You have to know where to look for it on the Florida Department of Education website. All the Florida Public School District failed to make Adequate Yearly Progress. The Escambia County public schools have huge disparities between its demographic subgroups and less than have of the African-American students are on track to ever be proficient in reading and math.
The percentage of students in Escambia (59%) making AYP was lower than Santa Rosa (64%) and Okaloosa (67%) and one of the lowest in the state.
The gap in graduation rates and subject proficiencies between whites and other students in the Escambia County Public School District is wide.
Only 58 percent of the district’s African-American students graduated from high school, and only 61 percent of all economically-disadvantaged students:
| Graduation Rate | ||
| Subgroup | Graduation Rate | Increased Graduation Rate by 1%? |
| TOTAL | 72 | N |
| WHITE | 83 | Y |
| BLACK | 58 | N |
| HISPANIC | 66 | N |
| ASIAN | 87 | Y |
| AMERICAN INDIAN | NA | |
| ECONOMICALLY DISADVANTAGED | 61 | N |
| ENGLISH LANGUAGE LEARNERS | NA | |
| STUDENTS WITH DISABILITIES | 31 | N |
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Only 39 percent of the African-American students read on grade level. Only 41 percent of those kids are on track to ever reach their grade level in reading. Superintendent Malcolm Thomas and School Board member Jeff Bergosh wanted to blast the inner-city charter school A.A. Dixon for its low FCAT scores. We need to check the reading levels of its students before they enrolled and after a year at the charter school.
| Reading Proficiency | ||
| Subgroup | Percent Proficient | 79% scoring at or above grade level in Reading? |
| TOTAL | 59 | NO |
| WHITE | 72 | YES |
| BLACK | 39 | NO |
| HISPANIC | 63 | NO |
| ASIAN | 72 | YES |
| AMERICAN INDIAN | 61 | NO |
| ECONOMICALLY DISADVANTAGED | 50 | NO |
| ENGLISH LANGUAGE LEARNERS | 33 | NO |
| STUDENTS WITH DISABILITIES | 30 | NO |
| Reading Growth Model | ||
| Subgroup | Percent on track to be Proficient | 79% on track to be Proficient in Reading? |
| TOTAL | 59 | N |
| WHITE | 71 | NA |
| BLACK | 41 | N |
| HISPANIC | 65 | N |
| ASIAN | 73 | NA |
| AMERICAN INDIAN | 63 | N |
| ECONOMICALLY DISADVANTAGED | 51 | N |
| ENGLISH LANGUAGE LEARNERS | 44 | N |
| STUDENTS WITH DISABILITIES | 33 | N |
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Math is a problem for the entire school district:
| Math Proficiency | |||
| Subgroup | Percent Proficient | 80% scoring at or above grade level in Math? | |
| TOTAL | 62 | NO | |
| WHITE | 74 | NO | |
| BLACK | 43 | NO | |
| HISPANIC | 67 | NO | |
| ASIAN | 82 | YES | |
| AMERICAN INDIAN | 67 | NO | |
| ECONOMICALLY DISADVANTAGED | 52 | NO | |
| ENGLISH LANGUAGE LEARNERS | 42 | NO | |
| STUDENTS WITH DISABILITIES | 33 | NO | |
| Math Growth Model | ||
| Subgroup | Percent on track to be Proficient | 80% on track to be Proficient in Math? |
| TOTAL | 61 | N |
| WHITE | 72 | N |
| BLACK | 44 | N |
| HISPANIC | 68 | N |
| ASIAN | 81 | NA |
| AMERICAN INDIAN | 63 | N |
| ECONOMICALLY DISADVANTAGED | 53 | N |
| ENGLISH LANGUAGE LEARNERS | 61 | N |
| STUDENTS WITH DISABILITIES | 36 | N |
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