The percentage of students achieving proficiency in math was 10-14% (which was lower than the Florida state average of 68%). The percentage of students achieving proficiency in reading/language arts was ≤5% (which was lower than the Florida state average of 62%).
<麻豆果冻传媒 class='so-dt-title' id="overview">School Overview麻豆果冻传媒> <麻豆果冻传媒 class='so-dt-title' id="school-rankings">School Rankings麻豆果冻传媒>
School Type
Grades Offered
Grades 6-12
Total Students (09-10)
414 students
Total Classroom Teachers
11 teachers
Math Test Scores (% Proficient)
(09-10)10-14%
68%
Reading/Language Arts Test Scores (% Proficient)
(09-10)≤5%
62%
Student-Teacher Ratio
n/a
17:1
American Indian
(09-10)2%
n/a
Asian
(09-10)2%
4%
Hispanic
(09-10)11%
27%
Black
(09-10)78%
24%
White
(09-10)7%
45%
Hawaiian
(09-10)n/a
n/a
Two or more races
(09-10)n/a
n/a
Eligible for Free Lunch (09-10)
28%
45%
Eligible for Reduced Lunch (09-10)
1%
9%
School Statewide Testing
School District Name
Source: National Center for Education Statistics (NCES), FL Dept. of Education
<麻豆果冻传媒 class='so-dt-title' id='faq'>Frequently Asked Questions麻豆果冻传媒> What percent of students have achieved state testing proficiency in math and reading?
10-14% of students have achieved math proficiency (compared to the 68% FL state average), while ≤5% of students have achieved reading proficiency (compared to the 62% FL state average).
How many students attend Alternative Unlimiteddrop Back In Program?
414 students attend Alternative Unlimiteddrop Back In Program.
What is the racial composition of the student body?
78% of Alternative Unlimiteddrop Back In Program students are Black, 11% of students are Hispanic, 7% of students are White, 2% of students are American Indian, and 2% of students are Asian.
What grades does Alternative Unlimiteddrop Back In Program offer ?
Alternative Unlimiteddrop Back In Program offers enrollment in grades 6-12
What school district is Alternative Unlimiteddrop Back In Program part of?
Alternative Unlimiteddrop Back In Program is part of Palm Beach School District.
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