It was not your typical institutional setting where people tend to work their shift and go home. I think there is something about the faith-based community that gives them energy to work with kids, and kids need people with energy rather than those who go to work every day for a paycheck.” Recruiting enough mentors for the youths was one struggle the staff faced, she said. Florida’s program departed from those in many other states in that it sought mentors from a variety of religions, Lane said. Other programs in the country tended to be Christian, whereas participants in Florida were allowed to select from any religion or choose a secular mentor from a community organization if they preferred that to a faith-based mentor, she said. “There were Jewish kids, who were given a Jewish mentor, Muslim kids, who were matched up with a Muslim mentor, and others who were more nontraditional,” she said. The biggest concern was whether the youths would feel pressured to participate in the program and Florida’s program was designed to prevent this from happening, Lane said. The youths are allowed not only the choice of whether to participate, but they also were given the alternative of having something else to do, she said. “If there is a Bible study, the kid not only gets to choose whether or not to go, but is also given another equally enticing opportunity instead of just sitting in a cell and being penalized for not taking part in the religious activity,” she said. Also to Florida’s advantage is that its constitution allows only community donations to be used to buy religious items, such as Bibles or the Quran, she sai Southern States Lead the Nation in Advanced Placement and International Baccalaureate Programs Participation in Advanced Placement (AP) and International Baccalaureate (IB) programs is growing in Southern (SREB) states. SREB's Challenge to Lead Goals for Education recognize AP courses and the IB curriculum as specific ways that states can engage high school students in more advanced course work. This report addresses the continued momentum of SREB states in access to and achievement in these programs, especially for traditionally underserved student groups. It also offers suggestions for states interested in strengthening their programs. To see the full report: http://www.sreb.org/main/Goals/Publications/07E05_Adv_placement.pdf Secretary Spellings Approves Two New Growth Model Pilots for 2006-2007 School Year Florida Model Awaiting Final Approval U.S. Secretary of Education Margaret Spellings has announced approval of two high-quality growth models, which follow the bright-line principles of No Child Left Behind. Iowa is immediately approved to use the growth model for the 2006-2007 school year. Ohio's growth model is approved on the condition that the state adopt a uniform minimum group size for all subgroups, including students with disabilities and limited English proficient students, in AYP determinations for the 2006-2007 school year. In May 2006, North Carolina and Tennessee received approval to implement their growth models for the 2005-2006 school year. Last November, Delaware and Arkansas received full approval to implement their growth model for the 2006-2007 school year. Additionally, Florida submitted a quality growth model that was conditionally approved by the Department in November. "A growth model is a way for states that are already raising achievement and following the bright-line principles of the law to strengthen accountability," Secretary Spellings said. "Iowa and Ohio were recognized by our impressive group of peer reviewers to have written strong growth models that adhere to the core principles of No Child Left Behind." "There are many different routes for states to take, but they all must begin with a commitment to annual assessment and disaggregation of data. And, they all must lead to closing the achievement gap and every student reaching grade level by 2014. We are open to new ideas, but when it comes to accountability, we are not taking our eye off the ball." The Department plans to approve no more than 10 high-quality growth models for the pilot program. If Florida completes the necessary work on their assessment system, they will be permitted to implement their growth model for the 2006-2007 school year. A rigorous peer review process was used by the Department to ensure that the selection process was fair and transparent for all participating states. A panel of nationally recognized experts reviewed and made recommendations on states' proposals, choosing Iowa and Ohio for approval.Two Florida Youth Honored for Volunteerism at National Award Ceremony in Washington, D.C. Two Florida students, Alexander Srodes, 17, of Placida and B. Donovan Foster, 14, of Beverly Hills were honored in the nation’s capital for their outstanding volunteer work during the presentation of The 2007 Prudential Spirit of Community Awards. The two young people – along with 100 other top youth volunteers from across the country – received $1,000 awards as well as personal congratulations from Indianapolis Colts quarterback and Super Bowl MVP Peyton Manning at the 12th annual award ceremony and gala dinner reception, held at the Smithsonian’s National Museum of Natural History. Alexander and Donovan were named the top high school and middle level youth volunteers in Florida last February. In addition to their cash awards, they received engraved silver medallions and an all-expense-paid trip with their parents to Washington, D.C. Alexander, a junior at Lemon Bay High School in Englewood, has been working to save endangered sea turtles for the past five years by making presentations at schools, libraries and at special events. Alexander was just 11 years old when he created “Turtle Talks,” an educational program about the loggerhead and green turtles that nest on the beaches near his home in Southwest Florida. “When I learned that they were rapidly approaching extinction, I knew I had to notify my peers that this problem existed,” he said. Alexander visited a local marine lab to learn more about the turtles, and then applied for a grant from the Gulf Coast Community Foundation to develop a traveling educational show that includes a Power-Point presentation, a turtle costume and other props to engage young audiences. Since 2002, Alexander has delivered his “Turtle Talks” to thousands of kids and adults at 25 schools, eight libraries and seven nature events. These days he also gives away free copies of an information and activity booklet he wrote; 10,000 copies have been printed in English and 5,000 in Spanish. Last year Alexander learned that an aquarium in Clearwater had named one of its turtles after him. “It is up to us as young people to support conservation efforts so that these ancient reptiles can continue to swim the world,” he said. Donovan, an eighth-grader at St. John Lutheran School in Ocala, designed and helped sell an award-winning decal that is projected to raise more than $70,000 to support manatee rescue, research and rehabilitation programs. Donovan has enjoyed drawing and painting since he was young, and he developed a passion for manatees after a sixth-grade field trip gave him the opportunity to swim with the creatures. When he heard about a contest sponsored by the Florida Fish and Wildlife Conservation Commission to design a manatee decal, he jumped at the chance. “I used the underwater photos I took of the manatees and strove to make my painting capture the serenity of these docile creatures,” Donovan said. After his design – depicting a mother manatee and her calf, entitled “Manatees at Sunrise” – beat 74 other entries, Donovan got to work selling the new decal in the Citrus County Tax Collector’s Office and at Homosassa State Park. He also got his school involved in the fund-raising effort. While selling decals, Donovan serves as a passionate advocate for manatee preservation. “Manatees are such beautiful and inquisitive creatures,” he said. “Helping them live on for generation after generation should be of utmost importance to us all!”School Board of Pasco County, Florida Fitch Ratings has assignede an 'A' rating to the School Board of Pasco County, Florida's (the district) approximately $74.4 million certificates of participation (COPs). Proceeds from the COPs will fund the construction of three new elementary schools, one new middle school, one new high school, and additions on another facility. The 'A' rating on the school board's COPs reflects sound lease provisions and the district's underlying credit quality. Credit characteristics include sound financial performance, healthy tax-base growth and moderate debt levels. Credit risks include a limited economy with below-average wealth levels and the district's capital improvement plan, a substantial portion of which lacks a dedicated funding source. Pasco County is located centrally on the west coast of Florida, approximately 30 miles northwest of Tampa. The county serves as a tourist destination given its proximity to the Gulf Coast, though eastern portions of the county remain agriculturally-based. The county is also largely a retirement destination with approximately one-quarter of residents aged 65 or older. County unemployment rates - measured at 4.0% in March 2007 - have been above state levels but equal to or below national levels since 2002. Per capita income in 2005 equaled 90% and 88% of state and national averages, respectively. Enrollment growth averaged a strong 5% annually since academic year 1999-2000 and stands at 63,976 students, an increase of almost 1,900 students over the prior year. Projected student enrollment growth rates through academic year 2010-2011 are more modest at 2% annually. Financial management is sound, leading to stable operations and solid reserve levels. The district ended fiscal 2006 with a healthy undesignated, unreserved general balance of $22.7 million, equal to 5.7% of general fund spending and transfers out. The district targets an unreserved general fund balance of at least 5% of expenditures. Despite underestimating enrollment growth by approximately 600 students in the current 2006-2007 school year resulting in approximately $3 million less in state funding than originally budgeted for, the district expects to end fiscal 2007 with at least balanced operations. State revenue sources generated roughly 67% of district general fund revenues in fiscal 2006, making the district somewhat vulnerable to fluctuations in state funding, typical for most Florida school districts. Growth in taxable assessed valuation (TAV) has been strong, averaging 18% annually over the last five years. The district's overall debt levels, including the current offering, are moderate at $1,120 per capita and 2.0% of TAV. While the district's five-year, capital improvement plan (CIP) appears manageable, totaling $684 million, funding sources for only 60% of the plan have been identified. The CIP will address renovations and general maintenance, as well as construct 18 additional schools and additions to six more. The current offering together with a recent sales tax revenue bond issue, impact fees and state support account for the CIP funding sources identified to date.School Music Programs Get the Gift of Music NOTION Music has begun the process of donating more than 600 copies of its music composition software to high schools and colleges across the country. The contribution, valued at approximately $244,000, is being distributed over the next few weeks to music departments that have experienced recent budgetary restraints or have other needs that the software will address. The first round of schools to benefit from NOTION’s donation include:
NOTION software combines the best players, the finest instruments and the latest recording technology. It was developed by recording the instrumental sounds of London Symphony Orchestra at the legendary Abbey Road Studios. NOTION Music makes software that is used by professional and hobbyist musicians around the world allowing anyone, anywhere to write, record and play music as if working with a full ensemble of musicians. NOTION still has a limited quantity of software available for school music departments. To nominate a school, please send an email to: notionmusic@fleishman.com.School District of Orange County, Florida Fitch Ratings has assigned an underlying 'A+' rating to approximately $170 million School District of Orange County, FL's certificates of participation (COPs). The underlying 'A+' rating reflects sound district financial management characterized by ample reserves, substantial capital needs related to enrollment growth and state mandated class size reduction requirements, and the strong legal features of the master lease purchase agreement related to this issue. The area economy is concentrated in tourism; the Walt Disney World Resort and other attractions make Orange County one of the world's top tourist destinations. Unemployment rates continue to improve from relatively high post-Sept. 11, 2001 levels and remain below state and national rates. Income levels are consistent with state and national rates. Fiscal 2006 marked the third straight year of general fund positive operations following two consecutive years of general fund drawdowns in fiscal 2002 and 2003. As a result of fiscal 2006's $5.3 million surplus, reserve levels grew to about 13.5% of spending (10.2% on an unreserved basis), a strong level of reserves for a Florida school district. The surplus resulted from conservative fiscal management, including prudent expenditure controls and conservative budgeting, as well as factors not largely influenced by district management including unfilled teacher and administrative positions. Officials report results for fiscal 2007 are largely tracking on budget and expect to end the fiscal year with a modest surplus. Due to its limited revenue-raising ability and sizable expenditure pressures, particularly related to state-mandated class size reduction, the district remains susceptible to state funding declines. State revenues represented a substantial 57% of district revenues and transfers in fiscal 2006. The district's fiscal years 2007-2011 capital improvement program (CIP) identifies $2.6 billion of capital investments, including $100 million-$160 million annually from COPs proceeds and $316 million from the proceeds of the planned issuance of a Capital Asset Program Term Extendable Note Shelf (CAPTENS). The remainder will be funded through pay-as-you-go appropriations, impact fees, and state aid. While the plan, developed before the start of 2006-2007 school year, assumes 5% enrollment growth annually, current projections now indicate about 3% growth and officials will act to change project timing within the CIP to meet these new considerations. Furthermore, while Fitch believes that the magnitude of the plan accurately reflects the district's capital needs to address enrollment growth, district officials indicate that the plan does not consider all infrastructure needs associated with current class size reduction mandates. The district houses about 45% of students in portable classrooms with the goal to reduce the level to 5%. Debt amortization is below average with 43.5% of principal retired over 10 years, and overall debt levels are moderate at $3,908 per capita and 4.42% of market value. The debt burden should remain manageable due to the board's strong pay-as-you-go funding of capital, although a significant slowdown in TAV growth could cause ratios to increase. The district reports TAV growth was still strong at 16.6% for fiscal 2008. |
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