F. W. BUCHHOLZ HIGH SCHOOL
Alachua County School District
Public Accountability Report 1996-1997

The Florida Legislature passed a law in 1991 called Blueprint 2000, which created a statewide system for school improvement and education accountability. Under Blueprint 2000, goals were established for all schools in the following eight areas:

1. Readiness to Start School
2. Graduation Rate and Readiness for Postsecondary Education and Employment
3. Student Performance
4. Learning Environment
5. School Safety and Environment
6. Teachers and Staff
7. Adult Literacy
8. Parental Involvement

In recognition of the goals of Blueprint 2000, each school is required to implement a School Improvement Plan. In each school, a School Advisory Council (SAC) composed of the principal, parents, teachers, other school staff, students, and community/business representatives, work cooperatively to develop the plan for the school.

In accordance with the requirements of Blueprint 2000, the following sections of this report have been prepared in order to provide the public with information regarding the impact of each school's improvement efforts. In addition, the following reports are on file and available for public review at each school:

• Summary of the School Improvement Plan results for 1996-1997
• Summary of Needs Assessment and Climate Survey Results
• School Advisory Council Report (provides a more detailed description of the data presented in this     Public Accountability Report)

 

No information available at the high school level.

• Number of graduates

* The number of graduates includes students who received a standard diploma, special diploma, certificate of completion, special certificate of completion, or State of Florida diploma (GED).

 

• Graduation rate
  The graduation rate is determined by dividing the number of graduates from 1996-97 by the number of students who entered the ninth grade for the first time in fall 1993.

• Dropout rate
  Dropouts are students age 16 or older who withdraw from school before graduation for reasons specified in law and do not enroll in another institution or educational program before the end of the school year. Percentages show the proportion of students from the October membership who dropped out of school.

• Postsecondary readiness--graduates who passed college entry-level placement tests (reading, writing, and mathematics)

No information available at this time.

• Follow-up for all high school graduates
  
  Graduates found by FETPIP* through follow-up activities
  Students who graduate from a Florida high school can be tracked after graduation to find out what these graduates do following high school. Percentages indicate the proportion of graduates who were found compared to all graduates who were followed up.

* FETPIP is the Florida Education and Training Placement Information Program.

Graduates found by FETPIP* in each of the following specified categories
Percentages show, of the graduates found, the portion in each of the three categories. A student may be counted in more than one category.

• Follow-up of graduates who were job-preparatory students, attained an occupational completion point (OCP) in vocational programs, and exited the programs.
  
  Number and percentage found by FETPIP* through follow-up activities
  Students who graduate from a Florida high school and, as job-preparatory students, attain an OCP in one or more vocational programs can be followed up after graduation to find out more about what they are doing. Percentages indicate the proportion of these students who were found compared to those who were followed up.

Number and percentage of job-preparatory students who attained an OCP in vocational programs and were found by FETPIP* in each of the following categories.
Percentages show, of the graduates found, the portion in each of these categories. A student may be counted in more than one category.

* FETPIP is the Florida Education and Training Placement Information Program.

** Denotes employment in an occupation related to instruction received.

# The pound sign in a cell indicates that fewer than ten students were followed up or found.

 

Test scores should not be used as a single source of measurement to draw absolute conclusions about student learning and student performance. Test scores may be affected by such things as attendance and length of time students have been in this school.

• Florida Writing Assessment
  For this test, students write responses to an assigned topic. The student must read, plan, and independently write their responses in 45 minutes. Trained readers make an overall judgement about the papers on such things as how well the writing focuses on the topic and how well the details are organized. The scores range from a low of zero to a high of 6. Shown here are the number of students tested and the average writing scores for the school, district, and state.

GRADE 10 WRITING ASSESSMENT

• High School Competency Test (HSCT) - Grade 11
  In order to earn their standard high school diplomas, Florida students must pass the High School Competency Test (HSCT), a test developed in Florida. This untimed multiple-choice test in communications and mathematics is administered to eleventh grade students each October. Students have several chances to take the test.

Percentage of Eleventh Grade Students Passing Communications

Percentage of Eleventh Grade Students Passing Mathematics

• New Teachers and Staff
  The table shows the number and percentage of instructional staff* and school-based administrators who were newly hired at this school in 1996-97.

*Instructional staff includes classroom teachers, library media specialists, counselors, and other school staff.

• Students absent 11-20 days and 21+ days
  The percentages show the proportion of the total student population in each of two ranges: students who were absent 11-20 days, and those who were absent 21 or more days.

• Average days of absence during the school year: teachers and administrators
  
  Teacher absences
  This table shows the average number of days teachers were absent during the 180-day school year for personal leave, sick leave, temporary duty elsewhere, and all other leave.

Administrator absences
This table shows the average number of days school administrators were absent during the 180-day school year for personal leave, sick leave, temporary duty elsewhere, and all other leave.

# The pound sign indicates suppressed data in cases where only one administrator is at the school.

• School environment safety: reported incidents
  School and communities must provide an environment that is drug free and protects the health, safety, and civil rights of everyone in the school. The information displayed in the table should be used to assess school safety need and to develop plans for improvement.

• Classes taught by out-of-field teachers
  The table shows the number and percentage of classes taught by out-of-field teachers.

• Teachers, administrators, and staff who receive satisfactory annual evaluations
  The table shows the number and percentage of teachers and other instructional staff, and school-based administrators who received satisfactory annual evaluations based on a district assessment system.

*Instructional staff includes classroom teachers, library media specialists, counselors, and other school staff.

• Teachers with advanced degrees
  The table shows the number and percentage of teachers at each degree level.

• Number of diplomas awarded to adult citizens
  Adults may receive a high school diploma either by taking courses for credit and passing the High School Competency Test or by taking and passing the General Education Development (GED) test. The table shows the number of adults in the district and state who received diplomas during 1996-97.

• School Advisory Council Members
  The table shows the number and percentage of School Advisory Council members by membership type and racial/ethnic category.

District

The table shows revenues, expenditures, and carry forward amounts of Educational Enhancement Trust Funds (District Discretionary Lottery Funds) for the Alachua County School District for the 1996-97 fiscal year.

School

Each school received a total of $8.00 of Educational Enhancement Trust Funds per unweighted FTE for implementation of school improvement plans.

The table shows revenues, expenditures, and carry forward amounts of Educational Enhancement Trust Funds (District Discretionary Lottery Funds) for the school for the 1996-97 fiscal year.

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