Florida Black Student Report(1)
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Transcript of Florida Black Student Report(1)
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7/28/2019 Florida Black Student Report(1)
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Florida
Opportunity to Learn for Black Students:
50% of that for White Students
Inequities in Graduation Rates
Floridas graduation rates for male students declined between the 2005/6 and 2007/8 school
years. Black Male students in Florida in 2007/8 graduated at considerably lower rates than
the national average, as they had in earlier years, as did the states White Male students.
Therefore, the racial gap is narrower in Florida than the national average. Between 60% and
80% of the Black Male students in the largest Florida districts do not graduate with their
classes.
The Benchmarkfor graduation rates of Black Male students for states enrolling more
than 10,000 Black Male students is 69% (New Jersey).
Location
Graduation Rate
2007/8 Graduation Rate
2005/6 Change
BlackMales Black Male White Male
GAPBlackMale
WhiteMale
BlackMale
WhiteMale
USA 4.2 mil. 47% 78% 31% 47% 75% 0% 3%
Florida 313,887 37% 57% 20% 38% 60% -1% -3%
National Assessment of Educational Progress (NAEP) Evidence of Inequities
NAEP Grade 4 Reading results for Florida are above those for the nation as a whole for both
Black and White, non-Latino male students.
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Percentages of Black Male and White Male, Non-Latino, Students at Each Achievement
Level, Reading, Grade 4, 2009
Race Jurisdictions Below Basic At Basic At Proficient At Advanced
White USA 30 35 28 8
Florida 22 38 32 8Black USA 58 30 11 1
Florida 47 36 15 2
By Grade 8, twice the proportion of the states Black Male students read at less than the
Basic level than is the case for the states White Male students, and virtually none reach the
Advanced level.
Percentages of Black Male and White Male, Non-Latino, Students at Each Achievement
Level, Reading, Grade 8, 2009
Race Jurisdictions Below Basic At Basic At Proficient At Advanced
White USA 21 46 31 2
Florida 21 45 31 2
Black USA 50 40 9 #
Florida 44 43 12 #
Three times the share of Floridas Black Male students score below the Basic level in Grade
4 Mathematics as the states White Male, non-Latino students. However, both groups are
above national averages.
Percentages of Black Male and White Male, Non-Latino, Students at Each Achievement
Level, Mathematics, Grade 4, 2009
Race Jurisdictions Below Basic At Basic At Proficient At Advanced
White USA 12 39 40 9
Florida 8 40 43 8
Black USA 36 48 15 1
Florida 25 53 20 1
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By Grade 8, scores are slightly above national averages for Floridas Black Male students.
However, only one percent reach the Advanced level, a tenth the proportion of the states
White Male, non-Latino students.
Percentages of Black Male and White Male, Non-Latino, Students at Each Achievement
Level, Mathematics, Grade 8, 2009
Race Jurisdictions Below Basic At Basic At Proficient At Advanced
White USA 19 38 32 11
Florida 20 40 31 10
Black USA 50 37 11 2
Florida 44 40 14 1
The Benchmarkfor Black Male students in Grade 8 Readingis Massachusetts, with
58% of Black Male students scoring at or above Basic.
The Benchmarkfor Grade 8 Mathematicsis Massachusetts, with 67% of Black Male
students scoring at or above Basic.
Discipline, Special Education, and Advanced Placement Inequities
The number of out-of-school suspensions given to Black Male students in Florida was
equivalent to twenty-three percent of Floridas male, Black, non-Latino student population.
The number of out-of-school suspensions given to White Male students in Florida was
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equivalent to eleven percent of the states White, male, non-Latino enrollment in the 2006/7
school year, as reported to the Office of Civil Rights of the U. S. Department of Education.
Half again as many Black Male students in proportion to enrollment were expelled as were
White Male students.
A quarter of the percentage of Black Male students were admitted to district Gifted and/or
Talented programs as White Male students, while nearly three times as many were classified
as Mentally Retarded.
More than four times as many White Male
students were allowed to take Advanced
Placement Mathematics classes and nearly
four times as many were allowed to take
Advanced Placement Science classes as
Black Male students, given their respective
shares in the student population.
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Broward County School District
Inequities in Graduation Rates
Male non-Latino students in Broward in 2007/8 graduated at a slightly higher rate than the state
average, but lower than the national average. The racial gap is narrower in Broward than the
national average due to the low graduation rate for White Male students.
The Benchmarkfor graduation rates of Black Male students for school districts enrolling
more than 10,000 Black Male students is 75% (Newark, New Jersey).
Location
Graduation Rate
2007/8 Graduation Rate
2005/6 Change
Black
Males Black MaleWhite Male GAP
Black
Male
White
Male
Black
Male
White
Male
USA 4.2 mil. 47% 78% 31% 47% 75% 0% 3%
Florida 313,887 37% 57% 20% 38% 60% -1% -3%
Broward 49,271 39% 58% 19% 38% 55% 1% 3%
Discipline, Special Education, and Advanced Placement Inequities
The number of out-of-school suspensions given to Black Male students in Broward was
equivalent to twelve percent of Browards male, Black, non-Latino student population and the
percentage of out-of-school suspensions given to the White Male students in Broward was
equivalent to four percent in the 2006/7 school year, as reported to the Office of Civil Rights of
the U. S. Department of Education.
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White Male, non-Latino students were admitted to Browards Gifted and/or Talented programs
at more than four times the rate for Black Male, non-Latino students, while three times as many
Black Male as White Male, non-Latino, students were given Mental Retardation classifications.
Black Male students in the Broward public schools in 2006/7 participated in Mathematics and
Science Advanced Placement courses at a rate of about one-fourth that of White Male, non-
Latino students.
Dade County Public Schools
Inequities in Graduation Rates
Black Male students in Dade in 2007/8 graduated at considerably lower rates than the national
and state averages. The racial gap is slightly narrower in Dade than the national average due to
the low graduation rate of White Male, non-Latino students typical of the state.
The Benchmarkfor graduation rates of Black Male students for school districts enrolling
more than 10,000 Black Male students is 75% (Newark, New Jersey).
Location
Graduation Rate
2007/8 Graduation Rate
2005/6 Change
BlackMales Black MaleWhite Male
GAP BlackMale
WhiteMale
BlackMale
WhiteMale
USA 4.2 mil. 47% 78% 31% 47% 75% 0% 3%
Florida 313,887 37% 57% 20% 38% 60% -1% -3%
Dade 46,536 27% 56% 29% 33% 56% -6% 0%
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Discipline, Special Education, and Advanced Placement Inequities
The number of out-of-school suspensions given to Black Male students in Dade was equivalent
to twenty percent of Dades male, Black, non-Latino student population and the percentage of
out-of-school suspensions given to the White Male students in Dade was equivalent to five
percent in the 2006/7 school year, as reported to the Office of Civil Rights of the U. S.
Department of Education.
White Male, non-Latino students were admitted to Dades Gifted and/or Talented programs at
more than four times the rate for Black Male, non Latino students, while three times as many
Black Male as White Male, non-Latino, students were given Mental Retardation classifications.
Black Male students in the Dade public schools in 2006/7 participated in Mathematics Advanced
Placement courses at a rate of about one-seventh and Science Advanced Placement courses at a
rate of about one-sixth that of White Male, non-Latino students.
Duval County Public Schools
Inequities in Graduation Rates
Male non-Latino students in Duval County in 2007/8 graduated at much lower rates than the
state and national averages. Graduation rates for both Black and White, non-Latino male
students in the district are extraordinarily low, and falling.
The Benchmarkfor graduation rates of Black Male students for school districts enrolling
more than 10,000 Black Male students is 75% (Newark, New Jersey).
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Location
Graduation Rate
2007/8 Graduation Rate
2005/6 Change
Black
Males Black MaleWhite MaleGAP
Black
Male
White
Male
Black
Male
White
Male
USA 4.2 mil. 47% 78% 31% 47% 75% 0% 3%
Florida 313,887 37% 57% 20% 38% 60% -1% -3%
Duval 27,749 23% 42% 19% 38% 55% -15% -13%
Discipline, Special Education, and Advanced Placement Inequities
The number of out-of-school suspensions given to Black Male students in the Duval County
public schools was equivalent to forty percent of Duvals male, Black, non-Latino student
population and the percentage of out-of-school suspensions given to the White Male students in
Duval was equivalent to less than half that, eighteen percent in the 2006/7 school year, as
reported to the Office of Civil Rights of the U. S. Department of Education.
White Male, non-Latino students were admitted to Duvals Gifted and/or Talented programs at
more than five times the rate for Black Male, non-Latino students, while six times as many Black
Male as White Male, non-Latino, students were given Mental Retardation classifications.
Black Male students in the Duval public schools in 2006/7 were allowed to participate in
Mathematics and Science Advanced Placement courses at a rate of about one-third that of White
Male, non-Latino students.
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Hillsborough County Public Schools
Inequities in Graduation Rates
Black Male students in Hillsborough County in 2007/8 graduated at lower rates than the national
and state averages. The racial gap is narrower in Hillsborough than the national but wider than
the state average.
The Benchmarkfor graduation rates of Black Male students for school districts enrolling
more than 10,000 Black Male students is 75% (Newark, New Jersey).
Location
Graduation Rate
2007/8 Graduation Rate
2005/6 Change
Black
Males Black MaleWhite Male GAP
Black
Male
White
Male
Black
Male
White
Male
USA 4.2 mil. 47% 78% 31% 47% 75% 0% 3%
Florida 313,887 37% 57% 20% 38% 60% -1% -3%
Hillsborough 21,680 35% 60% 25% 40% 62% -5% -2%
Discipline, Special Education, and Advanced Placement Inequities
The number of out-of-school suspensions given to Black Male students in the Hillsborough
County public schools was equivalent to twenty-one percent of Hillsboroughs male, Black, non-
Latino student population and the percentage of out-of-school suspensions given to the White
Male students in Hillsborough was equivalent to just over a third of that, not quite eight percent
in the 2005/6 school year, as reported to the Office of Civil Rights of the U. S. Department of
Education.
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White Male, non-Latino students were admitted to Hillsboroughs Gifted and/or Talented
programs at nearly six times the rate for Black Male, non-Latino students, while twice the
percentage of Black Male as White Male students were given Mental Retardation classifications.
Black Male students in the Hillsborough public schools in 2006/7 were allowed to participate in
Mathematics and Science Advanced Placement courses at a rate of about one-fifth that of White
Male, non-Latino students.
Orange County Public Schools
Inequities in Graduation Rates
Black Male students in Orange County in 2007/8 graduated at lower rates than the state and
national averages, while White Male students graduated at a rate slightly above the state average,
but below the national average. Because of this the racial gap is narrower in Orange County than
the national average.
The Benchmarkfor graduation rates of Black Male students for school districts enrolling
more than 10,000 Black Male students is 75% (Newark, New Jersey).
Location
Graduation Rate
2007/8 Graduation Rate
2005/6 Change
Black
Males Black Male White MaleGAP
Black
Male
White
Male
Black
Male
White
Male
USA 4.2 mil. 47% 78% 31% 47% 75% 0% 3%
Florida 313,887 37% 57% 20% 38% 60% -1% -3%
Orange 24,176 33% 58% 25% 37% 58% -4% 0%
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Discipline, Special Education, and Advanced Placement Inequities
The number of out-of-school suspensions given to Black Male students in the Orange County
public schools was equivalent to twenty percent of Oranges male, Black, non-Latino student
population and the percentage of out-of-school suspensions given to the White Male students in
Orange was equivalent to just over a quarter of that in the 2006/7 school year, as reported to the
Office of Civil Rights of the U.S. Department of Education.
White Male, non-Latino students were admitted to Oranges Gifted and/or Talented programs at
approximately eight times the rate for Black Male, non-Latino students, while Black Male, non-
Latino students were placed in Mental Retardation classifications at more than three times the
rate for White Male students.
Black Male students in the Orange public schools in 2006/7 were allowed to participate in
Mathematics and Science Advanced Placement courses at a rate of about one-sixth or less than
that of White Male, non-Latino students.
Palm Beach County Public Schools
Inequities in Graduation Rates
Black Male students in Palm Beach County in 2007/8 graduated at far lower rates than the
national average. Because the graduation rate for White Male students is also low, the racial gap
is narrower in Palm Beach County than the national average. Fewer than one-quarter of the
countys grade nine cohort of Black Male students graduate on-time. The countys graduation
rates, especially for Black Male students, are declining.
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The Benchmarkfor graduation rates of Black Male students for school districts enrolling
more than 10,000 Black Male students is 75% (Newark, New Jersey).
Location
Graduation Rate
2007/8 Graduation Rate
2005/6 Change
Black
Males Black MaleWhite MaleGAP
Black
Male
White
Male
Black
Male
White
Male
USA 4.2 mil. 47% 78% 31% 47% 75% 0% 3%
Florida 313,887 37% 57% 20% 38% 60% -1% -3%
Palm Beach 25,029 22% 50% 28% 33% 60% -11% -10%
Discipline, Special Education, and Advanced Placement Inequities
The number of out-of-school suspensions given to Black Male students in the Palm Beach
County public schools was equivalent to twenty-seven percent of Palm Beachs male, Black,
non-Latino student population and the percentage of out-of-school suspensions given to the
White Male students in Palm Beach was equivalent to nine percent in the 2006/7 school year, as
reported to the Office of Civil Rights of the U. S. Department of Education.
White Male, non-Latino students were admitted to Palm Beachs Gifted and/or Talented
programs at nearly six times the rate for Black Male, non-Latino students, while Black Male,
non-Latino students were placed in Mental Retardation classifications at over three times the rate
for White Male students.
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Black Male students in the Palm Beach public schools in 2006/7 were allowed to participate in
Mathematics and Science Advanced Placement courses at a rate of about one-ninth or less than
that of White Male, non-Latino students.
Pinellas County Public Schools
Inequities in Graduation Rates
Black Male students in Pinellas County graduated at much lower rates in 2007/8 than the
national average, as they had in previous years, as did White Male students. The racial gap is
narrower in Pinellas County than the national average (although greater than the state average).
Fewer than one-quarter of the countys grade nine cohort of Black Male students graduated on-
time in the 2007/8 school year.
The Benchmarkfor graduation rates of Black Male students for school districts enrolling
more than 10,000 Black Male students is 75% (Newark, New Jersey).
Location
Graduation Rate
2007/8 Graduation Rate
2005/6 Change
Black
Males Black MaleWhite MaleGAP
Black Male
White
Male
Black
Male
White
Male
USA 4.2 mil. 47% 78% 31% 47% 75% 0% 3%
Florida 313,887 37% 57% 20% 38% 60% -1% -3%
Pinellas 10,703 21% 50% 29% 30% 50% -9% 0%
Discipline, Special Education, and Advanced Placement Inequities
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The number of out-of-school suspensions given to Black Male students in the Pinellas County
public schools was equivalent to seventeen percent of Pinellas Countys male, Black, non-Latino
student population and the percentage of out-of-school suspensions given to the White Male
students in Pinellas County was equivalent to eight percent in the 2006/7 school year, as reported
to the Office of Civil Rights of the U. S. Department of Education.
White Male, non-Latino students were admitted to Pinellas Countys Gifted and/or Talented
programs at more than four times the rate for Black Male, non-Latino students, while Black
Male, non-Latino students were placed in Mental Retardation classifications at more than four
times the rate for White Male students.
Black Male students in the Pinellas County public schools in 2006/7 were allowed to participate
in Mathematics Advanced Placement courses at a rate of about one-tenth and in Science
Advanced Placement courses at a rate of about one-fifth that of White Male, non-Latino students.
Polk County Public Schools
Inequities in Graduation Rates
Male non-Latino students in Polk County graduated at lower rates in 2007/8 than the national
and state averages for their groups. The racial gap is much narrower in Polk County than the
national average. As with other large Florida districts, graduation rates are declining,
particularly for Black Male students.
The Benchmarkfor graduation rates of Black Male students for school districts enrolling
more than 10,000 Black Male students is 75% (Newark, New Jersey).
Location
Graduation Rate
2007/8
Graduation Rate
2005/6 ChangeBlack
Males Black MaleWhite MaleGAP
Black
Male
White
Male
Black
Male
White
Male
USA 4.2 mil. 47% 78% 31% 47% 75% 0% 3%
Florida 313,887 37% 57% 20% 38% 60% -1% -3%
Polk County 10,644 29% 50% 21% 51% 58% -22% -8%
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Discipline, Special Education, and Advanced Placement Inequities
The number of out-of-school suspensions given to Black Male students in the Polk County
public schools was equivalent to twenty-nine percent of Polk Countys male, Black, non-Latino
student population and the percentage of out-of-school suspensions given to the White Male
students in Polk County was equivalent to seventeen percent in the 2006/7 school year, as
reported to the Office of Civil Rights of the U. S. Department of Education.
White Male, non-Latino students were admitted to Polk Countys Gifted and/or Talented
programs at nearly three times the rate for Black Male, non-Latino students, while Black Male,
non-Latino students were placed in Mental Retardation classifications at more than twice the rate
for White Male students.
Black Male students in the Polk County public schools in 2006/7 were allowed to participate inMathematics Advanced Placement courses at a rate of about one-third and in Science Advanced
Placement courses at a rate of about one-eighth that of White Male, non-Latino students.