Overview: A Mixed Profile of Progress and Challenge
The 2024–2025 Florida Assessment of Student Thinking (FAST) results for Maya Angelou Elementary School provide a comprehensive look at student achievement across Grades 3–5. With 312 students participating in both English Language Arts (ELA) and Math assessments, the Lumos Learning analysis highlights key strengths, performance gaps, and strategic opportunities for improvement.
Overall School Performance
Overall Proficiency Rate: 40%
Approximately two out of every five students met or exceeded grade-level expectations. However, 38% of students are performing at Level 1, indicating an urgent need for targeted academic support and intervention.
- Total Students Tested: 312 (in both Math and ELA)
- Math: 149 students (48%) at or above grade level
- ELA: 100 students (32%) at or above grade level
Students performed significantly better in Math than in ELA, mirroring statewide trends where conceptual understanding often exceeds literacy development.
Performance by Grade and Subject
Grade 3 Performance
English Language Arts (ELA)
- Students Meeting Standard: 26%
- Proficiency Breakdown: Level 5: 4%, Level 4: 17%, Level 3: 19%, Level 2: 22%, Level 1: 38%
Analysis: Less than half of Grade 3 students demonstrate grade-level literacy. With nearly four in ten students at Level 1, reading comprehension and foundational phonics are major concerns.
Mathematics
- Students Meeting Standard: 45%
- Proficiency Breakdown: Level 5: 4%, Level 4: 17%, Level 3: 19%, Level 2: 22%, Level 1: 38%
Analysis: Math results show relatively stronger performance than ELA, with nearly half meeting expectations. Early numeracy instruction appears more effective than literacy development at this level.
Grade 4 Performance
English Language Arts (ELA)
- Students Meeting Standard: 32%
- Proficiency Breakdown: Level 5: 4%, Level 4: 17%, Level 3: 19%, Level 2: 22%, Level 1: 38%
Analysis: While ELA proficiency rises slightly from Grade 3, it remains low overall. Reading comprehension and writing skills need substantial reinforcement to match state benchmarks.
Mathematics
- Students Meeting Standard: 54%
- Proficiency Breakdown: Level 5: 4%, Level 4: 17%, Level 3: 19%, Level 2: 22%, Level 1: 38%
Analysis: Grade 4 Math is the school’s strongest subject and grade, with more than half of students meeting or exceeding standards. This suggests effective curriculum delivery and consistent engagement with quantitative reasoning.
Grade 5 Performance
English Language Arts (ELA)
- Students Meeting Standard: 40%
- Proficiency Breakdown: Level 5: 4%, Level 4: 17%, Level 3: 19%, Level 2: 22%, Level 1: 38%
Analysis: Fifth graders show steady literacy growth compared to prior grades. The upward trend indicates modest progress through cumulative instruction and intervention.
Mathematics
- Students Meeting Standard: 46%
- Proficiency Breakdown: Level 5: 4%, Level 4: 17%, Level 3: 19%, Level 2: 22%, Level 1: 38%
Analysis: Math performance remains consistent, with nearly half of students meeting expectations. The narrowing gap between Math and ELA suggests the benefits of continued intervention in upper grades.
Comparison of Student Performance Across Grades and Subjects
| Grade | ELA % Meeting Standard | Math % Meeting Standard | Observation |
|---|---|---|---|
| Grade 3 | 26% | 45% | Weak literacy foundation; stronger math performance. |
| Grade 4 | 32% | 54% | Strongest grade, especially in Math. |
| Grade 5 | 40% | 46% | Balanced improvement; narrowing subject gap. |
Trend Summary:
- Math proficiency exceeds ELA at every grade level.
- ELA shows a 14-point increase from Grade 3 to Grade 5.
- Grade 4 Math (54%) is the standout performance benchmark.
- Persistent challenge: 38% of students remain at Level 1 across subjects.
Schoolwide Challenges
- High Percentage of Level 1 Students: 38% of students require substantial intervention.
- 60% of students below proficiency: Significant number of learners in Levels 1–2 need differentiated instruction.
- Literacy Lag: ELA continues to trail Math, affecting cross-subject learning where reading skills are foundational.
Lumos Learning Recommendations and Strategic Directions
- Back-to-School Diagnostic Testing: Begin each school year with diagnostics to identify learning loss and establish personalized instruction plans.
- Integrate Varied Assessment Methods: Use multiple testing styles—tech-enhanced, timed, and interactive—to mirror FAST conditions and enhance student familiarity.
- Personalized Learning Plans: Implement tailored learning pathways for all Level 1–2 students to ensure targeted progress monitoring.
- Teacher Professional Development: PD could yield up to a 21 percentile point improvement. Focus areas should include data-driven instruction and FAST-aligned classroom strategies.
- Lumos StepUp Program: Structured weekly usage (~45 minutes) can raise test scores by 5–11%.
- Summer Learning HeadStart Program: Designed to minimize summer learning loss and smooth transitions between grades.
Projected Impact of Interventions
| Subject/Grade | Current % Meeting Standard | Projected Improvement |
|---|---|---|
| Grade 3 ELA | 26% | +5% → 31% |
| Grade 3 Math | 45% | +11% → 56% |
| Grade 4 ELA | 32% | +6% → 38% |
| Grade 4 Math | 54% | +6% → 60% |
| Grade 5 ELA | 40% | +9% → 49% |
| Grade 5 Math | 46% | +9% → 55% |
Projected Outcome: Consistent implementation of Lumos programs and PD initiatives could elevate the school’s overall percentile ranking from 73 to 94, improving its state rank from 2,486 → 559.
Conclusion: A Path Forward
The FAST 2024–2025 Results Analysis for Maya Angelou Elementary School presents a realistic yet optimistic outlook. Although significant challenges persist—especially in literacy and among lower-performing students—the consistent progress in mathematics and the potential for growth through structured interventions provide a strong foundation for improvement. With data-driven teaching, professional development, and personalized learning, the school can chart a clear course toward higher proficiency and long-term academic success.