School District ready for changes in how the state grades schools

Jul 24, 2026 4 min read

It’s going to be a little more difficult next year for individual schools to earn an “A” or “B” grade from the state.

With the statewide percentage above 75% for schools that received an A or B, the state’s “grade escalator” clause will be applied making it harder to earn those points for the 2026-2027 school year.
Regional Associate Superintendent Cherise Trent said since the proportion of A and B schools during the 2025-2026 was above 75% the grading scale has been adjusted. She said a more rigorous school grading scale will be implemented.

“This change comes as students’ performance across the state continue to improve with more than 76% of Florida schools receiving an A or B. It’s a statewide accountability change,” she said.

To receive an A grade for elementary school it raised to 65% from 62%, middle school it raised one percentage point to 65% and high school jumped to 70% from 65%.

Superintendent Dr. Denise Carlin said they love when the state raises the bar, as they are encouraged by the higher standard. She said one of the strategies to earn a higher score is to reduce the number of C schools.

“We know it is an extremely ambitious goal. Our team has never shied away from work,” she said.

South Region Regional Associate Superintendent Cherly Neely said during Tuesday’s school board meeting that there are 12 different components that make up the district grade results.

The school district increased its overall district grade by 3% from a 60% to 63% — the highest result in more than a decade.

“I appreciate the hard work, dedication, and commitment to excellence. We are going to 70%. We are going to be an A next year. That is my story and I am sticking to it,” Carlin said.

Many of the components had high percentage increases, such as 4% increase for ELA, 8% for middle school acceleration, and 10% for science achievement.

Staff said where students had more time it showed positive gains.

“Time is a gift for a student whether an IEP, 504, or otherwise,” Board member Jada Langford-Fleming said. “Some of the things the board has passed throughout the past year, we have really tried to support student learning and what the teacher needs. Look how time has added up. This is the product of giving students the extra time and teachers the extra time.”

An area that was highlighted that needed improvement was the lower 25 percentile for math scores. Neely said it is a trend that has been seen across the state.

“It’s an area that we need to intentionally focus on as we move forward in the upcoming year,” she said.

Carlin said while it is a trend statewide, they do not like to run with the pack.

“We will be digging in, doubling down on and next year committed to seeing that move forward,” she said.

Neely said the district had 53 of its 83 traditional public schools receive an A or B rating, an increase of 13 schools. Twenty-four schools received an A, an increase of 10 schools year over year, and 29 schools received a B, an increase of two schools.

Thirty schools earned a C grade, which was down 11 schools.

There were no D or F schools in the district.

“What changed – the superintendent of intense focus,” Chief of Schools Dr. Colleen Timm said. “Most importantly, the change comes from what teachers and principals did in the classrooms and schools. The adult practices changed. We know it is possible in every corner in this district. That belief catches fire. We are really excited about the year ahead.”

Regional Associate Superintendent Chuck Vilardi said with the raised bar, they are tightening the systems and processes for all schools and students and take into account what systems have the highest impact. School leaders and personnel are enacting plans for targeted support and schools are working with the HR department to hire high quality personnel.

In addition, the district has identified 18 schools for tiered support from the transformation team.

Vilardi said they will also look at such opportunities as third grade achievement, math learning gains for the lower 25%, social studies achievement and college and career acceleration.