Outcomes 6

"CROSS-SECTIONAL" DROPOUT/TRUANT* DATA BY SCHOOL AND GENDER
1997-98

SCHOOL NAME	MALE			FEMALE
SCHOOL NAME	Membership	Dropouts	Dropout Rate	Membership	Dropouts	Dropout Rate
REGION I MIDDLE**
Carol City	761	18	2.4	676	16	2..4
Filer, Henry H.	782	19	2.4	774	15	1.9
Hialeah	724	23	3.2	630	20	3.2
Lake Stevens	966	29	3.0	733	27	3.7
Marti, Jose	1129	21	1.9	1069	27	2.5
Miami Lakes	1052	29	2.8	1031	33	3.2
North Dade	423	10	2.4	469	9	1.9
Palm Springs	937	14	1.5	824	9	1.1
SENIOR***
American	1429	116	8.1	1291	88	6.8
Goleman, Barbara	1860	154	8.3	1881	126	6.7
Hialeah	1545	138	8.9	1515	104	6.9
Hialeah-Miami Lakes	1389	180	13.0	1363	113	8.3
Miami Carol City	1319	109	8.3	1256	80	6.4
REGION II MIDDLE**
Highland Oaks	923	38	4.1	830	35	4.2
Jefferson, Thomas	704	12	1.7	597	10	1.7
Kennedy, John F.	849	45	5.3	807	29	3.6
Nautilus	792	51	6.4	727	40	5.5
Norland	922	31	3.4	1055	42	4.0
North Miami	1005	21	2.1	995	26	2.6
Parkway	637	12	1.9	642	13	2.0
SENIOR***
Miami Beach	1491	87	5.8	1316	61	4.6
Miami Norland	1131	71	6.3	1221	58	4.8
North Miami Beach	1204	126	10.5	1301	96	7.4
North Miami	1721	145	8.4	1669	104	6.2
REGION III MIDDLE**
Brownsville	714	25	3.5	670	20	3.0
Dario, Ruben	909	26	2.9	930	24	2.6
Drew, Charles R.	715	6	0.8	788	14	1.8
Madison	798	19	2.4	662	21	3.2
Miami Springs	1194	26	2.2	1068	22	2.1
Rockway	795	22	2.8	683	21	3.1
Westview	721	8	1.1	641	17	2.7
SENIOR***
Design & Architectural	243	2	0.8	222	1	0.5
Miami Central	1577	148	9.4	1430	125	8.7
Miami Coral Park	2045	108	5.3	1874	75	4.0
Miami Northwestern	1217	157	12.9	1593	151	9.5
Miami Springs	1596	121	7.6	1621	113	7.0
Turner, William Tech	852	12	1.4	1251	13	1.0
REGION IV MIDDLE**
Allapattah	825	23	2.8	723	41	5.7
Carver, G.W.	376	20	5.3	561	32	5.7
Citrus Grove	683	12	1.8	713	17	2.4
Kinloch Park	661	8	1.2	590	6	1.0
Mann, Horace	862	19	2.2	767	18	2.3
Miami Edison	741	14	1.9	628	18	2.9
Ponce de Leon	630	27	4.3	559	17	3.0
Shenandoah	841	19	2.3	669	13	1.9
Washington, B.T.	729	36	4.9	721	49	6.8
SENIOR***
Coral Gables	1618	114	7.0	1718	71	4.1
MAST Academy	255	0	0.0	297	0	0.0
Miami Edison	1287	145	11.3	1110	108	9.7
Miami Jackson	1494	235	15.7	1458	166	11.4
Miami Senior	1689	158	9.4	1571	129	8.2
New World School/Arts	185	4	2.2	283	0	0.0
REGION V MIDDLE**
Arvida	894	21	2.3	834	24	2.9
Bell, Paul	882	20	2.3	741	15	2.0
Doolin, Howard A.	894	30	3.4	871	31	3.6
Glades	811	42	5.2	776	42	5.4
McMillan, H.D.	834	16	1.9	784	15	1.9
Palmetto	809	31	3.8	748	26	3.5
Riviera	660	19	2.9	579	16	2.8
South Miami	487	21	4.3	647	27	4.2
Southwood	768	20	2.6	906	21	2.3
Thomas, W.R.	530	21	4.0	448	23	5.1
West Miami	898	14	1.6	890	20	2.2
SENIOR***
Braddock, R. Holmes	2599	210	8.1	2412	110	4.6
Miami Killian	1896	125	6.6	1751	89	5.1
Miami Palmetto	1469	91	6.2	1471	71	4.8
South Miami	1319	93	7.1	1163	61	5.2
Southwest Miami	1522	121	8.0	1321	75	5.7
REGION VI MIDDLE**
Ammons, Herbert A.	223	6	2.7	177	8	4.5
Campbell Drive	747	32	4.3	709	28	3.9
Centennial	628	5	0.8	536	3	0.6
Cutler Ridge	711	15	2.1	571	21	3.7
Hammocks	966	51	5.3	904	34	3.8
Homestead	662	22	3.3	638	33	5.2
Mays	597	22	3.7	698	20	2.9
Redland	595	14	2.4	570	11	1.9
Richmond Heights	865	18	2.1	753	23	3.1
SENIOR***
Coral Reef	733	3	0.4	924	3	0.3
Homestead	1345	170	12.6	1274	86	6.8
Miami Southridge	2006	189	9.4	1856	127	6.8
Miami Sunset	2098	121	5.8	2041	104	5.1
South Dade	1102	97	8.8	922	75	8.1

DISTRICT SUMMARY BY GRADE LEVELS
1997-98 Grades 9-12 Grades 10-12	46,742 29,581	4,782 2,689	10.2 9.1	45,150 30,059	3,239 1,979	7.2 6.6
1996-97 Grades 9-12 Grades 10-12	44,762 29,423	4,781 2,937	10.7 10.0	43,702 29,591	3,403 2,208	7.8 7.5
1995-96 Grades 9-12 Grades 10-12	43,987 29,887	4,543 2,843	10.3 9.5	42,017 29,316	3,101 2,065	7.4 7.0

*	Cross-sectional dropout data refers to dropout statistics for a particular year as opposed to longitudinal dropout data. (The longitudinal method provides a dropout rate for a group of students followed over a period of several years.) The definition of a dropout in this table is based on the state definition (Florida Statutes 228.041, 28-89). Dropouts include students over 16 years of age who left school and students 16 years of age and younger considered to be "Habitual Truants" by the state definition.
**	Membership, number of dropouts, and dropout rates for middle schools are computed for grades 6 and above for 1996-97 and1997-98. Rates are computed for grades 7 and above for 1995-96.
***	Membership, number of dropouts, and dropout rates for senior high schools are computed for all grades housed at the school.
Note:	Dropouts include students over 16 years of age who left school and students 16 years of age and younger considered to be "Habitual Truants" by the state definition.
Source:	Office of Educational Planning.

LONGITUDINAL DROPOUT RATES

The Office of Educational Evaluation conducts a longitudinal dropout/truant analysis every two years. The multi-year longitudinal analysis tracks a group of students in the same grade over a period of five years. The data that follow provide information on the longitudinal dropout/truant rate for students who were eighth graders in June 1992 and were followed through June 1997. Students still classified as dropouts at the end of the four-year period were followed for an additional period of time through the 1997 Summer Session.

Number and Percent of Dropouts for the June 1992 Cohort

	Total	White Non-Hisp.	Black Non-Hisp.	Hispanic	Asian	Male	Female
Dropouts	3,884	434	1,516	1,920	13	2,341	1,543
Membership	21,250	3,716	6,944	10,295	289	11,078	10,172
Longitudinal Dropout Rates	18.3%	11.7%	21.8%	18.6%	4.5%	21.1%	15.2%

The longitudinal dropout/truant rate for this group of students was 18.3 percent. This is an increase of 0.7 percent when compared to the 17.6 rate found in the immediately preceding study which covered the period of 1990 to 1995.

Academic Characteristics of Dropouts

In addition to the racial/ethnic, gender, and nationality categories provided, the following table describes the attendance and achievement characteristics of those students who do and do not drop out. As the cohort followed was selected in 1992, the achievement and attendance data are those of the 1991-92 school year when the students were enrolled in the eighth grade. The data indicate that students who subsequently drop out prior to graduating attain lower stanines in both Reading Comprehension and Mathematics Applications than those students who do not drop out. The difference between these two groups of students is illustrated further by the higher absenteeism rate experienced by students who eventually drop out as compared to their non-dropout counterparts. These results confirm those found in previous longitudinal studies.

Achievement and Absenteeism Information from Eighth Grade

	Spring 1992 Reading Comp. Stanine		Spring 1992 Math Appl. Stanine		1992 Number of Absences
	Total N	Mean	Total N	Mean	Total N	Mean
Dropouts	2,817	3.58	2,753	3.48	3,884	11.87
Non-Dropouts	14,595	4.72	14,571	4.68	17,366	7.22

BLUEPRINT 2000 SCHOOL CLIMATE SURVEY RESULTS: 1997-98 ADMINISTRATION

As part of Florida's System for School Improvement and Accountability, every school is required to conduct an annual School Climate Survey involving parents, students, teachers, and other staff. The purpose of these surveys is to gather information regarding what these groups think about the school and their perceptions concerning how the school can be improved. Surveys used for the 1997-98 administration are new. Therefore, caution must be used when making comparisons to earlier administrations.

Results for parents, students, and staff surveyed districtwide during 1997-98 follow on the next three pages. These reports show the percentage of respondents providing the ratings of "Agree" (i.e., "Strongly Agree" plus "Agree"). The last item on each survey calls for respondents to provide a letter grade (i.e., A, B, C, D, or F) for the overall quality of the school.

School Climate Survey Results 1997-98: Parents

		Percent Agreement
My child's school: (Items 1 - 8)		Elementary	Middle	Senior
	1. ...is safe and secure.	91%	82%	79%
	2. ...is kept clean and in good condition.	95%	79%	75%
	3. ...is overcrowded to the degree that it affects learning.	44%	55%	58%
	4. ...maintains high academic standards.	94%	85%	83%
	5. ...uses adequate disciplinary measures in dealing with disruptive students.	91%	83%	80%
	6. ...makes available textbooks, equipment, and supplies needed for learning.	95%	85%	78%
	7. ...serves lunches that are nutritious and taste good.	73%	47%	52%
	8. ...keeps bathrooms clean and in good condition.	74%	42%	42%
My child's teachers: (Items 9 - 15)
	9. ...are friendly and easy to talk to.	96%	90%	86%
	10. ...make learning interesting and relevant.	97%	88%	80%
	11. ...motivate students to learn.	96%	87%	80%
	12. ...take an interest in students' educational future.	96%	86%	82%
	13. ...are knowledgeable and understand their subject matter.	99%	94%	90%
	14. ...assign meaningful homework that helps students learn.	95%	84%	80%
	15. ...do their best to include me in matters directly affecting my child's progress in school.	93%	77%	67%
My child's school is effectively teaching students: (Items 16 - 23)
	16. ...the basic academic skills in reading.	96%	91%	90%
	17. ...the basic academic skills in mathematics.	96%	91%	89%
	18. ...to speak and write correctly in English.	96%	91%	89%
	19. ...to investigate problems in science.	94%	90%	86%
	20. ...to use computers.	88%	77%	80%
	21. ...to think critically and reason out problems.	94%	86%	85%
	22. ...to develop good study and work habits.	95%	83%	78%
	23. ...to get along with different kinds of people.	97%	88%	86%
The school and law enforcement authorities effectively work together to keep my child's school free of: (Items 24-26)
	24. ...violence.	93%	83%	78%
	25. ...gang activity.	94%	83%	76%
	26. ...substance abuse.	94%	85%	71%
27. The principal does an effective job running my child's school.		95%	89%	85%
28. The principal is available and easy to talk to.		90%	79%	71%
29. The assistant principals are effective administrators.		95%	88%	80%
30. Guidance counselors are concerned about and try to help students with educational and		93%	86%	81%
	personal problems.
31. Staff in the principal's office treat me with respect when I contact my child's school.		94%	90%	83%
32. School staff respond to my needs and concerns in a reasonable period of time.		93%	84%	77%
33. My child is getting a good education at this school.		96%	89%	86%
34. The overall climate or atmosphere at my child's school is positive and helps my child learn.		96%	85%	80%
35. Students get grades A, B, C, D, and F for the quality of their school work. What overall grade		B+	B-	B-
	would you give your child's school?	B+	B-	B-

School Climate Survey Results1997-98: Students

		Percent Agreement
		Elementary	Middle	Senior
1. I feel safe at my school.		90%	73%	76%
2. My school building is kept clean and in good condition.		68%	49%	58%
3. Students in my school usually follow school rules.		42%	22%	30%
4. There are too many students in my classroom and that affects how much I learn.		32%	37%	43%
5. My teachers require that I work very hard for the grades I get.		95%	91%	87%
6. My school has enough books and equipment to help me learn.		86%	68%	60%
7. Food served for lunch at my school looks good and tastes good.		32%	22%	32%
8. Bathrooms in my school are clean and in good condition.		25%	16%	22%
My teachers: (Items 9 - 15)
	9. ... are friendly and easy to talk to.	91%	72%	74%
	10. ... make learning fun and interesting.	91%	65%	57%
	11. ... make me want to learn.	92%	72%	61%
	12. ... know a lot about the subjects they teach.	97%	89%	86%
	13. ... give me meaningful homework that helps me learn .	91%	75%	65%
	14. ... are interested in how I do in the future.	92%	77%	68%
	15. ... let me know how I am doing on my school work.	93%	83%	77%
16. Violence is a problem at my school.		38%	60%	42%
17. Gangs are a problem at my school.		21%	38%	32%
18. Student drug and alcohol use are problems at my school.		14%	34%	50%
19. My principal does a good job running the school.		89%	74%	73%
20. The assistant principals are available when needed.		83%	65%	57%
21. My guidance counselor helps me with school and personal problems.		86%	75%	67%
22. Adults at my school care about me as an individual.		84%	60%	50%
23. Adults at my school help me when I need it.		88%	69%	63%
24. I like coming to my school.		77%	58%	63%
25. I am getting a good education at my school.		95%	83%	80%
26. The overall climate or feeling at my school is positive and helps me learn.		89%	69%	68%
27. Students get grades A, B, C, D, or F for the quality of their school work. What overall grade		B	C	C
	would you give to your school?	B	C	C

School Climate Survey Results 1997-98: Staff

		Percent Agreement
		Elementary	Middle	Senior
At my school: (Items 1 - 6)
	1. ...I feel safe and secure.	91%	88%	88%
	2. ...the school building is kept clean and in good condition.	79%	77%	68%
	3. ...personnel work together as a team.	83%	76%	69%
	4. ...administrators solve problems effectively.	83%	72%	69%
	5. ...I feel that my ideas are listened to and considered.	85%	77%	69%
	6. ...adequate disciplinary measures are used to deal with disruptive behavior.	78%	63%	67%
My principal: (Items 7 - 14)
	7. ...is an effective administrator.	88%	82%	78%
	8. ...represents the school in a positive manner.	93%	91%	88%
	9. ...demonstrates good interpersonal skills.	84%	82%	72%
	10. ...deals with conflict constructively.	84%	80%	76%
	11. ...responds in a reasonable time to my concerns.	90%	86%	81%
	12. ...treats me with respect.	92%	93%	88%
	13. ...is receptive to constructive criticism.	81%	79%	70%
	14. ...is supportive of teachers.	88%	85%	77%
My ability to do the best possible job at this school is limited by: (Items 15 - 23)
	15. ...too many students in each class.	66%	73%	70%
	16. ...student deficiencies in basic academic skills.	66%	78%	83%
	17. ...lack of concern/support from parents.	58%	67%	71%
	18. ...lack of concern/support from the principal.	13%	18%	21%
	19. ...lack of concern/support from the district administration.	23%	29%	35%
	20. ...insufficient resources (e.g., funds, books, equipment, supplies, etc.).	35%	48%	57%
	21. ...school violence.	9%	18%	18%
	22. ...student gang activity.	2%	11%	14%
	23. ...student substance abuse.	2%	9%	26%
24. Students generally come to my class at the beginning of the term prepared for the grade level		51%	41%	39%
	or courses I teach.
25. I feel satisfied concerning how my career is progressing at this school.		84%	78%	77%
26. I have a feeling of job security in my present position.		89%	86%	86%
27. I like working at my school.		91%	89%	89%
28. Staff morale is high at my school.		69%	56%	54%
29. I frequently feel overloaded and overwhelmed while working at my school.		53%	55%	53%
30. Annual teacher evaluations are fair and reasonable.		97%	94%	93%
31. Annual teacher evaluations are used to improve teacher performance.		87%	81%	70%
32. Inservice programs keep me informed of the latest educational strategies.		91%	85%	78%
33. I believe children attending my school are receiving a good education.		95%	86%	85%
34. The overall climate or atmosphere at my school is positive and helps students learn.		90%	82%	79%
35. Students get grades A, B, C, D, and F for the quality of their school work. What overall grade		B	B-	B-
	would you give to this school?	B	B-	B-