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Assessment and School Performance

All · FCAT 2.0—Florida Comprehensive Assessment Test® 2.0 · Florida End-of-Course (EOC) Assessments · FTCE – Florida Teacher Certification Examinations and FELE – Florida Educational Leadership Examination · NAEP - National Assessment of Educational Progress

FCAT 2.0—Florida Comprehensive Assessment Test® 2.0


1. What is the FCAT 2.0?
   
The Florida Comprehensive Assessment Test® 2.0 (FCAT 2.0) is a criterion-referenced test that measures student achievement of the Next Generation Sunshine State Standards in reading, mathematics, science, and writing. FCAT 2.0 Reading (grades 3 – 10) and Mathematics (grades 3 – 8) were first administered in the spring of 2011, FCAT 2.0 Science (grades 5 and 8) was administered to students for the first time in the spring of 2012, and FCAT 2.0 Writing (grades 4, 8, and 10) will be administered beginning in the spring of 2013. The transition schedule for the FCAT 2.0 is provided on the FCAT 2.0 website.

All Florida schools are required to teach the Next Generation Sunshine State Standards, and the FCAT 2.0 will provide parents/guardians, teachers, policy makers, and the general public with an understanding of how well students are learning these standards. The best understanding of a student’s academic achievement comes from looking at multiple pieces of evidence (including test scores) collected over time.




2. When will students take the FCAT 2.0?
   
In accordance with Section 1008.22, Florida Statutes, students will be administered FCAT 2.0 Writing no earlier than the week of March 1st and FCAT 2.0 Reading, Mathematics, and Science no earlier than the week of April 15th each school year. Statewide assessment schedules for the FCAT 2.0 are provided on the FCAT 2.0 website by August 1st one school year prior to testing. The daily session schedules for the current school year are posted in early September.




3. How is the assessment schedule determined each year?
   
Generally, schedules are set to allow for maximum instructional time leading up to the test while leaving enough time for scoring once testing is completed. Section 1008.22, Florida Statutes, stipulates that testing may not begin earlier than the week of March 1st for writing and the week of April 15th for reading, mathematics, and science, and scores must be reported no later than the week of June 8th. The Commissioner may extend the reporting schedule under exigent circumstances. The schedule for 2013-14 was created to allow time for the completion of testing, scoring, and score verification activities, and still adhere to these statutory requirements.




4. How will the statewide assessment program transition from FCAT to FCAT 2.0?
   
Beginning in 2011, FCAT 2.0 Reading was administered to students in grades 3 – 10 and FCAT 2.0 Mathematics was administered to students in grades 3 – 8. In 2012, FCAT 2.0 Science was administered to students in grades 5 and 8. The transition will be complete when FCAT 2.0 Writing is administered to students in grades 4, 8, and 10 in 2013. The schedule for this transition is provided in the document, Transition to Next Generation and Computer-Based Tests in Florida (PDF).


5. Are all students required to take the FCAT 2.0?
   
Public school students are required to participate in the statewide assessment program.

Private school students do not currently participate in the statewide assessment program because it exists to meet federal and state assessment accountability requirements for Florida public schools; however, public school students attending private school through a school choice scholarship program, such as the McKay Scholarship Program or Florida Tax Credit (FTC) Scholarship Program, may take the FCAT 2.0. Private schools that have at least one enrolled FTC Scholarship student will have the opportunity for all students enrolled in the school to participate in the statewide assessments beginning in 2013-14.

Home Education Program students may participate in the appropriate grade-level statewide assessments if they are used as the chosen measure of yearly progress. At the beginning of each school year, parents/guardians must notify the district testing office of their intention to use the FCAT 2.0 as that year's annual measure of their Home Education Program student's progress.

All students with disabilities participate in the statewide assessment program. Students with disabilities participate in the FCAT 2.0 without accommodations or with accommodations, depending on the student's individual educational plan (IEP). A small number of students with disabilities who have an IEP may not be required to take the FCAT 2.0. Only those students who meet the exclusion criteria set forth in State Board Rule 6A-1.0943, Florida Administrative Code, Statewide Assessment for Students with Disabilities, can be excluded from taking the FCAT 2.0. Specifically, students whose demonstrated cognitive ability prevents them from completing the required coursework and achieving the state standards and who require extensive direct instruction to accomplish and transfer skills and competencies needed for domestic, community living, leisure, and vocational activities may be excluded from taking the statewide assessment. If a student meets the requirements described above and the IEP team determines that it is not appropriate for the student to take the FCAT 2.0, the student is required to take the Florida Alternate Assessment. A student for whom the Next Generation Sunshine State Standards are inappropriate will work toward a special diploma. There is also a special exemption from participation in the statewide assessment due to extraordinary circumstances. For additional information about the statewide assessment program as it pertains to students with disabilities, please contact the Bureau of Exceptional Students and Educational Services.

English Language Learners (ELLs) are expected to participate in statewide assessments; however, in accordance with State Board Rule 6A-6.0902, Florida Administrative Code, Requirements for Identification, Eligibility Programmatic and Annual Assessments of English Language Learners, if an ELL has been receiving services in an English for Speakers of Other Languages (ESOL) program operated in accordance with an approved district ELL plan for one year or less AND a majority of the student's ELL committee determines that it is appropriate, the ELL may be exempt from the FCAT 2.0 Reading administration. Exempt ELL students must still participate in the Comprehensive English Language Learning Assessment (CELLA). Additionally, all ELLs are expected to participate in FCAT 2.0 Writing, Mathematics, and Science no matter how long these students have been receiving services. For additional information about the statewide assessment program as it pertains to ELLs, please contact the Bureau of Student Achievement through Language Acquisition.




6. What happens if a student does not participate in the assessments?
   
Section 1008.22, Florida Statutes, states that testing is mandatory for all students in attendance at a Florida public school; therefore, the only way a student would not participate is if he/she is absent during the entire testing window. If this occurs, the student may be placed in remediation the following school year, and other consequences (such as retention) could result based on the district's Student Progression Plan. In addition, if a student is not assessed, the participation rate for his/her school will be affected and may negatively impact that school's accountability status.


7. May students receive testing accommodations on the FCAT 2.0?
   
Students with disabilities, in accordance with State Board Rule 6A-1.0943, Florida Administrative Code (FAC), are required to be provided with testing accommodations if they meet the following criteria:
  • have been assigned to a special program, according to State Board Rule 6A-6.0331, FAC, and
  • have a current IEP or Section 504 plan outlining the appropriate allowable accommodations that should be used in the classroom and on the statewide assessment to meet the individual needs of the student.

Every effort is made to provide a level playing field for students with disabilities taking the FCAT 2.0 and seeking a standard high school diploma.

English Language Learners (ELLs) are required to receive the appropriate allowable accommodations if they are currently receiving services in a program operated in accordance with an approved district ELL Plan. It is the responsibility of local school educators to work with students and parents/guardians to identify the allowable testing accommodations.




8. Are parents/guardians allowed to review the assessment?
   
Parents/guardians are not permitted to see their student’s actual FCAT 2.0 test book and answers because FCAT 2.0 items may be used on future assessments. Allowing the general public to review the tests would compromise the test items, thereby depleting the supply of test questions for future test administrations. Statewide assessments are confidential under the authority of Section 1008.23, Florida Statutes.


9. How can parents/guardians help their children prepare for the assessment?
   
The FCAT 2.0, like the FCAT, is intended to measure student mastery of Florida’s educational standards. Students who have been actively engaged in the learning process in Florida’s public schools should be prepared for success on the FCAT 2.0 without the need for special coaching or intensive instruction in test-taking strategies. The best way for parents/guardians to help students prepare is by offering support and encouragement for their academic pursuits during the course of the school year. To help students, parents/guardians, and educators understand what the FCAT 2.0 test items will look like, the Department provides FCAT 2.0 Sample Questions and Answer Keys online for public review.


10. How are the FCAT and FCAT 2.0 different?
   
The FCAT measures student achievement of the Sunshine State Standards, while the FCAT 2.0 measures student achievement of the Next Generation Sunshine State Standards, which are more rigorous grade-level expectations.

The major differences between the FCAT 2.0 and FCAT are listed below.

  • Some test items in Session 2 of Grades 3 and 4 FCAT 2.0 Mathematics require the use of a provided ruler to answer questions. These test items may include measurements in either metric or customary units.
  • Grade 4 FCAT 2.0 Mathematics includes not only multiple-choice test items, but also gridded-response test items.
  • The gridded-response test items in FCAT 2.0 Mathematics for grades 5 through 8 have different grids than those on the FCAT. Additionally, the option for negative answers for gridded-response items is now included for grades 7 and 8.
  • For Grade 5 FCAT 2.0 Mathematics, students are provided a reference sheet that contains information and formulas they may need to complete some test items.
  • FCAT 2.0 Reading includes a greater number of reading passages from the public domain, such as historical documents and works by classical authors.
  • FCAT 2.0 Reading includes a greater number of test items that require reasonable inferences and reasonable prior knowledge.
  • Reference sheets are not provided for Grades 5 and 8 FCAT 2.0 Science, but grade 8 students will receive a Periodic Table of the Elements.
  • FCAT Mathematics was administered at grades 9 and 10, but there are no FCAT 2.0 Mathematics assessments for grades 9 and 10. The Algebra 1 and Geometry End-of-Course (EOC) Assessments have replaced these tests as the high school level mathematics assessments.
  • FCAT Science was administered at grade 11, but there is no Grade 11 FCAT 2.0 Science assessment. The Biology 1 EOC Assessment has replaced the grade 11 test as the high school level science assessment.
  • Due to the expanded expectations for scoring, FCAT 2.0 Writing is administered in a 60-minute test session, whereas FCAT Writing was administered in a 45-minute test session.
  • FCAT 2.0 Reading, Mathematics, and Science do not have any performance task items.
  • Select FCAT 2.0 assessments are administered on the computer (See What FCAT 2.0 assessments are or will be computer-based ?).



11. What FCAT 2.0 assessments are or will be computer-based?
   
In 2013-14, the following FCAT 2.0 assessments will be computer-based: Grades 6, 7, 8, 9, and 10 FCAT 2.0 Reading, Grades 5 and 6 FCAT 2.0 Mathematics, and the FCAT 2.0 Reading Retake (fall and spring). Please see the transition schedule for information about future assessments that will transition to computer-based testing. General information can be found on the computer-based testing website.


12. What will students experience when taking the computer-based assessments?
   
Students will be required to participate in a practice test to become familiar with the testing tools and platform prior to the day of testing, and this practice test will be available online for students to practice on their own.

On the day of testing, a student will log in to the test by using the unique username and password information on the student authorization ticket. Once the student is logged in to the test, he or she will not be able to access any other applications on the computer. A student will be able to change his or her answers at any time until the test is submitted by the student. For timed assessments, the test administrator will be responsible for ensuring that the student is provided the appropriate amount of time.

The tools and resources available to students will vary slightly depending on the content area and grade level assessed. All students will have access to the following e-tools:

  • Review: Students may use this e-tool to mark items to be reviewed at a later time. Before exiting the test and submitting their responses, students will be taken to a screen which lists items that are answered, unanswered, and marked for review.
  • Eliminate Choice: Students may use this tool to mark through answer choices that they wish to eliminate.
  • Highlighter: Students may highlight sections of an item or passage.
  • Eraser: Students may use the eraser to remove marks made by the highlighter or the eliminate choice tool.
  • Help: Students may click the Help icon to learn more about the e-tools. The Help text appears in a separate window.

FCAT 2.0 Reading (Grades 6, 7, 8, 9, 10, and Retake)

In addition to the tools available to all students, the following tool will be provided:

  • Notepad: Students may use the notepad to make notes on a particular passage or question for later reference. Each passage and question has its own notepad, so any notes a student makes remain with that passage or question.

In addition to this tool, students are also provided with a hard-copy worksheet for note-taking.

FCAT 2.0 Mathematics (Grades 5 and 6)

  • Straightedge: Students are provided a straightedge e-tool, which looks like a ruler without measuring units. Students use the straightedge as they would use the edge of a piece of paper to help them work a problem.
  • Reference Sheet: For Grade 5 FCAT 2.0 Mathematics, students will be provided a reference sheet of commonly used formulas and conversions to work the test questions. This tool is also referred to as the Exhibit tool.

In addition to these tools, students are also provided work folders to use as scratch paper to work the problems.




13. Can a student choose to take a paper-and-pencil version of the assessment instead of the computer-based version?
   
No. All students are required to participate in the computer-based version of the assessment, with the exception of a student with a paper-based accommodation indicated on his or her IEP or Section 504 plan.


14. How are the FCAT 2.0 assessments developed?
   
Professional item writers employed by the Department's test-development contractors prepare the first draft of all test questions or items. Committees of Florida classroom teachers and district curriculum supervisors working with Department staff review and revise each test item. Before a test item appears on the FCAT 2.0, it is field tested and reviewed for community sensitivity and possible bias.

Developing an annual statewide assessment to accurately measure achievement and compare results from one year to the next requires an extensive process involving many people with varied expertise. This process is overseen by the Florida Department of Education and annually integrates the work of the Department's Test Development Center (TDC), outside contractors, and several hundred Florida educators and citizens. Item writers, who are employed by the development contractor, do not write a complete test in any given year. Instead, they write individual items that go through a series of reviews by the contractor, TDC staff, and Florida educators and community members. If items have passed through each review successfully and are accepted, they become part of the item bank. The item bank is a database of items serving as the source for constructing the test each year. The process of test construction involves selecting a set of items from the item bank that meets the established content and statistical guidelines of the test. The operational items on the FCAT 2.0 in any given year are likely to have been written in another year and may appear several times before being retired or released as sample items in FCAT 2.0 interpretive materials for students, teachers, parents/guardians, or the general public.




15. What are test item specifications?
   
FCAT 2.0 Test Item Specifications are the criteria for test item development that are specified by the Department for each subject and grade level. The specifications include the Next Generation Sunshine State Standards benchmarks, the types of items used, guidelines for the relative balance of topics, item formats and complexity levels, plus general guidelines to minimize non-content influences, such as confusing wording or poor graphics.


16. Where can I obtain a copy of the FCAT 2.0 Mathematics reference sheets?
   
FCAT 2.0 Mathematics reference sheets can be found in Appendix H of the FCAT 2.0 Test Item Specifications and in the FCAT 2.0 Mathematics Sample Questions and Answer Keys. For ease of access, links to each reference sheet are also provided below: Please note that students taking the FCAT Mathematics Retake will use the FCAT Mathematics reference sheet found in the 2005 edition of the FCAT Mathematics Test Item Specifications (PDF).


17. How will the FCAT 2.0 Reading, Mathematics, and Science scores be reported?
   
FCAT 2.0 Reading and Mathematics scores are reported by Achievement Levels on the new FCAT 2.0 Reading and Mathematics score scales, which were established by the State Board of Education on December 19, 2011. FCAT 2.0 Science scores also will be reported by Achievement Levels, which were established by the State Board of Education on December 12, 2012.
  • FCAT 2.0 Scale Scores: During the fall of 2011, a vertical scaling study was conducted so that performance can be compared across all grade levels for FCAT 2.0 Reading and Mathematics as it was for the FCAT. The new FCAT 2.0 Reading and Mathematics score scales, which are also referred to as developmental score scales, range from 140 to 302 for FCAT 2.0 Reading and from 140 to 298 for FCAT 2.0 Mathematics. (Passing score requirements for the Grade 10 FCAT 2.0 Reading assessment and promotion requirements for the Grade 3 FCAT 2.0 Reading assessment are explained in question 20.) The new Grades 5 and 8 FCAT 2.0 Science score scales range from 140 to 260. Since science is not tested at each grade level, FCAT 2.0 Science scores are reported as scale scores and not as developmental scale scores. Additional information regarding the purpose of developmental scale scores is provided in the Parent Information Sheet: Developmental Scale Scores (PDF).
  • Content Area Scores: Content area scores provide the actual number of raw score points earned out of the number of points possible for each reporting category. Reporting categories represent groups of similar student skills, or benchmarks, which are assessed within each grade level and subject. The state mean for each reporting category allows for comparisons to average performance statewide.
  • Achievement Levels: The success a student has achieved with the Next Generation Sunshine State Standards assessed by the FCAT 2.0 is described by Achievement Levels that range from 1 (lowest) to 5 (highest). Level 3 indicates satisfactory performance. The tables below provide the developmental scale score range for each FCAT 2.0 Reading and Mathematics Achievement Level and the scale score range for each FCAT 2.0 Science Achievement Level. Students who entered grade 9 in the 2010-11 school year and beyond must earn an Achievement Level 3 or higher in order to pass Grade 10 FCAT 2.0 Reading for graduation purposes. Scoring at or above Achievement Level 3 on the Grade 10 FCAT 2.0 Reading indicates that the student is on a pathway to college and career readiness.

Achievement Levels for the FCAT 2.0 Reading Developmental Scale Scores (140 to 302)

Grade Level 1 Level 2 Level 3 Level 4 Level 5
3
140-181
182-197
198-209
210-226
227-260
4
154-191
192-207
208-220
221-237
238-269
5
161-199
200-215
216-229
230-245
246-277
6
167-206
207-221
222-236
237-251
252-283
7
171-212
213-227
228-242
243-257
258-289
8
175-217
218-234
235-248
249-263
264-296
9
178-221
222-239
240-252
253-267
268-302
10
188-227
228-244
245-255
256-270
271-302

Achievement Levels for the FCAT 2.0 Mathematics Developmental Scale Scores (140 to 298)

Grade Level 1 Level 2 Level 3 Level 4 Level 5
3
140-182
183-197
198-213
214-228
229-260
4
155-196
197-209
210-223
224-239
240-271
5
163-204
205-219
220-233
234-246
247-279
6
170-212
213-226
227-239
240-252
253-284
7
179-219
220-233
234-247
248-260
261-292
8
187-228
229-240
241-255
256-267
268-298

Achievement Levels for the FCAT 2.0 Science Scale Scores (140 to 260)

Grade Level 1 Level 2 Level 3 Level 4 Level 5
5
140-184
185-199
200-214
215-224
225-260
8
140-184
185-202
203-214
215-224
225-260



18. How will FCAT 2.0 Writing scores be reported?
   
FCAT 2.0 Writing results will be reported on a scale of 1 (lowest) to 6 (highest). Two trained raters independently score each essay. The score reported is the average of both raters' scores. The scoring guidelines, or rubrics, used to evaluate FCAT 2.0 Writing essays may be accessed on the Department's website. The rubrics describe what is required for each possible score point for each grade level. Additional information regarding scoring for FCAT 2.0 Writing is provided in the 2013 FCAT 2.0 Writing Frequently Asked Questions (PDF).


19. How were FCAT Equivalent Scores determined for the FCAT 2.0?
   
Student results for the 2011 FCAT 2.0 Reading and Mathematics, Fall 2011 FCAT 2.0 Reading Retake, and 2012 FCAT 2.0 Science were reported on the existing FCAT score scales as FCAT Equivalent Scores, which are defined in Understanding FCAT 2.0 Reports (PDF). The equipercentile method was used to link scores on the FCAT 2.0 to the existing FCAT score scales by linking scores that have the same percentile rank from the new FCAT 2.0 assessments to the previously administered FCAT assessments (i.e., the 2011 FCAT 2.0 assessments were linked to the 2010 FCAT assessments). Additional information about how the 2012 FCAT 2.0 Science scores were determined through the equipercentile method is provided in the document 2012 Equipercentile Linking: FCAT 2.0 Science (PDF).


20. What is the passing score for the FCAT 2.0?
   
Students who entered grade 9 in the 2009-10 school year and thereafter must earn a passing score on the Grade 10 FCAT 2.0 Reading assessment as a graduation requirement. The passing score is set according to the year the student entered grade 9. The passing requirements are explained in the bullets below. Options exist for graduating seniors and are explained in the document, Students who entered grade 9 in the 2009-10 school year and thereafter must earn a passing score on the Grade 10 FCAT 2.0 Reading as a graduation requirement. The passing score is set according to the year the student entered grade 9. The passing requirements are explained in the bullets below. Options exist for graduating seniors and are explained in the document, Graduation Requirements for Florida's Statewide Assessments (PDF). A score of 262 on the Grade 10 FCAT 2.0 Reading assessment demonstrates readiness for college-level coursework in the curriculum area. Students who achieve this score and enroll in a Florida College System institution within two years are exempt from taking the Florida Postsecondary Education Readiness Test (PERT).
  • Students who entered grade 9 in the 2009-10 school year must earn passing scores on Grade 10 FCAT 2.0 Reading and Grade 10 FCAT Mathematics, or their equivalent. The required passing scores for students entering grade 9 in the 2009-10 school year are provided in the table below (prior to the spring 2012 test administration, FCAT 2.0 scores were reported as FCAT Equivalent Scores).

Passing Scores for Students Entering Grade 9 in 2009-10

FCAT 2.0 Reading FCAT 2.0 Reading: FCAT Equivalent Score FCAT Mathematics
241 or above
(Beginning in spring 2012)
1926 (scale score of 300) or above
(Used in spring and fall 2011)
1889 (scale score of 300) or above

  • For students who entered grade 9 in the 2010-11 school year and thereafter, the passing score for all assessments required for high school graduation (FCAT 2.0) or for course credit (EOC assessments) is the minimum scale score in Achievement Level 3 (see the Florida EOC Assessment FAQs for information regarding passing requirements for EOC assessments). Students entering grade 9 in the 2010-11 school year and thereafter must pass the Grade 10 FCAT 2.0 Reading assessment by earning a score of 245 or higher. Options exist for graduating seniors and are explained in the document, Graduation Requirements for Florida's Statewide Assessments (PDF).

In addition to the passing requirement in grade 10, students in grade 3 must score in Achievement Level 2 or higher on FCAT 2.0 Reading, on a scale of 1 - 5, to be promoted to grade 4. Good cause exemptions are available for grade 3 students who do not meet this requirement and are stipulated in Section 1008.25, Florida Statutes.

There are no passing scores for Grade 3 FCAT 2.0 Mathematics and Grades 4 – 9 FCAT 2.0 Reading, Mathematics, Science, and Writing assessments, but students must score in Level 3 or above for their performance to be considered satisfactory.




21. What promotion options are available for grade 3 students who have not passed the FCAT 2.0?
   
For promotion to grade 4, there are six good cause exemptions for students scoring at a Level 1 on the Grade 3 FCAT 2.0 Reading assessment, and they include:
  • English Language Learners (ELLs) who have had less than two years of instruction in an English for Speakers of Other Languages (ESOL) program;
  • students with disabilities whose IEP indicates that participation in the statewide assessment program is not appropriate, consistent with the requirements of State Board of Education Rule;
  • students who demonstrate an acceptable level of performance on an alternative standardized reading assessment approved by the State Board of Education;
  • students who demonstrate, through a student portfolio, that the student is reading on grade level as evidenced by demonstration of mastery of the Next Generation Sunshine State Standards in reading equal to at least a Level 2 performance on the FCAT 2.0;
  • students with disabilities who participate in the FCAT 2.0 and who have an IEP or a Section 504 plan that reflects that the student has received intensive remediation in reading for more than two years but still demonstrates a deficiency in reading and was previously retained in kindergarten, grade 1, grade 2, or grade 3; and
  • students who have received intensive remediation in reading for two or more years but still demonstrate a deficiency in reading and who were previously retained in kindergarten, grade 1, grade 2, or grade 3 for a total of two years.

The grade 3 good cause exemptions are stipulated in Section 1008.25, Florida Statutes, which also requires districts to implement a policy for the midyear promotion of retained grade 3 students. For additional information regarding good cause exemptions or midyear promotion for retained grade 3 students, please contact your school district’s reading coordinator or the Just Read, Florida! Office.




22. What options are available to high school seniors who have not passed the Grade 10 FCAT 2.0 Reading assessment?
   
Options available to high school seniors who have not passed the Grade 10 FCAT 2.0 Reading assessment include continuing opportunities to take the test until they pass it, opportunities to take the SAT or ACT to earn concordant passing scores, the option of earning a General Education Diploma (GED), or the opportunity to enroll in any community college in the state with a Certificate of Completion by taking the Postsecondary Education Readiness Test (P.E.R.T.) or the College Placement Test (CPT). Students who enter a community college with a Certificate of Completion may continue to retake the FCAT 2.0 or take the SAT or ACT to earn the passing scores required for a high school diploma. For more information about concordant scores and these options, consult the document, Graduation Requirements for Florida’s Statewide Assessments (PDF).


23. How many times can a high school student retake the Grade 10 FCAT 2.0 Reading assessment prior to graduation?
   
Students who have not passed the Grade 10 FCAT 2.0 Reading assessment have up to four additional opportunities to pass it before graduation. Students who do not pass the Grade 10 FCAT 2.0 Reading assessment in the spring of their 10th grade year may retest in the fall and spring of their 11th and 12th grade years. Students who have not successfully passed the Grade 10 FCAT 2.0 Reading assessment prior to their expected graduation may retake the test during scheduled administrations as many times as necessary until they pass it.


24. Do students receive remediation based on their FCAT 2.0 scores?
   
Yes. Middle grades remediation requirements relating to the FCAT 2.0 Reading and Mathematics assessments are stipulated in Section 1003.4156, Florida Statutes, and high school grades remediation requirements relating to the FCAT 2.0 are stipulated in Section 1003.428, Florida Statutes. For information about these requirements as they relate to FCAT 2.0 Reading, please contact your district’s reading coordinator or the Just Read, Florida! Office. For information about these requirements as they relate to FCAT 2.0 Mathematics, please contact your school district’s mathematics coordinator or the Office of Mathematics and Science in the Bureau of Curriculum and Instruction.


25. What does the FCAT 2.0 cost to administer, score, and report results?
   
The cost per scored test for the 2011-12 school year was $13.37, and the cost per student was $30.59. This includes all costs associated with FCAT 2.0 Reading (grades 3-10 and Retake), FCAT 2.0 Mathematics (grades 3-8), FCAT 2.0 Science (grades 5 and 8), and development of FCAT 2.0 Writing (grades 4, 8, and 10). This also includes all costs associated with FCAT Writing (grades 4, 8, and 10), FCAT Reading/Mathematics Retakes, and all Florida End-of-Course (EOC) Assessments currently administered and in development (Algebra 1, Biology 1, Geometry, U.S. History, and Civics). The costs include development of test questions, holding review meetings with Florida educators, field testing, production of computer-based, paper-based, and accommodated tests, printing of tests, shipping and return of test materials, scoring, reporting scores to parents/guardians, schools, districts, and the State, sample test materials, test administration materials/manuals, and analyses and research.


26. Who is the FCAT 2.0 contractor?
   
NCS Pearson, Inc., is the current FCAT 2.0 contractor responsible for development, administration, and scoring activities.


27. What is the legislative authority for the FCAT 2.0?
   
The legislative authority for the statewide assessment program is articulated in Section 1008.22, Florida Statutes.