School Performance Report
For Riverdale (6-12) High School 
Gerald B. Demming - Principal

The School Public Accountability Report contains several types of data (indicators) designed to inform parents and the general public about the progress of Florida's public schools. This report meets the public reporting requirements of the federal No Child Left Behind (NCLB) Act and includes certain additional information of interest on the status of Florida's schools.

Student Demographics

Number of Students Enrolled in October
      School % District % State %
Racial/
Ethnic Group		 Female Male 2004-05 2003-04 2004-05 2003-04 2004-05 2003-04
White 678 723 69.6 68.3 58.3 60.2 48.8 49.8
Black 66 87 7.6 7.9 14.2 14.7 23.6 23.9
Hispanic 215 190 20.1 21.1 22.5 20.7 22.5 21.7
Asian 11 15 1.3 1.4 1.4 1.3 2.1 2.0
Am. Indian 2 3 .2 .3 .4 .4 .3 .3
Multiracial 13 9 1.1 .9 3.3 2.9 2.7 2.3
Disabled 105 207 15.5 15.5 14.8 15.1 15.1 15.3
Economically 404 416 40.8 40.3 44.4 45.2 46.5 45.6
Disadvantaged
LEP 		97 87 9.1 9.3 14.1 13.7 11.4 11.0
Migrant 22 21 2.1 2.0 1.8 1.9 1.0 1.2
Female 985   49.0 49.2 48.5 48.6 48.5 48.5
Male   1,027 51.0 50.8 51.5 51.4 51.5 51.5
Total: 2,012   100.0 100.0 100.0 100.0 100.0 100.0

Graduation Rate & Preparation for Postsecondary

The graduation rate shows the percentage of students who graduated within four years of initial entry into ninth grade. Graduates include students who received a standard high school diploma or a stat of Florida diploma earned through a GED Exit Option program.
 
School %
District %
State %
  2003-04 2002-03 2003-04 2002-03 2003-4 2002-03
All Students 60.3 59.8 67.0 65.9 68.7 66.0
White 68.1 67.0 74.3 72.9 77.6 75.4
Black 43.2 34.8 47.1 46.3 53.2 50.1
Hispanic 45.3 54.0 54.1 55.0 61.4 58.8
Asian 66.7   79.0 80.8 81.2 79.8
Am. Indian 100.0   62.5 50.0 69.8 68.3
Multiracial 100.0 100.0 70.4 69.2 74.9 70.0
Disabled 33.3 18.2 34.4 32.0 36.6 33.6
Economically 41.0 51.1 50.5 51.3 53.8 51.4
Disadvantaged LEP 30.2 37.2 41.3 44.2 46.8 44.4
Migrant 38.5 57.1 30.9 35.3 46.3 43.8
Female 62.6 65.9 72.3 71.4 72.9 71.0
Male 58.2 53.6 62.1 60.6 64.5 61.2

High School Dropout Rate

Dropouts are students who leave school before graduation and do not enroll in another institution or educational program before the end of the year. Percentages show by race and gender the proportion of students from the total 9-12 enrollment who dropped out of school.
      School % District % State %
Racial/
Ethnic Group		 Female Male 2003-04 2002-03 2003-04 2002-03 2003-04 2002-03
White 14 19 2.7 3.2 2.3 4.9 2.3 2.5
Black 3 5 4.2 4.1 3.9 8.6 3.6 4.1
Hispanic 3 17 4.9 5.2 4.4 7.4 3.7 3.7
Asian           1.5 1.6 1.8
Am. Indian         1.2 4.9 2.9 2.8
Multiracial         3.1 4.6 2.2 2.2
Female 20   2.2 3.2 2.8 4.8 2.6 2.8
Male   41 4.3 4.1 3.1 6.9 3.2 3.4
Total:
61
 3.3 3.6 2.9 5.9 2.9 3.1

College Placement Test Results

Reading

Racial/
Ethnic Group		 Number of Graduates Who Took College Placement Reading Tests Number Who Passed Reading Placement Tests School % District % State %
White*          
Black*          
Hispanic*          
Asian*          
Am. Indian*          
Unknown*          
Female* 48 30 62.5 78.7 73.6
Male* 25 18 72.0 80.7 75.2
Unknown*          
Total:*
73
 48 65.8 79.5 74.3

Writing

Racial/
Ethnic Group		 Number of Graduates Who Took College Placement Writing Tests Number Who Passed Writing Placement Tests School % District % State %
White*          
Black*          
Hispanic*          
Asian*          
Am. Indian*          
Unknown*          
Female* 48 38 79.2 87.7 82.1
Male* 25 20 80.0 85.0 79.8
Unknown*          
Total:*
73
 58 79.5 86.6 81.1

Mathematics

Racial/
Ethnic Group		 Number of Graduates Who Took College Placement Mathematics Tests Number Who Passed Mathematics Placement Tests School % District % State %
White*          
Black*          
Hispanic*          
Asian*          
Am. Indian*          
Unknown*          
Female* 48 29 60.4 69.0 63.3
Male* 25 16 64.4 39.2 69.2
Unknown*          
Total:*
73
 45 61.6 71.4 65.8

* Additional information is available at http://info.doe.state.fl.us/perfcpt
# A pound sign (#) indicates a number less than 10.

Writing Assesments

For this assessment, students are given 45 minutes to read their assigned topic, plan what to write, and then write their responses Scores range from 1.0 (lowest) to 6.0 (highest). Alternate assessments have been merged with the FCAT scores for reporting purposes.
Writing Assessment Results
(FCAT Sunshine State Standards and Alternate Assesments)
Percent of Students Scoring 3 and Above
 
School %
District %
State%
Racial/
Ethnic Group
2004-05
2003-04
2004-05
2003-04
2004-05
2003-04
All Students 81 83 90 88 90 89
White 85 89 93 92 93 92
Black 47 57 83 79 86 85
Hispanic 71 67 85 82 89 87
Asian 86 100 94 92 95 94
Am. Indian 67 100 92 98 92 90
Multiracial* 100 100 92 92 93 92
Disabled 46 51 68 61 68 63
Economically 71 72 85 82 86 84
Disadvantaged
LEP 		41 34 75 70 78 76
Migrant* 50 58 67 70 80 77
Female* 86 91 94 92 94 93
Male* 76 76 86 84 87 86

Mathematics

On the FCAT SSS reading and mathematics tests, students can attain one of five possible achievement levels, ranging from Level 1 (lowest) to Level 5 (highest).
Mathematics Assessment Results
(FCAT Sunshine State Standards and Alternate Assesments)
Percent of Students Scoring 3 and Above
Racial/
Ethnic Group
School
2004-05
Results
State
Objective
% Not Tested		 District 2004-05 Results
State Objective
% Not Tested
State 2004-05 Results 		Sate Objective % Not Tested
All Students 53 44 2 59 44 2 59 44 2
White 60 44 2 69 44 2 70 44 2
Black 31 44 5 34 44 3 38 44 3
Hispanic 35 44 1 47 44 1 53 44 2
Asian 78 44 0 77 44 5 81 44 1
Am. Indian 100 44 0 65 44 2 63 44 3
Multiracial* 50 44 0 66 44 4 65 44 2
Disabled 19 44 6 30 44 2 30 44 4
Economically 42 44 2 47 44 2 46 44 2
Disadvantaged
LEP 		20 44 0 35 44 2 40 44 2
Migrant* 23 44 0 33 44 2 39 44 2
Female* 52 44 1 58 44 2 59 44 2
Male* 54 44 2 61 44 2 59 44 3

Reading

Reading Assessment Results
(FCAT Sunshine State Standards and Alternate Assesments)
Percent of Students Scoring 3 and Above
Racial/
Ethnic Group
School
2004-05
Results
State
Results
% Not Tested		 District 2004-05 Results
State Objective
% Not Tested
State 2004-05 Results		 State Objective % Not Tested
All Students 31 37 2 55 37 2 53 37 2
White 37 37 2 63 37 2 64 37 2
Black 14 37 5 34 37 3 35 37 3
Hispanic 17 37 1 41 37 2 46 37 2
Asian 39 37 0 62 37 1 68 37 1
Am. Indian 60 37 0 61 37 5 58 37 3
Multiracial* 30 37 0 65 37 2 65 37 2
Disabled 6 37 6 27 37 4 28 37 4
Economically 20 37 2 43 37 2 42 37 2
Disadvantaged
LEP 		1 37 0 28 37 2 32 37 2
Migrant* 12 37 0 26 37 2 30 37 2
Female* 31 37 1 56 37 2 55 37 2
Male* 32 37 2 53 37 2 51 37 3


* Indicates subgroups not included as separate sub-populations in the Adequate Yearly Progress (AYP) calculation.

School
Reading
Math
2004-05 2003-04 2004-05 2003-04
Grade 6 49 53 33 41
Grade 7 48 50 47 43
Grade 8 33 40 55 52
Grade 9 30 27 55 47
Grade 10 20 27 60 65

 

District
Reading
Math
2004-05 2003-04 2004-05 2003-04
Grade3 71 67 69 64
Grade4 72 72 65 65
Grade5 68 61 61 56
Grade 6 56 57 47 45
Grade 7 56 55 54 50
Grade 8 45 46 60 57
Grade 9 37 34 59 54
Grade 10 31 33 62 63

 

State Totals
Reading
Math
2004-05 2003-04 2004-05 2003-04
Grade3 68 66 69 64
Grade4 72 70 64 64
Grade5 66 59 58 53
Grade 6 56 55 48 46
Grade 7 53 53 53 50
Grade 8 44 45 59 57
Grade 9 37 32 59 54
Grade 10 32 34 63 62

 

NRT Results
Subject (Grade)
Number Tested
Median
National District
Percentile Rank State
Reading (Gr.3 )     50 50
Mathematics (Gr. 3)     66 62
Reading (Gr4. )     53 55
Mathematics (Gr.4 )     65 63
Reading (Gr5. )     61 61
Mathematics (Gr.5 )     65 64
Reading (Gr.6 ) 128 42 54 54
Mathematics (Gr.6 ) 129 49 60 61
Reading (Gr.7 ) 131 47 57 56
Mathematics (Gr. 7) 131 57 65 65
Reading (Gr.8 ) 133 53 67 67
Mathematics (Gr.8 ) 133 61 66 67
Reading (Gr.9 ) 431 57 63 63
Mathematics (Gr.9 ) 429 65 70 71
Reading (Gr. 10) 335 48 56 61
Mathematics (Gr.10 ) 335 48 56 58

*A pound sign(#) in a cell indicates suppressed data where fewer than 10 students were tested.

SCHOOL SAFETY AND ENVIRONMENT

Schools and communitites must provide an environment that is drug fee and protects the health, safety, and civil rights of everyone in the school.

School Environment Safety: Reported Incidents*

The most recent full-year school-level data on reported incidents is available at the Florida School Indicators Report website at http://info.doe.state.fl.us/fsir. (See "Incidents of Crime and Violence.") District-level reports are available at www.firn.edu.doe/besss/sesir/sesir0304.htm. School Evaluation for "Unsafe School Choice Option" Requirements, Preliminary Evaluation.

The No Child Left Behind Act provides for an Unsafe School Choice Option, which ensures that students who attend a school that has been identified as persistently dangerous are allowed the option of attending another school within the same district.

For the 2004-05 school year, no Florida public school was identified as persistently dangerous.*

*pending review of complete full year data.

TEACHERS AND STAFF

Schools, districts, and the state ensure that teachers and staff are professionally qualified. School boards must provide a learning environment conducive to teaching and learning.

New Staff

The table shows the number and percentage of instructional staff and school-based administrators who were newly hired at this school in 2004-05.

Staff Type
Total Number for 2004-05
Number Newly Hired for 2004-05
School %
District %
State %
Instructional Staff 101 21 20.8 24.9 21.2
School-Based Administrators 5 1 20.8 31.2 20.4
Total 106 22 20.8 25.2 21.2

The Professional Qualifications of Teachers
School %
District %
State %
Degree Level Number 2004-05 2003-04 2004-05 2003-04 2004-05 2003-04
Bachelor's Degree 67 72.0 65.9 68.7 67.6 65.2 64.8
Master's Degree 22 23.7 29.7 29.2 30.0 32.1 32.4
Specialist Degree 1 1.1 1.1 1.0 1.1 1.7 1.8
Doctorate 3 3.2 3.3 1.1 1.2 1.0 .9
Total All Degrees 93 100.0 100.0 100.0 100.0 100.0 100.0

Percentage of Teachers Teaching with Emergency or Provisional Credentials

Florida has no non-certified teachers, although some teachers may be temporarily assigned to areas outside their of specialization. Data on classes taught by teachers out of field is provided in the following areas.

In-Field and Out-of-Field Teachers

The following chart shows the percentage of core academic classes taught by teachers teaching in-field compared to the percentage of classes taught by teachers teaching out-of-field. When a teacher in a district school system is assigned teaching duties in a class dealing with subject matter that is outside the field in which the teacher is certified, outside the field that was the applicant’s minor field of study, or outside the field in which the applicant has demonstrated sufficient subject area expertise, as determined by district’s school board policy in the subject area to be taught, that teacher is teaching out-of-field." Core academic subjects are English, reading, language arts, mathematics, science, foreign languages, civics, government, economics, arts, history, and geography.

  School % District % State %
Percentage of Classes withTeachers Teaching In-Field 100 98.1 94.5
Percentage of Classes withTeachers Teaching Out-of-Field 0.0 1.9 5.5

Classes Not Taught by Highly Qualified Teachers

The chart below shows the percentage of classes not taught by "Highly Qualified teachers" in core academic subjects as defined in federal statute. A "highly qualified teacher" has earned at least a bachelor’s degree and holds a Florida teaching certificate with appropriate certification for each core academic area of assignment. Federal law requires that all public elementary, middle, and secondary teachers of core academic subjects meet the federal definition of “highly qualified" no later than 2005-06 school year. Core academic subjects are English, reading, language arts, mathematics, science, foreign languages, civics, government, economics, arts, history, and geography.

School %
District %
All Schools
State % High Poverty Schools*
Low Povery Schools*
Classes not Taught by Highly Qualified Teachers 11.4 7.3 8.0 9.2 5.7

*High poverty schools are schools ranking in the top 25% of schools based on the percentage of students eligible for free-reduced lunch. Low poverty schools rank in the bottom quartile of schools based on free-reduced -price lunch eligibility. That is, low poverty schools have the lowest enrollment in free/reduced-price lunch as a percentage of total membership.

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Riverdale High School
2600 Buckingham Road Ft. Myers, Fl. 33905
Phone: (239) 694-4141 Fax: (239) 694-3527
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