THE SCHOOL BOARD OF BROWARD COUNTY, FLORIDA
OFFICE OF THE SUPERINTENDENT
DR. FRANK TILL
SUPERINTENDENT OF SCHOOLS
Telephone: (954) 765-6271
APPROVED MEMORANDUM IS ON FILE
July 24, 2002
Facsimile: (954) 760-7483
TO:
School Board Members
FROM:
Katherine Blasik, Ph.D., Assistant Superintendent
Office of Research and Evaluation
VIA:
Frank Till
Superintendent of Schools
SUBJECT:
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 50th 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.
Enrollment in McFatter is districtwide. However, data in this report illustrate a gap for
gender and ethnic groups. For instance, in 2001-02, 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 2002. 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 954-760-7342 or
Dr. Cary Sutton, Director of Research Services at 954-765-6761.
FT/KAB/COS/RWC/RGW:tbm
Attachment
cc:
Senior Management
Area Directors
Robert Boegli, Director, McFatter Technical High School
Leslie Brown, Director, Magnet Programs
The School Board of Broward County, Florida
Information Brief
Report from the Office of the Superintendent
Number 60
July 2002
THE WILLIAM T. M CFATTER 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 2001-02, 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).
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
•
•
•
•
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
McFatter’s programs integrate rigorous academic study with technical training that addresses the
major challenges facing industry and the workforce of the 21st 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 50th 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 2001-02 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
Tech. Studies II/
CR&DM**
Technical II
Technical VI
Personal Fitness/
Life Management
Skills
Research I/II
Individual and
Dual Sports
Technical III
Technical VII
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
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
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
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
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 2001-02 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
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 1998-99 to 2001-02. This section also examines student attendance, teacher
qualification, and class size using school year 2000-01 data. The data in this section were
derived from the Florida School Indicators Report, School Board of Broward County’s (SBBC)
20th 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 20th 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 (1998-99) 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, 1998-99 to 2001-02
Grade Level
9
10
11
12
Total
Gender
Female
Male
Total
Ethnicity
Asian
Black
Hispanic
Native
Multiracial
White
Total
ESE
FRL
LEP
1998-99
n
%
142
98.6
1
0.7
1
0.7
0
0.0
144
100.0
1999-00
n
%
147
51.6
136
47.7
0
0.0
2
0.7
285
100.0
2000-01
n
%
148
37.3
130
32.7
118
29.7
1
0.0
397
100.0
2001-02
n
%
147
27.5
147
27.5
136
25.4
105
19.6
535
100.0
48
96
144
33.3
66.7
100.0
111
174
285
38.9
61.1
100.0
140
257
397
35.3
64.7
100.0
201
334
535
37.6
62.4
100.0
3
40
15
1
3
82
144
8
42
2
2.1
27.8
10.4
0.7
2.1
56.9
100.0
5.6
29.2
1.4
8
64
39
2
7
165
285
23
30
10
2.8
22.5
13.7
0.7
2.5
57.9
100.0
8.1
10.5
3.5
12
75
59
2
3
246
397
33
41
2
3.0
18.9
14.8
0.5
0.8
62.0
100.0
8.3
10.3
0.5
18
78
113
1
22
303
535
55
65
6
3.4
14.6
21.1
0.2
4.1
56.6
100.0
10.3
12.1
1.1
Note: n = number of students; % = Percent of students; ESE = Exceptional Students Education,
LEP = Limited English Proficiency; FRL = Free or Reduced Lunch Eligibility
9
There are major gaps in regards to gender and ethnicity at McFatter. While males accounted for
61.1% in 1999-00 to 66.7% in 1998-99 of the enrollment, females increased from 33.3% in
1998-99 to 38.9% in 1999-00. In 2000-01, this proportion declined to 35.3% but increased in
2001-02 to 37.6%. White students were the largest ethnic group ranging from 56.6% in 2001-02
to 62.0% in 2000-01 above district proportion. Hispanic students surpassed Black students as
they increased their proportion from 10.4% in 1998-99 to 21.1% in 2001-02. The proportion of
Black students declined from 27.8% in 1998-99 to 14.6% in 2001-02. The proportion of LEP
students remained relatively stable, declining slightly from 1.4% in 1998-99 to 1.1% in 2001-02.
The proportion of FRL students decreased from 29.2% in 1998-99 to 12.1% in 2001-02.
Similarly, the proportion of ESE students ranged from 5.6% in 1998-99 to 10.3% in 2001-02.
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 2000-01. 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, 2000-01
McFatter
District
State
Absent 21+
Days (%)
9.4
23.3
15.7
Students
Dropout
Rate (%)
0
1.6
3.8
Stability
(%)
97
92
91.8
Teachers
Advanced
Average
Degrees (%)
Experience (Years)
33.3
15.1
42.6
13.2
39.7
12.9
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
Table 4 presents the middle schools that supplied McFatter’s students in 2001-02. 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, 2001-02
School Name
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
n
4
12
1
2
6
4
3
36
2
1
6
20
1
3
8
4
2
3
2
1
2
1
10
2
4
4
5
16
3
3
171
%
2.3
7.0
0.6
1.2
3.5
2.3
1.8
21.1
1.2
0.6
3.5
11.7
0.6
1.8
4.7
2.3
1.2
1.8
1.2
0.6
1.2
0.6
5.8
1.2
2.3
2.3
2.9
9.4
1.8
1.8
100.0
11
Table 5 shows the average class size in 2000-01 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, 2000-01
McFatter
District
State
Language Arts
22.4
32.3
25.4
Mathematics
24.8
32.5
25.7
Science
24.0
32.3
26.9
Social Studies
22.7
32.7
27.8
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 1998-99 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 1999-00 to 2001-02. 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. 6000.1, 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 232.246 and 232.247.
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 1999-00 to 2001-02 with a decline to 2.74 in 2000-01. In comparison, district’s GPA
declined from 2.26 in 1999-00 to 2.21 in 2001-02, with a decline to 2.18 in 2000-01. At the
grade 10 levels, while the district’s weighted GPA increased from 2.59 to 2.75 from 1999-00 to
2001-02, the increase was less in comparison to McFatter’s increase from 2.85 in 1999-00 to
3.02 in 2001-02. McFatter’s grade 10 students increased their GPAs while the district decreased.
12
Table 6
Comparison of McFatter’s Weighted GPAs to the District by Grade Level, 1999-00 to 2001-02
Grade 9
Grade 10
Grade 11
Grade 12
M
SD
n
M
SD
n
M
SD
n
M
SD
n
1999-00
McFatter
District
2.92
2.26
0.79
1.19
144
20,718
2.85
2.59
0.68
1.08
129
16,602
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
2000-01
McFatter
District
2.74
2.18
0.93
1.20
152
23,883
3.08
2.69
0.64
0.98
127
15,539
2.94
2.73
0.64
0.99
118
15,683
n/a
n/a
n/a
n/a
n/a
n/a
2001-02
McFatter
District
2.98
2.21
0.89
1.15
157
25,236
3.02
2.75
0.79
0.94
145
15,375
3.08
2.72
0.66
0.91
136
16,017
3.00
2.94
0.59
0.86
104
14,439
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 1999-00 to
2001-02. 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 1999-00 to 1.98 in 2000-01, and maintained 1.98 in 2001-02
McFatter’s GPAs increased from 2.59 to 2.71 from 1998-99 to 2001-01, with a decline to 2.43 in
2000-01. 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, 1999-00 to 2001-02
1999-00
2000-01
2001-02
McFatter
District
McFatter
District
McFatter
District
Grade 9
M
2.59
2.00
2.43
1.98
2.71
1.98
SD
0.68
1.03
0.81
1.06
0.74
1.06
n
144
20,718
152
23,883
157
23,883
Grade 10
M
2.60
2.35
2.74
2.44
2.75
2.44
SD
0.59
0.86
0.53
0.83
0.66
0.83
n
129
16,602
127
15,539
145
15,539
Grade 11
M
n/a
n/a
2.67
2.47
2.79
2.47
SD
n/a
n/a
0.55
0.77
0.56
0.77
n
n/a
n/a
118
15,683
136
15,683
Grade 12
M
n/a
n/a
n/a
n/a
2.75
2.47
SD
n/a
n/a
n/a
n/a
0.49
0.77
n
n/a
n/a
n/a
n/a
104
15,683
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
2000-01 school year took Honors courses. The highest enrollment percentage was for grade 9
13
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 1998-99 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 2000-01 and 2001-02 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, 2000-01 and 2001-02
Mathematics
Grade 9
Grade 10
Reading
Grade 9
Grade 10
McFatter
2000-01
District
State
McFatter
2001-02
District
State
PR
n
PR
n
88
151
78
126
63
19,151
65
13,356
63
188,997
64
142,311
91
146
83
145
64
21,629
69
13,390
65
199,749
67
144,596
PR
n
PR
n
69
151
63
126
43
19,138
50
13,392
44
189,333
49
142,538
74
146
71
145
42
21,654
53
13,402
44
200,173
50
144,781
Note: PR = Median Percentile Rank, n = number of students
McFatter’s students scored at the 91st percentile on the grade 9 Mathematics subtest in 2001-02,
as compared to the 64th for the Broward school district and the 65th for the State. Similarly, on
the grade 9 Reading subtest in 2001-02, McFatter’s students scored at the 74th percentile while
the district scored at the 42nd and the State at the 44th . Grade 10 had similar, but less striking,
14
results with McFatter’s students (83) scoring 14 and 16 percentile points above the district (69)
and State (67), respectively, in Mathematics in 2001-02. For the grade 10 Reading subtest,
McFatter scored at the 71st percentile as compared to the district’s 53rd percentile and the State’s
50th percentile in 2001-02. 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 50th 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 2001-02 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, 2001-02
Number
Tested
Percent
at Level 1
McFatter
District
State
146
21,930
203,911
1.0
28.0
28.0
McFatter
District
State
145
13,786
149,782
1.0
17.0
19.0
Percent
at Level 2
Grade 9
8.0
25.0
24.0
Grade 10
10.0
21.0
21.0
Percent
at Level 3
Percent
at Level 4
Percent
at Level 5
27.0
26.0
26.0
39.0
15.0
15.0
25.0
7.0
6.0
23.0
26.0
25.0
53.0
27.0
27.0
13.0
9.0
8.0
Table 10 presents the comparison of the FCAT-SSS Reading subtest administered at grades 9
and 10 in the 2001-02 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
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,
2001-02
Number
Tested
Percent
at Level 1
McFatter
District
State
146
22,001
204,728
5.0
44.0
44.0
McFatter
District
State
145
13,819
150,131
7.0
29.0
32.0
Percent
at Level 2
Grade 9
25.0
27.0
27.0
Grade 10
28.0
36.0
33.0
Percent
at Level 3
Percent
at Level 4
Percent
at Level 5
40.0
17.0
17.0
14.0
8.0
8.0
17.0
4.0
4.0
30.0
21.0
21.0
19.0
8.0
8.0
17.0
6.0
7.0
Table 11 presents the comparison of the FCAT-SSS Writing Assessment administered to
students in grade 10. In the 2001-02 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,
2001-02
McFatter
District
State
Mean
Score
4.3
3.5
3.4
Number
Tested
146
13,641
151,801
% Level 3
or greater
100.0
92.0
91.0
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 2002. 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
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:
http://www.essentialschools.org/aboutus/phil/10cps/10cps.html.
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:
http://www.fsus.fsu.edu/m2000.
General requirements for high school graduation, Florida Statute 232.246. (2000).
Johnson, J. (personal communication, March 2, 2002). From McFatter Technical High School’s
Magnet Program Coordinator.
Magnet schools/programs policy, BCPS Policy 5004. (2001). Fort Lauderdale, FL: The
School Board of Broward County, Florida.
McFatter. (2002). Welcome to McFatter Tech Online. McFatter Technical High School.
Available Online: http://www.mcfattertech.com/home.htm.
Requirements for high school graduation, Florida State Board of Education
Administrative Rule 6A-1.095. (1999).
SBBC. (2002). Magnet programs, 2002-03. Fort Lauderdale, FL: The School Board of Board
County, Florida.
SBBC. (2001). Parent information directory, 2001-2002. 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
232.247. (2000).
Standards of service/pupil progression policy, BCPS Policy 6000.1. (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 1996-97 to 2000-01.
Fort Lauderdale, FL: The School of Broward County, Florida.
17
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