Summary
Woodmont Charter School is an elementary and middle school located in Temple Terrace, Florida, serving grades K-8 with a total enrollment of 697 students. As a public charter school within the Hillsborough School District, which is ranked 49 out of 67 districts in Florida, Woodmont Charter School faces some unique challenges compared to nearby traditional public schools.
One key area of concern is Woodmont Charter School's consistently high chronic absenteeism rates, ranging from 30.9% to 63.7% over the past few years, which is significantly higher than the district and state averages. Additionally, the school's academic performance, as measured by standardized test scores, is significantly lower than the district and state averages across all grade levels and subject areas. For example, in the 2024-2025 school year, the percentage of students proficient or better in English Language Arts ranged from 21% to 28%, compared to 52% to 60% for the district and 56% to 57% for the state. Similarly, in Math, the proficiency rates ranged from 12% to 43%, compared to 36% to 58% for the district and 50% to 63% for the state. This underperformance is further highlighted when comparing Woodmont Charter School to nearby traditional public schools, such as Robles Elementary, Excelsior Prep Charter, and Dr. Carter G. Woodson K-8, which generally have higher test scores, lower chronic absenteeism rates, and lower percentages of students eligible for free or reduced-price lunch.
The high percentage of students eligible for free or reduced-price lunch at Woodmont Charter School, ranging from 23.15% to 100% over the past few years, suggests a high concentration of students from low-income families. This socioeconomic factor may be contributing to the school's lower academic performance and higher chronic absenteeism rates. Despite the higher spending per student at Woodmont Charter School, which has fluctuated from $6,686 to $11,448 per student, the academic outcomes do not seem to reflect this additional investment, indicating that the school may not be effectively allocating its resources to support student learning and achievement.
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