Governor Ron DeSantis Announces Student Academic Performance Continues to Rise During the 3rd Year of Progress Monitoring | Executive Office of the Governor – Office of Governor Ron DeSantis

Report on Florida Student Assessment Improvements and Alignment with Sustainable Development Goals (SDGs)

Introduction

Governor Ron DeSantis announced significant year-over-year improvements in Florida students’ performance on the Florida Assessment of Student Thinking (FAST) progress monitoring assessments, End-of-Course (EOC), and Science assessments. These advancements reflect Florida’s commitment to quality education aligned with the Sustainable Development Goals (SDGs), particularly SDG 4: Quality Education.

Leadership Statements Emphasizing SDG 4

• Governor Ron DeSantis: Emphasized education that is factual, student-focused, and parent-empowered, highlighting Florida’s leadership in progress monitoring assessments that enable real-time interventions to support student success.
• Commissioner of Education Manny Diaz, Jr.: Recognized the statewide progress monitoring system’s positive impact on student achievement and reaffirmed Florida’s commitment to providing the best educational opportunities.
• Incoming Commissioner of Education Anastasios Kamoutsas: Noted Florida’s role as a national leader in education innovation, with progress monitoring assessments serving as evidence of successful educational reform.

Overview of Florida’s Progress Monitoring System

For three consecutive years, Florida has implemented a first-in-the-nation statewide progress monitoring system. This system provides teachers, students, and parents with immediate, actionable data at three points during the school year (beginning, middle, end) to drive student achievement and support inclusive education, addressing SDG 4 targets on equitable quality education and lifelong learning opportunities.

Assessment Highlights

School Year Improvement

1. Grades 3-10 English Language Arts (ELA): Performance increased by 21 percentage points from the beginning (36%) to the end (57%) of the school year.
2. Grades 3-8 Mathematics: Performance increased by 44 percentage points from 15% to 59% by the end of the school year.

Year-Over-Year Improvement

1. Grades 3-10 ELA: 57% scored on or above grade level in 2025, up 4 percentage points from 2024 and 8 points from 2023.
2. Mathematics (PM3 and EOCs): 58% scored on or above grade level in 2025, increasing by 3 points from 2024 and 7 points from 2023.

End-of-Course Assessments and Science

• Algebra 1: 57% scored at or above grade level (up 4 points from 2024, 7 points from 2023).
• Geometry: 54% scored at or above grade level (up 2 points from 2024, 8 points from 2023).
• 5th Grade Science: 55% scored on or above grade level (up 2 points from 2024).
• 8th Grade Science (including Biology 1 EOC): 53% scored on or above grade level (up 4 points from 2024).
• Biology 1: 70% scored at or above grade level (up 4 points from 2024).
• Civics: 70% scored at or above grade level (up 3 points from 2024).
• U.S. History: 70% scored at or above grade level (up 3 points from 2024).

Student Subgroup Success and Equity (SDG 10: Reduced Inequalities)

• Students with disabilities improved ELA performance by 4 percentage points (25% to 29%).
• Economically disadvantaged students increased ELA performance by 3 percentage points (44% to 47%).
• African American students improved ELA Level 3 or above by 5 percentage points (40% to 45%).
• Hispanic students increased Mathematics performance by 4 percentage points (51% to 55%).
• Economically disadvantaged students improved U.S. History EOC performance by 4 percentage points (59% to 63%).

Alignment with Sustainable Development Goals

The improvements in Florida’s student assessments directly contribute to achieving several SDGs:

• SDG 4 (Quality Education): Enhanced student learning outcomes and equitable access to quality education through data-driven interventions.
• SDG 10 (Reduced Inequalities): Targeted support leading to improved performance among disadvantaged and minority student groups.
• SDG 17 (Partnerships for the Goals): Collaboration among educators, parents, and policymakers to foster student success.

Conclusion

Florida’s innovative progress monitoring system and sustained improvements in student performance exemplify a commitment to the Sustainable Development Goals, particularly SDG 4 and SDG 10. Continued leadership and data-driven strategies will support the state’s goal of providing equitable, high-quality education for all students.

Additional Information

For more details on the 2024-25 assessments, please visit the official Florida Department of Education website: 2024-25 Assessment Results.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article focuses on improvements in student assessments, progress monitoring, and educational outcomes in Florida, directly relating to ensuring inclusive and equitable quality education and promoting lifelong learning opportunities.
2. SDG 10: Reduced Inequalities
   • The article highlights performance improvements among students with disabilities, economically disadvantaged students, African American students, and Hispanic students, addressing inequalities in education.

2. Specific Targets Under the Identified SDGs

1. Under SDG 4: Quality Education
   • Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes. The article’s data on grade-level proficiency and year-over-year improvements reflect progress toward this target.
   • Target 4.5: Eliminate gender disparities and ensure equal access to all levels of education and vocational training for vulnerable populations, including persons with disabilities and economically disadvantaged groups, as evidenced by subgroup performance improvements.
   • Target 4.6: Ensure that all youth achieve literacy and numeracy. The article’s focus on English Language Arts and Mathematics assessments aligns with this target.
2. Under SDG 10: Reduced Inequalities
   • Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, or economic status. The article’s emphasis on improved outcomes for marginalized student groups supports this target.

3. Indicators Mentioned or Implied to Measure Progress

1. Percentage of students scoring on or above grade level in English Language Arts (ELA) and Mathematics
   • Measured through Florida’s FAST progress monitoring assessments (PM1 to PM3) and End-of-Course (EOC) assessments.
2. Year-over-year percentage point improvements in student performance
   • Tracking increases in proficiency rates from one academic year to the next (e.g., 4 percentage points increase in ELA from 2024 to 2025).
3. Subgroup performance indicators
   • Performance improvements among students with disabilities, economically disadvantaged students, African American students, and Hispanic students, measured by percentage points increase in proficiency.
4. Subject-specific proficiency rates
   • Scores in Algebra 1, Geometry, 5th and 8th Grade Science, Biology 1, Civics, and U.S. History EOCs as indicators of subject mastery.

4. Table of SDGs, Targets, and Indicators

Source: flgov.com