Serving 670 students in grades Kindergarten-5, Franklin Academy Charter C ranks in the top 50% of all schools in Florida for overall test scores (math proficiency is bottom 50%, and reading proficiency is top 50%).
The percentage of students achieving proficiency in math was 54% (which was lower than the Florida state average of 59%). The percentage of students achieving proficiency in reading/language arts was 61% (which was higher than the Florida state average of 56%).
The student:teacher ratio of 17:1 was equal to the Florida state level of 17:1.
Minority enrollment was 54% of the student body (majority Hispanic), which was lower than the Florida state average of 65% (majority Hispanic).
What percent of students have achieved state testing proficiency in math and reading?
54% of students have achieved math proficiency (compared to the 59% FL state average), while 61% of students have achieved reading proficiency (compared to the 56% FL state average).
How many students attend Franklin Academy Charter C?
670 students attend Franklin Academy Charter C.
What is the racial composition of the student body?
46% of Franklin Academy Charter C students are White, 25% of students are Hispanic, 22% of students are Black, 5% of students are Two or more races, and 2% of students are Asian.
What is the student:teacher ratio of Franklin Academy Charter C?
Franklin Academy Charter C has a student ration of 17:1, which is equal to the Florida state average of 17:1.
What grades does Franklin Academy Charter C offer ?
Franklin Academy Charter C offers enrollment in grades Kindergarten-5
What school district is Franklin Academy Charter C part of?
The article discusses a proposal in Washington D.C. to make college applications a requirement for high school graduation. It examines the potential benefits and drawbacks of such a policy, including its impact on graduation rates and college attendance. The piece also considers similar initiatives in other states and the debate surrounding this approach
This piece explores the controversial practice of offering monetary rewards to students for good grades. It examines studies conducted in various cities, discussing the effectiveness of such programs and the ethical concerns they raise. The article presents arguments from both supporters and critics of this approach to student motivation.
This article explores the fundamental principles of rubrics in education, focusing on their role as assessment tools. It breaks down the key components of rubrics, including criteria, performance levels, and descriptors. The piece also delves into the two main types of rubrics - holistic and analytic - providing authoritative definitions and explaining their unique applications in educational settings.
