THE SCHOOL BOARD OF BROWARD COUNTY, FLORIDA OFFICE OF THE SUPERINTENDENT DR. FRANK TILL SUPERINTENDENT OF SCHOOLS

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1 THE SCHOOL BOARD OF BROWARD COUNTY, FLORIDA OFFICE OF THE SUPERINTENDENT DR. FRANK TILL SUPERINTENDENT OF SCHOOLS Telephone: (954) Facsimile: (954) APPROVED MEMORANDUM IS ON FILE July 24, 2002 TO: FROM: VIA: SUBJECT: School Board Members Katherine Blasik, Ph.D., Assistant Superintendent Office of Research and Evaluation Frank Till Superintendent of Schools THE WILLIAM T. MCFATTER TECHNICAL HIGH SCHOOL The attached information brief presents an overview of the William T. McFatter Technical High School which is located at the McFatter Technical Center. The school offers a magnet program that affords students opportunities to study various technical areas. McFatter has been designated as a New Millennium School based on the integration of technology within its curriculum. With a dual focus on College Preparation and Career Certification, students at McFatter earn their high school diplomas in an environment that encourages them to learn how to learn by employing student as worker and teacher as coach strategies. To facilitate this fusion of academics with career training, enrollment is limited to 27 students per class and 150 students per grade level. McFatter s success is recognized through accreditation by a number of organizations such as the Southern Association of Colleges and Schools (SACS) and the Florida Department of Education. Additionally, McFatter Technical High School has earned the International Technology Education High School Program of the Year award, and has been designated as Oracle and CISCO academies. As a magnet school with a technical theme, the admission requirements are: 2.0 minimum Grade Point Average and Level 3 or greater Florida Comprehensive Assessment Test (FCAT) Sunshine State Standards (SSS) scores and/or Norm-Reference Test (NRT) or other achievement test scores at the 50 th percentile or greater in both reading and mathematics. These admission requirements contribute to the high test scores and Grade Point Averages (GPA) posted for McFatter s students. For example, McFatter s grade 10 FCAT-NRT, FCAT-SSS and FCAT Writing Assessment scores, as well as weighted and unweighted GPAs consistently exceed the district averages. Most recently, McFatter earned an A grade on the Florida Accountability System this school year.

2 Enrollment in McFatter is districtwide. However, data in this report illustrate a gap for gender and ethnic groups. For instance, in , the proportion of male students enrolled at McFatter was 62.4%, and the proportion of White students was 56.6%. In comparison, the proportion of male high school students enrolled in the district was 50.2%, and the proportion of White students was 38.9%. To address these gaps, there is a continuing recruitment strategy by district staff to increase the proportion of female and minority students. Due to the success of this school and the increased demand for enrollment into this technical magnet program, the School Board will open the Atlantic Technical Magnet High School in August This new school will be patterned after McFatter and will serve students in northern section of the Broward County Public School district, while McFatter will continue to serve students in the southern sections of the county. If you have any questions, please contact Dr. Katherine Blasik, Assistant Superintendent of Research and Evaluation at or Dr. Cary Sutton, Director of Research Services at FT/KAB/COS/RWC/RGW:tbm Attachment cc: Senior Management Area Directors Robert Boegli, Director, McFatter Technical High School Leslie Brown, Director, Magnet Programs

3 The School Board of Broward County, Florida Information Brief Number 60 Report from the Office of the Superintendent July 2002 THE WILLIAM T. MCFATTER TECHNICAL HIGH SCHOOL Following a school within a school concept, the William T. McFatter Technical High School is housed on the grounds of a technical center that provides both secondary and adult education. This high school, with its unique technical magnet program, has proven itself as not only a School of Choice but also a Center of Excellence. McFatter s students exhibit some of the highest levels of performance in Broward County Public Schools (BCPS) in respect to academic assessment and student attendance. In , McFatter earned an A on the Florida Accountability/Grading System. McFatter is located at the Davie Educational Complex that houses the Nova Center for Applied Research and Professional Development (Kindergarten through Grade 12), Florida Atlantic University, Florida International University, Nova Southeastern University, and the Broward Community College. This paper will highlight the innovative program offered at McFatter Technical High School and the performance of this school s students over a four-year period. Mission and Purpose The mission of the William T. McFatter Technical High School (herein referred to as the technical high school ) is to foster an individualized intellectual focus in a safe and secure environment, and provide technical preparation and successful transition into postsecondary study or work. McFatter s staff instills the attitudes and skills necessary to produce motivated, self-sufficient individuals who are able to function effectively in our ever-changing, complex society (McFatter, 2002). The purpose of the technical high school is to provide a program of study that ensures that every graduate is: qualified to attend any college in the Florida State University System; and certified in one of over 20 technical programs to begin a career or to obtain a well paying job to work through college (McFatter, 2002).

4 Goals and Strategies As stated previously, the graduation and certification goals for the technical high school students include acceptance in a Florida college or university and certification in a technical area. Strategies for meeting the goals of college-readiness and technical certification are summarized and listed below: dual curricular focus of college preparation and technical certification with the completion of the standard high school diploma; focus on technology and access to computers, including Internet, word processing, and presentation and database software in every class; minimum of one computer for every four students in every class and in all subjects, with many classes having a 1/1 ratio; low teacher to student ratio - maximum class size of 27 students; a later start to the day; school time is from 9:15am to 4:19pm; no cost tutoring and assistance programs; preparation for careers in fields such as computer technology, communications technology, medical arts, culinary arts, and industrial technology (McFatter, 2002). Philosophy The faculty and staff of the William T. McFatter Technical High School are committed to providing a quality education for all students. McFatter encourages academic and technical curiosity, innovation, and creativity by providing rigorous academic and state of the art technical programs. McFatter Technical High School graduates are prepared to meet the challenges of a demanding local workforce, and their graduates are equipped with the knowledge and skills for success in a four-year university, community college or an elected technical area. Instruction is based on the premises that: Students should master essential skills; Teachers should encourage students to learn how to learn by employing "student as worker" and "teacher as coach" strategies; Successful completion and graduation are based on an exhibition of mastery; The tone of the school should emphasize trust and decency among all members of the school community; A student's self worth is enhanced by positive and mutual respect that honors diversity; All students can learn through different teaching and learning strategies that accommodate their needs and abilities; 2

5 All individuals should continuously enhance and upgrade their skills through continuing education in any of its many forms, including college level courses, in-service workshops, field experiences, internships or industry visitations; All academic and technical endeavors should be of high quality and performance-based, whether the goal is a high school diploma or a technical certificate of completion; Any graduate seeking employment should receive the full benefits of McFatter s human resources department in locating an appropriate placement; Every student who graduates from the school would be certified in one of over 20 technical programs to begin a career or to obtain a well paying job while working through college (McFatter, 2002). Facility The South Central part of Broward County houses a public, tax-supported, postsecondary Vocational Technical Center that offers high-end technical education to both adults and secondary students in over 30 occupational areas (SBBC, 2002). Initially, this center offered programs in Communications, Industrial, Medical, Public Service, Computer Technology and the School of Culinary Arts. In August 1998, a newly constructed McFatter Technical High School was built at the vocational center. The facility consists of 23 classrooms, including seven laboratories: four for science, two for technology, and one for media production. Housing the high school at a vocational center allows secondary students to access programs generally offered through an adult program. Academic Programs and Student Organizations at McFatter Overview of McFatter s Academic Programs Located within the Nova Innovation Zone, McFatter administers a Technical Magnet Program theme that follows the principles adopted by the Coalition of Essential Schools. An Essential School is one where there is intellectual excitement among students, where collaboration among teachers is promoted, and where achievement is facilitated amongst a diverse student population (CES, 2002). McFatter s academic programs are designed to accomplish the three main magnet program goals (BCPS Policy 5004) listed below: All students will be eligible for college admissions and scholarship applications; All students will have the opportunity to leave high school with some college credits already earned; and All students will earn technical certification in a career area chosen from a wide range of current and emerging occupational fields (SBBC, 2002). 3

6 McFatter s programs integrate rigorous academic study with technical training that addresses the major challenges facing industry and the workforce of the 21 st Century. Each academic program includes the use of state-of-the-art technology throughout all classes and curricular areas, digital portfolios, and business and industry involvement (SBCC, 2002). As a magnet school with a technical theme, the admission requirements are: 2.0 minimum Grade Point Average and Level 3 or greater Florida Comprehensive Assessment Test (FCAT) scores and/or Norm-Reference Test or other achievement test scores at the 50 th percentile or greater in both reading and mathematics. Student Class Schedule McFatter s students attend classes on the 4X4 Block Schedule as displayed in Table 1. This schedule includes all the requirements for entry into a state university, certification in a technical area, and earning a high school diploma. The 4X4 Block Schedule offers students the opportunity to take more courses by earning eight credits per year, a total of 32 possible credits (Jones, 2000). Table 1 McFatter s Grade 9 to 12 Class Schedule for the School Year 9th Grade 10th Grade 11th Grade 12th Grade English I English II English III English IV Algebra I* Geometry* Algebra II* Pre-Calculus* Earth/Space Science Biology Chemistry Physics Geography World History American History Government/Economics Spanish I* Spanish II* Technical I Technical V Technology Studies I Personal Fitness/ Life Management Skills Tech. Studies II/ CR&DM** Individual and Dual Sports Technical II Technical III Technical VI Technical VII Research I/II Speech & Debate Technical IV Technical VIII Note: * denotes or take a higher level class, ** denotes Career Research and Decision Making McFatter s curriculum also includes distance-learning components along with Computer Aided Instruction (CAI) courses. All McFatter students must take at least one online learning course, such as Advanced Placement courses, prior to graduation using the distance learning labs on their campus. This gives students exposure to this increasingly common educational format common in postsecondary environments (Johnson, 2002). Academic Programs Offered at McFatter The William T. McFatter Technical High School is housed on the McFatter Technical Center campus (McFatter, 2002). As McFatter Technical High School students are required to earn technical certification in a chosen career area while they complete the standard high school 4

7 graduation requirements, they select technical certification programs from a variety of schools located at the Technical Center. Students must meet minimum academic standards in reading, mathematics, and language prior to graduation. The programs currently offered to McFatter Technical High School students are as follows: School of Architecture and Engineering. Before any building is constructed, or any product produced, there must be a plan. Students are trained in the use of drafting technology to support architecture and engineering. McFatter provides the skills needed to turn innovation into invention via Architectural Drafting and Mechanical Drafting using Computer Aided Drafting (CAD) technology. School of Automotive Technology. The McFatter School of Automotive Technology prepares students for Automotive Service Technology. This state-of-the-art facility with qualified instructors prepares students for the technical field of Automotive Technology. The National Automotive Technicians Education Foundation (NATEF) certified programs prepare participants for a career in the evolving world of automotive technology; and, specialized classes help experienced professionals in the field, refine and improve their skills. School of Communication Arts. This school offers a number of innovative programs including New Media Technology, which prepares students for employment in entry-level positions in the communications industry. These programs provide competency-based instruction and specialized practical laboratory experiences, using classroom lectures and handson training, which enable students to become proficient in the use of state-of-the-art equipment. Commercial Photography Technology prepares students for jobs in the photographic industry, while Digital Publishing & Printing offers students an opportunity to enter the printing and graphic communications industry. Television Production offers students the opportunity to develop the skills necessary for employment in the television industry. School of Culinary Arts. The Commercial Foods and Culinary Arts program offers students the opportunity to prepare for employment as pastry, restaurant, hotel, and resort cooks, in addition to basic management positions in the food service industry. The purpose of the programs in this cluster is to prepare students for employment or advanced training in the food service and hospitality industries and in nutrition and dietetic services. At various times in the school year, students demonstrate their skills before an audience in a small dining area. School of Information Technology. This school offers a number of programs such as Computer Programming, A+ Certification that is needed to set up, configure, and troubleshoot Personal Computers (PC), and the Microsoft Certified Systems Engineer (MCSE) certification. Computer programming graduates are eligible for Oracle Certification after completion of the Oracle database management training. The PC Support Services program trains students to work 5

8 in a call center helping customers with their hardware and software problems, preparing graduates for help-desk management, and entry-level technical positions. The Network Support Services program prepares graduates to be Help Desk Managers or Networking Assistants once they complete this in-depth computer training. Graduates are also prepared for the Cisco Certification Networking Associate (CCNA), A+, and Microsoft Windows 2000 Server certification examinations. The Web Design Services program equips students with the skills needed for designing Web pages utilizing Hyper-text markup language (HTML), Flash, and Java Script. Graduates are also exposed to Photoshop, Dreamweaver and other applications. School of Marine Technology. Three main marine technology programs are offered in this school. Applied Welding Technology develops skills in welding basics, cutting and joining metals, blueprint reading, and the preparation of layouts. Boat & Yacht Repair/Refinishing Technology teaches fabrication, repair, painting, and refinishing in a boatyard environment. Finally, Marine Service Technology develops skills to diagnose, overhaul and repair marine systems and their components. School of Medical Technology. This school currently offers five medical technology programs. The Dental Laboratory Technology program is designed for students that enjoy working with their hands and who have the ability to distinguish between subtle shades of color, size and shape. Such students are trained in the construction of dentures, crowns, and bridges. The Medical Assisting program prepares graduates to work as a multi-skilled professional in a hospital, clinic, or doctor's office. They develop a thorough understanding of medical terminology and sciences, as well as office and laboratory procedures. The Optometric Assisting program allows graduates to work for an Optometrist or an Ophthalmologist. Students develop a thorough understanding of the equipment, materials and procedures necessary to assist in the diagnosis and treatment of vision deficiencies. Graduates of the Pharmacy Technician program work under the supervision of a licensed pharmacist in various health care settings. Their training equips them to be responsible for preparing and labeling medicines, managing inventory, compounding Intravenous (IV) infusions, and many other functions. 6

9 Graduates of Practical Nursing I program are trained in patient care and work under the supervision of a registered nurse, physician or dentist in various health care settings. Finally, Nursing Assistant program graduates are trained to assist in the care of patients under the direction of nursing and medical staff, usually in nursing care facilities. School of Precision Machining Technology. In this school, students learn to set up and operate standard and/or computerized equipment used in machine shops. They master the processes that develop molds and dies, which are used in the production of virtually everything, from lifesaving surgical equipment to critical space shuttle components. Diploma by Exhibition A unique feature of McFatter is the Diploma by Exhibition principle. In order for graduating seniors to receive the New Millennium Graduate designation, they must successfully demonstrate mastery of competences in the form of an exhibition. All senior exhibitions include the presentation and defense of a CD-ROM portfolio that provides a digital account of the student s work. Students are prepared for this senior exhibition from as early as the ninth grade with the requirement of annual mini-exhibitions. These mini-exhibitions are also required in the sophomore and junior years. All exhibitions must incorporate the year s work and integrate knowledge learned in technical classes (Boegli, 2002; Johnson, 2002). Awards and Designations Achievements McFatter s industry validated curricula complemented by state-of-the-art laboratories and equipment was designed to meet current and future employment needs of South Florida s business and industry. The curricula and specialized practical laboratory experiences have enabled students to acquire, refine and upgrade occupational skills on a full-time or parttime basis in day, evening and Saturday classes (McFatter, 2002). McFatter has also earned the following awards and honors: First Place in the State of Florida Scholastic Press Association Yearbook Competition; International Technology Education High School Program of the Year, 2000; One of only 20 schools designated as a New Millennium High School, 2000; Broward Partnership of the Year School to Career recognition; and Oracle and CISCO Academy designations McFatter is one of only ten schools across Florida that earned the New Millennium High School designation. A New Millennium High School is one that has a Florida Tech Prep Pathway program that is supported by business, industry, post-secondary institutions and the community (Florida State University School, 2000). All students in Millennium High Schools must take a technical core of courses common to all programs of study to facilitate works-based learning and the promotion of career planning. Additionally, there must be a distance-learning component as well as a senior capstone project. In order to help New Millennium High Schools implement required components by 2004, schools so designated receive a $200,000 grant. 7

10 Accreditations McFatter s programs have been approved by the following organizations: Accrediting Commission of the Council on Occupational Education (COE), American Dental Association and the American Optometric Association, National Automotive Technicians Education Foundation, Inc. (NATEF), National League of Nursing (NLN) and the State Board of Nursing, National Institute for Automotive Service Excellence (ASE), Southern Association of Colleges and Schools (SACS), and Florida Department of Education (FLDOE). McFatter holds membership, partnership or affiliation with over twenty local, state and national organizations, including the Coalition of Essential Schools, which is a national network of schools and educational institutions, that share a common set of beliefs about the purpose and practice of schooling (CES, 2002). Several of McFatter s programs are candidates for accreditation, including Pharmacy Technology and the McFatter School of Culinary Arts. Student Organizations With its commitment to educational excellence, McFatter s staff believes student organizations are an integral part of the curriculum and are designed to teach leadership and social skill development. Club offerings in included: Student Government, Yearbook, Newspaper, National Honor Society, Peer Counseling, Human Relations Council, Renaissance Club, Foreign Language Competitions, Crime Watch, Literary Magazine, Guitar Club, McFatter Ambassadors and several intramural sports clubs (i.e., Basketball, Volleyball). These clubs are integral in light of the fact that interscholastic athletic programs are not offered at McFatter (Boegli, 2002). Two student organizations related to the technical magnet program theme at McFatter are the Technology Students Association and the Vocational Industrial Clubs of America. The Technology Student Association (TSA) is a local chapter of an organization that operates at the regional, state, and national level. Students enrolled in the high school that have completed at least one Technology Education or Industrial Education credit and maintain a 2.0 GPA or higher, are eligible to join. The Vocational Industrial Clubs of America (VICA) is an organization that operates at the regional, state and national level. Students enrolled in Industrial Technology, Communications Technology, and The School of Culinary Arts, are eligible to become members of this organization. A number of students have received awards of excellence from these student organizations (McFatter, 2002). 8

11 Population Served by McFatter This section examines the composition of the McFatter Technical High School in terms of several demographic variables including grade level, ethnicity, Exceptional Students Education (ESE) classification, free/reduced lunch (FRL), gender, and Limited English Proficiency (LEP) status, from to This section also examines student attendance, teacher qualification, and class size using school year data. The data in this section were derived from the Florida School Indicators Report, School Board of Broward County s (SBBC) 20 th Day Membership Count Report, and BCPS s Student Data Warehouse. Table 2 displays the demographic composition of the McFatter Technical High School as reported in the 20 th Day Membership Count Report. Enrollment in McFatter is districtwide. However, McFatter s enrollment is limited to 150 freshmen per year, limiting enrollment to a maximum of 600 students (Johnson, 2002). The grade level section of Table 1 demonstrates McFatter s achievement of this objective with its first year ( ) enrollment of 142 freshmen followed by an enrollment of 147 in the second year, 148 in the third year, and 147 in the current school year. Total enrollment stands at 535, approximately 89% of the maximum enrollment permitted. As McFatter reports no dropouts, changes in enrollment from one grade level to the next are due to the effect of retention and transfer to other schools. Table 2 McFatter Technical High School s Demographics, to Grade Level n % n % n % n % Total Gender Female Male Total Ethnicity Asian Black Hispanic Native Multiracial White Total ESE FRL LEP Note: n = number of students; % = Percent of students; ESE = Exceptional Students Education, LEP = Limited English Proficiency; FRL = Free or Reduced Lunch Eligibility 9

12 There are major gaps in regards to gender and ethnicity at McFatter. While males accounted for 61.1% in to 66.7% in of the enrollment, females increased from 33.3% in to 38.9% in In , this proportion declined to 35.3% but increased in to 37.6%. White students were the largest ethnic group ranging from 56.6% in to 62.0% in above district proportion. Hispanic students surpassed Black students as they increased their proportion from 10.4% in to 21.1% in The proportion of Black students declined from 27.8% in to 14.6% in The proportion of LEP students remained relatively stable, declining slightly from 1.4% in to 1.1% in The proportion of FRL students decreased from 29.2% in to 12.1% in Similarly, the proportion of ESE students ranged from 5.6% in to 10.3% in McFatter ranks at the top of the Broward school district with respect to its Average Daily Attendance (ADA) in comparison to other high schools. The ADA is defined as the aggregate days present at a given school during a given reporting period that students are assigned to a given school, divided by the number of days school is in session during this period (Schoeneberger, Clement, & Beersman, 2002). McFatter has the highest ADA rate (.95) among high schools at both grades 9 and 10. At grade 11, McFatter (.94) ranks only below Pompano Beach High School Institute of International Studies (.95). At grade 12, McFatter ranks above all high schools and centers with a perfect ADA rate of 1.0. Table 3 presents the student attendance indicators aligned with the teacher quality indicators for McFatter as compared to all schools in Broward and the State of Florida, in On all student attendance indicators, McFatter s students performed better than both the district and State. Specifically, McFatter students had a 0% dropout rate, while the district had 1.6% and the State 3.9% as reported by the Florida Board of Education. McFatter s students boasted a 97% Student Stability rate compared to the district s 92% and the States 91.8% this measures the percentage of students in the October membership count who are still present in the second semester (i.e., February count). Table 3 Student Attendance and Teacher Qualification and Experience at McFatter, Students Teachers Absent 21+ Dropout Stability Advanced Average Days (%) Rate (%) (%) Degrees (%) Experience (Years) McFatter District State Note: These data were derived from the Florida School Indicators Report. Of note, while the district (23.3%) performed below the State average (15.7%) in the percentage of students absent for more than 21 days, McFatter s students (9.4%) outperformed the State. Additionally, while McFatter s teachers had fewer advanced degrees (33.3%) than the State (39.7%) or the district (42.6%), McFatter s teachers (15.1 years) had more average years of experience than the district (13.2 years) or the State (12.9 years). This is probably because faculty at the technical high school also teach vocational courses for the technical center which predated the technical high school. 10

13 Table 4 presents the middle schools that supplied McFatter s students in Indian Ridge Middle (21.1%), followed by New River Middle (11.7%), and Walter C. Young Middle (9.4%) schools contributed the largest proportion of students. Table 4 Middle Schools that Supplied McFatter's Students, School Name n % Attucks Bair Coral Springs Crystal Lake Driftwood Falcon Cove Forest Glen Indian Ridge Lauderdale Lakes Lauderhill McNicol New River Nova Center Olsen Parkway Perry, Henry D Pines Pioneer Plantation Ramblewood Rickards Sawgrass Springs Seminole Silver Lakes Silver Trail Sunrise Tequesta Trace Walter C. Young Westpine William Dandy Total

14 Table 5 shows the average class size in for Language Arts, Mathematics, Science, and Social Studies at McFatter, as compared to the district and the State. McFatter, probably due to its enrollment ceiling, had the lowest average class size ranging from 22.4 in Language Arts classes to 24.8 in Mathematics classes. McFatter s average class size for each of the categories studied was smaller than the State s, which in turn was smaller than the district s ratio. McFatter s lower pupil to teacher ratio facilitated personalized teaching and curriculum to accommodate different teaching and learning styles (Boegli, 2002; CES, 2002). Table 5 Average Class Size at McFatter, Grades 9-12 combined, Language Arts Mathematics Science Social Studies McFatter District State Note: These data were derived from the Florida School Indicators Report Student Achievement This section provides the analysis of McFatter s student achievement data inclusive of grade point averages (GPA), the FCAT norm-referenced test (NRT), and the FCAT Sunshine State Standards (SSS). Also included is an examination of Honors courses offered at McFatter. With a primary focus on academics McFatter s students academic achievement ranked above the district on all selected achievement indicators. This finding is supported by results outlined by Clement (2000), which found that in the school year, 62.3% of McFatter s students had GPAs over 2.0. McFatter s director reports that that in the first year of operation, ninth graders raised their Reading scores by 11.2% and their Mathematics scores by 24.4% (Boegli, 2002). Thus, not only is there a match between the students interest and the curriculum, but the academic environment of this magnet program seems to foster improved student achievement by setting high expectations (SBBC, 2002). Tables 6 and 7 provide comparisons of weighted and unweighted cumulative GPAs for McFatter and the Broward school district, controlling for grade level, from to The mean GPAs, standard deviations, and number of students presented were derived from BCPS s Student Data Warehouse. The weighted GPA is based on the minimum required credits as determined by SBBC Policy No , and the unweighted GPA is based on mastery of high school performance standards in reading, writing, and mathematics set by the Florida State Board of Education s Administrative Rule 6A-1.095, and Florida Statutes and McFatter s weighted and unweighted GPAs were above those of the Broward school district in each of the three school years studied as evidenced in Tables 6 and 7. For example, in Table 6, McFatter s weighted GPA for grade 9 students increased from 2.92 to 2.98 from to with a decline to 2.74 in In comparison, district s GPA declined from 2.26 in to 2.21 in , with a decline to 2.18 in At the grade 10 levels, while the district s weighted GPA increased from 2.59 to 2.75 from to , the increase was less in comparison to McFatter s increase from 2.85 in to 3.02 in McFatter s grade 10 students increased their GPAs while the district decreased. 12

15 Table 6 Comparison of McFatter s Weighted GPAs to the District by Grade Level, to McFatter District McFatter District McFatter District Grade 9 M SD n , , ,236 Grade 10 M SD n , , ,375 Grade 11 M n/a n/a SD n/a n/a n n/a n/a , ,017 Grade 12 M n/a n/a n/a n/a SD n/a n/a n/a n/a n n/a n/a n/a n/a ,439 Note: M = Mean GPA, SD = Standard Deviation of GPA, n = number of students Table 7 shows the unweighted cumulative GPAs for McFatter and the district from to The results were similar to the weighted GPA s with McFatter scoring higher than the district at all grade levels in the analysis. For example, while the district s grade 9 students GPAs declined from 2.00 in to 1.98 in , and maintained 1.98 in McFatter s GPAs increased from 2.59 to 2.71 from to , with a decline to 2.43 in A similar pattern was observed at grade 10 with McFatter increasing with no declines. Table 7 Comparison of McFatter s Unweighted GPAs to the District by Grade Level, to McFatter District McFatter District McFatter District Grade 9 M SD n , , ,883 Grade 10 M SD n , , ,539 Grade 11 M n/a n/a SD n/a n/a n n/a n/a , ,683 Grade 12 M n/a n/a n/a n/a SD n/a n/a n/a n/a n n/a n/a n/a n/a ,683 Note: M = Mean GPA, SD = Standard Deviation of GPA, n = number of students Another indicator of achievement was noted in a recent SBBC study by Williams, Sutton, Blasik, and Clement (2001). The study found that 60% of McFatter s students enrolled during the school year took Honors courses. The highest enrollment percentage was for grade 9 13

16 students (64.2%) with a steady decline to the lowest enrollment percentage (33.3%) for grade 12 students. This decline was probably due to the design of McFatter s curriculum that requires grade 11 and 12 students to enroll in four technical classes each year. The average number of Honors classes females enrolled in was 3.2 as compared to 2.8 for males. While Asian students had the highest enrollment rates (71.4%), Black, Hispanic, and Whites students had similar rates, 59.5, 59.4, and 59.5, respectively. GPAs earned in Honors courses were similar with Asian students earning an average of 3.3, and Black, Hispanic, and White students earning 3.0, 3.0, and 2.9, respectively. On the Norm-Referenced Test (NRT), the Sunshine State Standards (SSS), and the Writing Assessment components of the Florida Comprehensive Assessment Test (FCAT), McFatter students outperformed their peers district and statewide. The FCAT was developed as part of the State s educational accountability programs to measure the reading and mathematics frameworks outlined in the Sunshine State Standards. The NRT component assesses grades 3 to 10 students and permits comparisons of the performance of Florida s students to other students nationwide. The FCAT Writing Assessment was designed to measure student writing proficiency at grades 4, 8, and 10 incorporating higher order skills. Introduced in the school year, both the FCAT-NRT and FCAT-SSS are used to determine pupil progression between grades. Both the FCAT-SSS and the FCAT-Writing Assessment are used to determine school grades. Table 8 presents the and FCAT-NRT median percentile rank scores for grade 9 and 10 students at McFatter as compared to the district and the State as derived from the Florida Department of Education. On the Mathematics subtests, McFatter s grade 9 students scored more than 20 percentile points above the district and State in both school years. On the reading subtests, McFatter s grade 10 students scored more than 10 percentile points above both the district and the State for both years. Table 8 Comparisons of McFatter s FCAT-NRT Scores to the District and State, and McFatter District State McFatter District State Mathematics Grade 9 PR n , , , ,749 Grade 10 PR n , , , ,596 Reading Grade 9 PR n , , , ,173 Grade 10 PR n , , , ,781 Note: PR = Median Percentile Rank, n = number of students McFatter s students scored at the 91 st percentile on the grade 9 Mathematics subtest in , as compared to the 64 th for the Broward school district and the 65 th for the State. Similarly, on the grade 9 Reading subtest in , McFatter s students scored at the 74 th percentile while the district scored at the 42 nd and the State at the 44 th. Grade 10 had similar, but less striking, 14

17 results with McFatter s students (83) scoring 14 and 16 percentile points above the district (69) and State (67), respectively, in Mathematics in For the grade 10 Reading subtest, McFatter scored at the 71 st percentile as compared to the district s 53 rd percentile and the State s 50 th percentile in Although McFatter s students registered higher scores, this finding was expected in light of the admission requirement that students demonstrate an achievement test score at or above the 50 th national percentile rank in both reading and mathematics prior to enrollment. A similar admission requirement was not implemented at other schools. This difference accounts for a substantial portion of the achievement differences favoring McFatter s students when comparisons are made relative to district students and other students in Florida. McFatter s director reports that in the second year, McFatter attained the highest scores in almost every category on the FCAT at the high school level in Broward County (Boegli, 2002). McFatter s performance in comparison to the district and the State supports this report. Table 9 presents the comparison of the FCAT-SSS Mathematics subtest administered at grades 9 and 10. These data were derived from the Florida Department of Education. In the school year, a higher proportion of McFatter s students scored at Level 3 and above than their peers in the district and the State. Concurrently, a lower proportion of McFatter s students scored at Levels 1 and 2 than their State and district peers - this occurred for both grades 9 and 10. Of note, 53% of McFatter s grade 10 students scored at Level 4 as compared to 27% for the district and the State. Table 9 Comparison of McFatter's Grade 9 and 10 FCAT-SSS Mathematics Scores to the District and State, Number Percent Percent Percent Percent Percent Tested at Level 1 at Level 2 at Level 3 at Level 4 at Level 5 Grade 9 McFatter District 21, State 203, Grade 10 McFatter District 13, State 149, Table 10 presents the comparison of the FCAT-SSS Reading subtest administered at grades 9 and 10 in the school year. As with the Mathematics subtest, a higher proportion of McFatter s students scored at Level 3 and above than their peers in the district and the State. For example, 66% of McFatter s grade 10 students scored at Level 3 or above as compared to 35% 15

18 and 36% for the district and the State respectively. The same was true for grade 9 with 71% of McFatter s students scoring at Level 3 or above compare to 29% for the district or the State. Table 10 Comparison of McFatter's Grade 9 and 10 FCAT-SSS Reading Scores to the District and State, Number Percent Percent Percent Percent Percent Tested at Level 1 at Level 2 at Level 3 at Level 4 at Level 5 Grade 9 McFatter District 22, State 204, Grade 10 McFatter District 13, State 150, Table 11 presents the comparison of the FCAT-SSS Writing Assessment administered to students in grade 10. In the school year, a higher proportion of McFatter s students scored at Level 3 and above than their peers in the district and the State. Concurrently, a lower proportion of McFatter s students scored at Levels 1 and 2 than their State and district peers. The mean scores also showed that the average McFatter student (M = 4.3) performed significantly above those in the district and the State (M = 3.5 and M = 3.4, respectively). Table 11 Comparison of McFatter's Grade 10 FCAT-SSS Writing Assessment to the District and State, Mean Number % Level 3 Score Tested or greater McFatter District , State , Summary and Conclusion McFatter s fusion of academics with career training seems to be a good fit for the students who enroll there. One of McFatter s most notable features is the Diploma by Exhibition principle that allows assessment beyond the range of traditional methods. Another is the high motivational level of the students that is displayed by their excellent attendance and high level of academic achievement. While smaller class sizes could be a factor promoting this high level of performance, other factors are the visionary leadership and highly experienced administrators, faculty and staff who nurture a culture of excellence. Due to the success of the McFatter Technical High School, and the increased demand for enrollment into its magnet program, the Atlantic Technical Magnet High School will be opened August This program, which will be located on the campus of the Atlantic Technical Center, will serve students in the northern section of the Broward School District. 16

19 References Boegli, R. (2002). A message from the director. McFatter Technical High School s view book. CES. (2002). Ten common principles. Coalition of Essential Schools. Available Online: Clement, R. (2000). High school core grade point averages in Broward County. Fort Lauderdale, FL: The School Board of Broward County, FL. Florida State University Schools. (2000). New Millennium High Schools. Available Online: General requirements for high school graduation, Florida Statute (2000). Johnson, J. (personal communication, March 2, 2002). From McFatter Technical High School s Magnet Program Coordinator. Magnet schools/programs policy, BCPS Policy (2001). Fort Lauderdale, FL: The School Board of Broward County, Florida. McFatter. (2002). Welcome to McFatter Tech Online. McFatter Technical High School. Available Online: Requirements for high school graduation, Florida State Board of Education Administrative Rule 6A (1999). SBBC. (2002). Magnet programs, Fort Lauderdale, FL: The School Board of Board County, Florida. SBBC. (2001). Parent information directory, Fort Lauderdale, FL: The School Board of Broward County, Florida. Schatten-Jones, E. (2000). The 4x4 block scheduling model in Broward County, Florida. Fort Lauderdale, FL: The School of Broward County, Florida. Schoeneberger, J., Clement, R., and Beersman, C. (2002). Average daily attendance. Fort Lauderdale, FL: The School Board of Broward County, Florida. Special high school graduation requirements for certain exceptional students. Florida Statute (2000). Standards of service/pupil progression policy, BCPS Policy (2001). Fort Lauderdale, FL: The School Board of Broward County, Florida. Williams, R., Sutton, C., Blasik, K., Clement, R. (2001). An examination of advanced placement, dual enrollment, international baccalaureate, and honors programs from to Fort Lauderdale, FL: The School of Broward County, Florida. 17

20 Prepared by: Richard G. Williams, MSM, Database Researcher The School Board of Broward County, Florida Dr. Robert D. Parks, Chairperson Judie S. Budnick, Vice Chairperson Carole L. Andrews Darla L. Carter Paul D. Eichner, Esq. Beverly A. Gallagher Stephanie Arma Kraft, Esq. Lois Wexler Benjamin J. Williams Dr. Frank Till, Superintendent of Schools The School Board of Broward County, Florida prohibits any policy or procedure, which results in discrimination on the basis of age, color, disability, gender, national origin, marital status, race, religion or sexual orientation. Office of Research and Evaluation Research Services Department 18