DOCSLIB.ORG

Michigan Vs. Florida Student Achievement, Education Policies and Proposals for Reform

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Michigan Vs. Florida Student Achievement, Education Policies and Proposals for Reform MICHIGAN VS. FLORIDA Student Achievement, Education Policies and Proposals for Reform by Michael Van Beek The Mackinac Center for Public Policy Michigan vs. Florida: Student Achievement, Education Policies and Proposals for Reform The Mackinac Center for Public Policy is a nonpartisan research and educational institute dedicated to improving the quality of life for all Michigan citizens by promoting sound solutions to state and local policy questions. The Mackinac Center assists policymakers, scholars, businesspeople, the media and the public by providing objective analysis of Michigan issues. The goal of all Center reports, commentaries and educational programs is to equip Michigan citizens and other decision makers to better evaluate policy options. The Mackinac Center for Public Policy is broadening the debate on issues that have for many years been dominated by the belief that government intervention should be the standard solution. Center publications and programs, By Michael Van Beek in contrast, offer an integrated and comprehensive approach that considers: All Institutions. The Center examines the important role of voluntary associations, communities, businesses and families, as well as government. ©2013 by the Mackinac Center for Public Policy All People. Mackinac Center research recognizes the diversity of Michigan citizens and treats them as individuals with unique backgrounds, circumstances and goals. Midland, Michigan All Disciplines. Center research incorporates the best understanding of economics, science, law, psychology, history and morality, moving beyond mechanical cost-benefit analysis. All Times. Center research evaluates long-term consequences, not simply short-term impact. Committed to its independence, the Mackinac Center for Public Policy neither seeks nor accepts any government funding. The Center enjoys the support of foundations, individuals and businesses that share a concern for Michigan’s future and recognize the important role of sound ideas. The Center is a nonprofit, tax-exempt organization under Section 501(c) (3) of the Internal Revenue Code. For more information on programs and publications of the Mackinac Center for Public Policy, please contact: Guarantee of Quality Scholarship Mackinac Center for Public Policy 140 West Main Street P.O. Box 568 Midland, Michigan 48640 The Mackinac Center for Public Policy is committed to delivering the highest quality and most reliable research on Michigan 989-631-0900 Fax 989-631-0964 www.mackinac.org [email protected] issues. The Center guarantees that all original factual data are true and correct and that information attributed to other sources is accurately represented. The Center encourages rigorous critique of its research. If the accuracy of any material fact or reference to an independent source is questioned and brought to the Center’s attention with supporting evidence, the Center will respond in writing. If an error exists, it will be noted in a correction that will accompany all subsequent distribution of the publication. This constitutes the complete and final remedy under this guarantee. © 2013 by the Mackinac Center for Public Policy, Midland, Michigan ISBN: 978-1-890624-74-3 | S2013-02 140 West Main Street P.O. Box 568 Midland, Michigan 48640 989-631-0900 Fax 989-631-0964 www.mackinac.org [email protected] The Mackinac Center for Public Policy Michigan vs. Florida: Student Achievement, Education Policies and Proposals for Reform By Michael Van Beek ©2013 by the Mackinac Center for Public Policy Midland, Michigan Guarantee of Quality Scholarship The Mackinac Center for Public Policy is committed to delivering the highest quality and most reliable research on Michigan issues. The Center guarantees that all original factual data are true and correct and that information attributed to other sources is accurately represented. The Center encourages rigorous critique of its research. If the accuracy of any material fact or reference to an independent source is questioned and brought to the Center’s attention with supporting evidence, the Center will respond in writing. If an error exists, it will be noted in a correction that will accompany all subsequent distribution of the publication. This constitutes the complete and final remedy under this guarantee. Michigan vs. Florida: Student Achievement, Education Policies and Proposals for Reform i Contents Executive Summary ................................................................................................................... iii Introduction ................................................................................................................................. 1 Conditions of Public Education in Michigan and Florida .................................................. 1 Total Per-Pupil Public School Expenditures .....................................................................................2 Spending on Teachers ...........................................................................................................................4 Socioeconomic Status of K-12 Student Population ........................................................................5 Student Achievement in Michigan and Florida .................................................................... 7 Fourth-Grade Reading ..........................................................................................................................8 Fourth-Grade Mathematics .............................................................................................................. 10 Eighth-Grade Reading ........................................................................................................................ 12 Eighth-Grade Mathematics ............................................................................................................... 13 Comparing the Conditions and the Results ........................................................................14 The Florida Reforms ................................................................................................................16 School Accountability ........................................................................................................................ 16 School Choice ...................................................................................................................................... 17 Limiting Social Promotion ................................................................................................................ 19 A Focus on Reading Proficiency ...................................................................................................... 19 Teacher Quality ................................................................................................................................... 19 Lessons for Michigan ...............................................................................................................20 1. Private School Choice .................................................................................................................... 20 2. Public School Choice and Virtual Schooling ............................................................................ 22 3. School Accountability .................................................................................................................... 23 4. Alternative Teaching Certification............................................................................................... 25 5. Limit Social Promotion for Third-Graders ................................................................................ 26 6. Reading Resources .......................................................................................................................... 27 Conclusion .................................................................................................................................28 About the Author ......................................................................................................................29 Acknowledgments ....................................................................................................................29 Mackinac Center for Public Policy Michigan vs. Florida: Student Achievement, Education Policies and Proposals for Reform iii Executive Summary* Over the last 15 years, students in Florida have demonstrated remarkable improvements in average fourth- and eighth-grade reading and math scores on the National Assessment of Educational Progress, a standardized exam often referred to as “the nation’s report card.” Meanwhile, during the same period, the same NAEP test scores in Michigan have improved only slightly or not at all. This study examines both states’ results, describes the education policies that likely contributed to Florida’s success and suggests how Michigan could improve student achievement based on the Florida model. Florida’s NAEP gains from 1992 to 2011 were the second-highest in the nation, yet they were achieved with the country’s lowest per-pupil spending increases. The contrast with Michigan is particularly stark. For example, from 1998 to 2011, Florida students’ average test scores increased by 9.1 percent in fourth-grade reading. In Michigan, these same scores increased by just 1.3 percent, and the national average increased by just 3.4 percent. In fourth-grade math, Florida students improved their scores by 11.2 percent from 1996 to 2011, while Michigan students improved by only 4.5 percent and the nation by 8.1 percent.
Load more

Recommended publications
  • A Mission Leap for Florida's Colleges Is the New Florida College System Cutting-Edge Or Overreaching? by Cynthia Barnett
    The Issues, People and Ideas that Define Florida Business HIGHER EDUCATION: STATE COLLEGES A Mission Leap for Florida's Colleges Is the new Florida College System cutting-edge or overreaching? by Cynthia Barnett Twenty of the 28 colleges have taken the "community" out of their names, and 19 schools now offer bachelor's degrees. The systemwide change in mission came as the result of politics rather than any sort of long-term planning. [Photo: Miami Dade Community College] [Photo: Miami Dade Community College] When Michael Fernandez decided to return to college for a bachelor's degree four years ago, the emergency-dispatch trainer for the Coral Gables Police Department narrowed his choices to two: A criminal justice degree from four-year Florida International University or a public safety management bachelor's from Miami Dade College, one of the former community colleges that now offer four-year degree programs. Fernandez chose MDC because its offering was "much more specific to my field." He received his diploma this spring, a member of the only graduating class in Florida with a commencement address delivered by President Barack Obama. Fernandez's degree -- and the school's ability to arrange a presidential send-off for its graduates -- reflects the ambitions of MDC and the 27 other colleges in what's now called the Florida College System. Over the past decade, Florida's community colleges "have made monumental shifts in expanding their mission," says Deborah Floyd, an education professor at Florida Atlantic University who has written a book about the national trend of community colleges offering baccalaureate degrees.
    [Show full text]
  • Report: Tough Choices Facing Florida's Governments
    TOUGH CHOICES FACING FLORIDA’S GOVERNMENTS PATTERNS OF RESEGREGATION IN FLORIDA’S SCHOOLS SEPTEMBER 2017 Tough Choices Facing Florida’s Governments PATTERNS OF RESEGREGATION IN FLORIDA’S SCHOOLS By Gary Orfield and Jongyeon Ee September 27, 2017 A Report for the LeRoy Collins Institute, Florida State University Patterns of Resegregation in Florida’s Schools 1 Tough Choices Facing Florida’s Governments TABLE OF CONTENTS List of Tables ..............................................................................................................................................................3 List of Figures ............................................................................................................................................................3 Patterns of Resegregation in Florida’s Schools .........................................................................................................4 The Context of Florida’s School Segregation.............................................................................................................5 Three Supreme Court Decisions Negatively Affecting Desegregation .......................................................................6 Florida Since the 1990s .............................................................................................................................................7 Overview of Trends in Resegregation of Florida’s Schools ........................................................................................7 Public School Enrollment Trend
    [Show full text]
  • 2021 Summer Symposium Program Book
    2021 SUMMER SYMPOSIUM JUNE 7-8, 2021 Orange Technical College – Mid-Florida Campus Orlando, Florida A special thank you to our Summer Symposium Sponsors for their generous and continued support of Florida's limited English proficient adults. English Discoveries MONDAY MORNING’S CONTINENTAL BREAKFAST Stewart Holtz, President, Techno-ware, Inc. Jill Rosolek, Senior Account Specialist Christina Piland, Customer Support Representative Tiffaney Barnes, Strategic Partnership & Innovation Consultant Cambridge University Press MONDAY MORNING BREAK Jim Goldstone, Senior ESL Specialist Essential Education MONDAY’S LUNCHEON Stephanie Eichner, Sales Representative Data Recognition Corporation TUESDAY MORNING’S CONTINENTAL BREAKFAST Christine Kirk, Assessment Solutions Consultant Mike Johnson, National Adult Education Director FocalPointK12 TUESDAY MORNING BREAK Janis Williams, Director of Sales - East Burlington English TUESDAY’S LUNCHEON, REGISTRATION AND REMINDER EMAILS AND KEYNOTE SPEAKER Zevi Aber, President Robert Breitbard, Director of Educational Partnerships Lori Wedner, Regional Sales Manager, Southeast Kimberly Bartholomew, Assistant Regional Manager, Southeast Didier Brunot, Customer Manager Lauren Abraham, Customer Manager Read Coburn, Customer Representative ACE of Florida, Inc. of Florida MONDAY AFTERNOON BREAK www.aceofflorida.org www.aceoffloridafoundation.org FOUNDATION 2021 Symposium Organizing Committee: Melanie Stefanowicz, Chairman, ACE of Florida, Inc. President ASSOCIATE SUPERINTENDENT, CAREER AND TECHNICAL EDUCATION, ORANGE
    [Show full text]
  • FLORIDA CTE Fact Sheet 2019
    FLORIDA CTE Fact Sheet 2019 Career and Technical Education in Florida • At the secondary level, CTE programs are offered through comprehensive high schools, many of which include career academies, which are small, personalized learning communities within a high school that provide students with exposure to a career field; technical colleges/centers, which are CTE schools that serve an entire school district and provide high school students and adult learners with supplementary career training; and University Developmental Research Schools. • At the postsecondary level, CTE is offered through Florida’s technical colleges/centers, which prepare students for industry certification and licensure, award career certificates and articulated college credit, and support a majority of Florida’s registered apprentices; community colleges; and public and private state universities and colleges. • Learn more at www.fldoe.org/academics/career-adult-edu/career-tech-edu and FACTE.org. In school year 2016-2017, Florida served In Fiscal Year 2019, Florida received an 341,648 CTE high school students, 105,937 estimated $72,724,046 in federal Perkins CTE postsecondary students and 46,490 CTE funding—$4 million more than in 2018. adult students. Exemplary CTE Programs in Florida • Miami Dade College’s Health Information Technology program prepares individuals to accurately translate and record complex patient data into multiple electronic formats. The 2016 program graduation rate was 91 percent, with all students passing the Registered Health Information Management Technician exam the first time. The program also has a high success rate in placing students into internships that lead to full-time employment. Approximately 87 percent of 2014 graduates had a related job within six months of graduation, at a median starting salary of almost $33,000.
    [Show full text]
  • Florida Historical Quarterly, Vol 53, Number 3
    Florida Historical Quarterly Volume 53 Number 3 Florida Historical Quarterly, Vol 53, Article 1 Number 3 1974 Florida Historical Quarterly, Vol 53, Number 3 Florida Historical Society [email protected] Find similar works at: https://stars.library.ucf.edu/fhq University of Central Florida Libraries http://library.ucf.edu This Full Issue is brought to you for free and open access by STARS. It has been accepted for inclusion in Florida Historical Quarterly by an authorized editor of STARS. For more information, please contact [email protected]. Recommended Citation Society, Florida Historical (1974) "Florida Historical Quarterly, Vol 53, Number 3," Florida Historical Quarterly: Vol. 53 : No. 3 , Article 1. Available at: https://stars.library.ucf.edu/fhq/vol53/iss3/1 Society: Florida Historical Quarterly, Vol 53, Number 3 Published by STARS, 1974 1 Florida Historical Quarterly, Vol. 53 [1974], No. 3, Art. 1 COVER Pensacola’s Union passenger depot, constructed in 1884 for the Pensacola and Atlantic Railroad. The Louisville and Nashville later jointly used this depot. The station, located at Wright and Tarragona streets, remained in use until about 1913. From a photograph which appeared in the January 1897 issue of Bliss’ Quarterly. https://stars.library.ucf.edu/fhq/vol53/iss3/1 2 Society: Florida Historical Quarterly, Vol 53, Number 3 THE FLORIDA HISTORICAL SOCIETY Volume LIII, Number 3 January 1975 Published by STARS, 1974 3 Florida Historical Quarterly, Vol. 53 [1974], No. 3, Art. 1 THE FLORIDA HISTORICAL QUARTERLY SAMUEL PROCTOR, Editor STEPHEN KERBER, Editorial Assistant EDITORIAL ADVISORY BOARD LUIS R. ARANA Castillo de San Marcos, St. Augustine HERBERT J.
    [Show full text]
  • Reinvesting in Florida's Public Higher Education Institutions
    BACK TO SCHOOL: REINVESTING IN FLORIDA’S PUBLIC HIGHER EDUCATION INSTITUTIONS September 2018 Research Institute on Social and Economic Policy Center for Labor Research and Studies Florida International University Miami, Florida 1 Executive Summary In Florida, current levels of public higher education funding reflect a pervasive disinvestment in higher education institutions. State funding for public higher education has declined between academic years 2000-01 and 2016-17 while the cost of attendance has increased dramatically. In effect, the state is asking students and their families to shore up the state’s disinvestment in public higher education. Importantly, the disinvestment in public higher education in Florida was not driven by the Great Recession. Reinvesting in Florida’s public higher education institutions will prove net positive to the state’s economy and fiscal revenues while preparing for future job growth in occupations that require college degrees. Furthermore, reinvesting in Florida’s public higher education means promoting greater economic opportunity and prosperity for families and the state as a whole. Ultimately, Florida’s economy will suffer without adequate state funding to ensure that everyone is afforded the opportunity to pursue higher education in Florida. This report will explain 1) how Florida policymakers’ disinvestment in public higher education began in the early 2000s; 2) how college affordability impacts families across all of Florida’s counties; and 3) how greater funding of public higher education institutions yields great economic and fiscal benefits to the state while also improving employment opportunities. Key Findings: 9.2 percent of Florida’s total state expenditures went toward higher education in FY 2017, the lowest level of spending in the Southeast.
    [Show full text]
  • Our First 100 Years College of Education 1906-2006
    1 Dean’s Welcome Education is not the filling of a pail, but the lighting of a fire. –William Butler Yeats arely does one have the opportunity to be the presiding dean as the first 100 years come to Rclosure, and it’s certainly not an experience I will be privileged to have again. The history of this college is rich with examples of educational innovations and stories that inspired generations of alumni and friends of the College to light their own fires across the many career and life paths they have chosen. In the opening Foreword, former dean Ben Nelms does a wonderful job of setting the tone for readers as they journey back through decades of change. We hope this booklet will become a cherished keepsake that preserves people’s memories of the first 100 years, as the College of Education at the University of Florida gears up to meet the challenges of the 21st century, and celebrate its Bicentennial in 2106. Catherine Emihovich Dean, 2002-present 2 3 Foreword lumni of the University of Florida College of Education have vivid memories of the College and recount them with obvious relish. They Aremember Norman Hall, its weird nooks and crannies, cavernous classrooms, yellow tile and wood paneling, its historic facade, graceful live oak, and — graduates from more recent years — New Norman and the courtyard. But more important, they remember people, the faculty especially: sometimes the eccentric, the cranky, the colorful, but usually the master teacher, the accomplished professional, the lasting influence, names of nationally known figures and beloved leaders around the state.
    [Show full text]
  • 2017 Legislative Session Summary
    FLORIDA SCHOOL BOARDS ASSOCIATION The voice of education in Florida 2017 LEGISLATIVE SESSION SUMMARY Part I: Education Appropriations Part II: Education Legislation (Revised to reflect vetoes and Special Session 2017A) 2017 LEGISLATIVE SESSION SUMMARY Part I: Education Appropriations 2017 LEGISLATIVE SESSION SUMMARY Part I: Education Appropriations TABLE OF CONTENTS TOPIC PAGE 2017-2018 Education Appropriations Highlights . 1 2017-2018 General Appropriations Act (Selected Sections). 9 2017-2018 Appropriations Implementing Bill (Selected Sections). 43 District-by-District FEFP Funding Summary 2016-2017 and 2017-2018 Unweighted FTE & Total Funds. 45 2016-2017 and 2017-2018 Total Funds & Total Funds Per FTE. 46 2017-2018 FEFP Funding Allocation Summary . 47 EDUCATION APPROPRIATIONS HIGHLIGHTS 2017-2018 EDUCATION APPROPRIATIONS HIGHLIGHTS (Revised to reflect 2017 vetoes and 2017A amendments) LINE # / ISSUE 2016 - 2017 2017 - 2018 PAGE # APPROPRIATION APPROPRIATION EDUCATION ENHANCEMENT “LOTTERY” TRUST FUND 1 / 9 Classrooms First & $155,786,420 $170,305,246 1997 Bond Programs 2 / 10 Class Size – Capital $151,265,624 $143,845,811 Outlay Debt Service 4 / 10 Bright Futures $217,300,000 $397,282,030 Scholarships Awards funds per credit hour with Provides 100% of tuition and fees for additional stipend for Top Scholars at 2018 summer term and for fall and the same levels as 2015-16 spring semesters plus $300 per semester for textbooks for fall and spring semesters to Academic Scholars; Creates separate awards for Gold Seal CAPE Vocational Scholars
    [Show full text]
  • Evaluating the Impact of Remedial Education in Florida Community
    NATIONAL CENTER FOR POSTSECONDARY RESEARCH NNCPRCPR BBRIEFRIEF AUGUST 2009 Evaluating the Impact of tuition. Florida community college students who required remediation in the 2003-04 school year Remedial Education in Florida paid, on average, an additional $504 for college Community Colleges: preparatory coursework during their first year of college (OPPAGA, 2006, p. 4). A Quasi-Experimental Meanwhile, the demand for remediation has Regression Discontinuity Design increased in recent decades. Nationally, it is estimated that only one third of students leave Juan Carlos Calcagno high school prepared, at least minimally, for Bridget Terry Long college (Greene & Foster, 2003). Of those who enter higher education, over one third are required to take remedial courses in reading, writing, or mathematics (National Center for Education Remedial education, defined as coursework below Statistics, 2003). Remediation rates are particu- college-level offered at a postsecondary institu- larly high at two-year community colleges, which tion, is a topic of considerable debate in higher accept virtually all persons who seek admission education. The conceptual foundation for remedial regardless of their academic preparedness. In education is straightforward—students are tested fact, partly due to the belief that remedial courses to determine whether they meet a given level of can be offered for a lower cost at community academic proficiency for college-level classes. colleges, at least ten states have elected to focus For those who do not meet this level, deficien- their remediation efforts at two-year colleges, cies in skills are addressed through some form of and more consider doing so (Jenkins & Boswell, supplementary instruction, most often remedial 2002).
    [Show full text]
  • App. Sub. on Education (2:00 PM - 3:30 PM) 2021 Regular Session Customized 02/11/2021 4:18 PM Agenda Order
    02/09/2021 - App. Sub. on Education (2:00 PM - 3:30 PM) 2021 Regular Session Customized 02/11/2021 4:18 PM Agenda Order Tab 1 CS/SB 52 by ED, Rodrigues; (Similar to H 00281) Postsecondary Education 917324 A S RCS AED, Rodrigues Before L.35: 02/10 03:12 PM 105930 A S RCS AED, Rodrigues Delete L.93 - 94: 02/10 03:12 PM 284764 A S RCS AED, Rodrigues btw L.128 - 129: 02/10 03:12 PM 694192 A S RCS AED, Rodrigues btw L.128 - 129: 02/10 03:12 PM Tab 2 CS/SB 264 by ED, Rodrigues; (Similar to H 00233) Higher Education 100826 A S RS AED, Rodrigues Delete L.105 - 107: 02/10 03:12 PM 889170 SA S RCS AED, Rodrigues Delete L.105 - 108: 02/10 03:12 PM Page 1 of 1 2021 Regular Session The Florida Senate COMMITTEE MEETING EXPANDED AGENDA APPROPRIATIONS SUBCOMMITTEE ON EDUCATION Senator Broxson, Chair Senator Diaz, Vice Chair MEETING DATE: Tuesday, February 9, 2021 TIME: 2:00—3:30 p.m. PLACE: Pat Thomas Committee Room, 412 Knott Building MEMBERS: Senator Broxson, Chair; Senator Diaz, Vice Chair; Senators Cruz, Gibson, Gruters, Hutson, Passidomo, Polsky, and Wright BILL DESCRIPTION and TAB BILL NO. and INTRODUCER SENATE COMMITTEE ACTIONS COMMITTEE ACTION PUBLIC TESTIMONY WILL BE RECEIVED FROM ROOM A3 AT THE DONALD L. TUCKER CIVIC CENTER, 505 W PENSACOLA STREET, TALLAHASSEE, FL 32301 1 CS/SB 52 Postsecondary Education; Clarifying fee exemptions Fav/CS Education / Rodrigues for the Department of Children and Families; Yeas 6 Nays 3 (Similar H 281) establishing the Dual Enrollment Scholarship Program; requiring students participating in dual enrollment programs to meet specified minimum eligibility requirements in order for institutions to receive reimbursements; authorizing university boards of trustees to implement a bonus scheme for state university system employees based on awards for work performance or employee recruitment and retention, etc.
    [Show full text]
  • Home Education in Florida
    Home Education in Florida 2018-19 School Year Annual Report Florida Department of Education Office of Independent Education and Parental Choice 325 W. Gaines Street, Room 1044 Tallahassee, FL 32399-0400 Phone: 850-245-0502 Toll-free Hotline: 1-800-447-1636 www.floridaschoolchoice.org Home Education in Florida Established by the Florida Legislature as a school choice option in 1985, home education is defined in Section 1002.01, Florida Statutes (F.S.), as “the sequentially progressive instruction of a student directed by his or her parent.” Section 1002.41, F.S., requires parents to notify the district school superintendent in the county of residence of their intent to establish and maintain a home education program and to provide the name, address, and birth date of each participating student. Florida law does not require a particular educational background for parents of home-educated students. Parents who home educate their children are able to customize the curriculum to the needs of each child. However, a portfolio of activities, records and materials showing student work must be maintained for two years and made available to the school district if requested in writing. Additionally, Section 1002.41, F.S. requires that students in home education programs annually undergo one of five academic evaluation options, the results of which must be submitted to the school district by the parent. Each year, the Department of Education surveys all school districts to collect data on the number of students and families who have registered their intent to establish home education programs. For the 2018-19 school year, the numbers provided by the districts indicate that 67,104 families and 97,261 students participated in home education programs.
    [Show full text]
  • Central Florida the Institute for a Competitive Workforce (ICW) Is a Nonprofit, Nonpartisan, 501(C)(3) Affiliate of the U.S
    JUST THE FACTS Central Florida The Institute for a Competitive Workforce (ICW) is a nonprofit, nonpartisan, 501(c)(3) affiliate of the U.S. Chamber of Commerce. ICW promotes the rigorous educational standards and effective job training systems needed to preserve the strength of America’s greatest economic resource, its workforce. The U.S. Chamber of Commerce is the world’s largest business federation representing the interests of more than 3 million businesses of all sizes, sectors, and regions, as well as state and local chambers and industry associations. The National Chamber Foundation, a nonprofit affiliate of the U.S. Chamber of Commerce, is dedicated to identifying and fostering public debate on emerging critical issues. We provide business and government leaders with insight and resources to address tomorrow’s challenges. © Institute for a Competitive Workforce, May 2013 “U.S. CHAMBER” and “U.S. CHAMBER OF COMMERCE” are registered trademarks of the Chamber of Commerce of the United States of America. © National Chamber Foundation, May 2013 Central Florida 1 Are ALL children receiving a high-quality education in central Florida? Not yet. Florida is a national leader in education reform. It has high standards, strong teacher effectiveness policies, and expansive school choice options. It has made unprecedented gains over the past decade to improve student achievement and close the achievement gap. The state leads the nation in students participating in Advanced Placement (AP) courses, particularly for low-income and minority students.1 Its fourth graders ranked second in the world on an international reading assessment.2 The state’s A–F school grading system provides transparent data about its schools and has served as a model for many other states seeking to emulate Florida’s success.
    [Show full text]