FL DOE Mar ’13 Report

Source: Florida Department of Education website, Mar 2013
(please read the report for details)

The data contained in the report is derived from student performance on the Florida Comprehensive Achievement Test and Algebra end-of-course exams from the 2011-12 school year, based on more than three million test scores. The report makes 177 comparisons covering three measurements: proficiency, achievement gaps, and learning gains.

Each of these measurement areas are broken down further to offer a more detailed view of student achievement.

  • The FCAT proficiency section of the report contains 63 separate comparisons of student achievement using both overall rates of proficiency by grade groupings and comparisons of subgroup performance. In 55 of the 63 comparisons, charter school students outperformed traditional public school students, with one tie.
  • The learning gains section of the report includes 96 comparisons of learning gainsmade by charter school students and traditional public school students. Charter school students had higher average learning gains in 83 of the 96 comparisons.

Two observations:

  1. The student populations are slightly different. Thus an in-depth statistical analysis is necessary to interpret the results.  However the report does not include sufficient data to undertake a statistical analysis.
  2. The graphs’ Y-axes should all start at 0 (zero).

FCAT Reading

FCAT Reading

FCAT Math (elementary and middle schools)


FCAT Science

FCAT Science

Algebra End of Course Exams (middle and high schools)

Algebra End of Course Exam

Reading Learning Gains Comparison

Learning Gains Comparison - Reading

Math Learning Gains Comparison

Learning Gains Comparison - Math

FCAT Proficiency Data

FCAT Proficiency Data

Reading to Better Understand How to Analyze Scientific Claims.
The table of contents provides a useful guide. 

April 2012 Creativity Post article:

Intelligence and creativity are not the same thing. There have been many studies of the relationship of IQ (the intelligence quotient) and creativity. These generally find that people with very high IQs are often not very creative. And very creative people are often not the most intelligent but, rather, of average intelligence. In fact,most Nobel Prize winners in science have IQs in the 120 to 140 range, which is below the cut-off often used to define “genius”!

So high test scores and great grades do not necessarily set creative people apart, especially when young.  Nor does precocious talent. Far better to look for evidence of a playful imagination and a habit of making and exploring. We have convincing evidence that adolescents and young adults who are polymathic (that is, have several well-developed talents or hobbies) are more likely to become creative adults than those who have a single talent or interest.

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