Summary
Pine Hills Elementary in Orlando, FL, serves 671 students from Pre-K through 5th grade in a high-poverty community where about 75% of students qualify for free or reduced-price lunch. The school has historically ranked among the lowest-performing elementary schools in Florida, consistently landing in the bottom 15-21% over the past decade and earning a 1-star rating from SchoolDigger for most of the last ten years. While there have been some recent signs of improvement, particularly in 4th-grade English Language Arts, overall academic performance remains significantly below both the Orange district and state averages across nearly all subjects and grade levels.
A standout bright spot is the school's 4th-grade English Language Arts proficiency, which jumped to 65% in the 2025-2026 school year—above the district average of 62% and the highest among all 10 nearby schools, including Mollie Ray Elementary and Ivey Lane Elementary. However, this success is contrasted by a sharp decline in 5th-grade math, where only 23% of students were proficient—the lowest score among nearby schools and far below the district average of 64%. The school also has the lowest spending per student among its peers at $11,178, compared to $14,546 at Mollie Ray Elementary and $16,853 at Ivey Lane Elementary, which may contribute to its challenges.
An interesting comparison is with Mollie Ray Elementary, located just 0.88 miles away and serving a similar high-poverty demographic (82% free/reduced lunch). Despite this, Mollie Ray is a top-performing school (76th percentile) while Pine Hills is near the bottom (15th percentile), outperforming Pine Hills in every subject and grade level. This suggests that factors like school leadership, instructional quality, and resource allocation can make a profound difference. Pine Hills also faces a chronic absenteeism rate of 29.3%, which is lower than the district average of 35.2% but higher than some high-performing neighbors. The school's inconsistent year-over-year performance, with dramatic swings in test scores, points to a need for stable, school-wide systems of excellence, particularly in math instruction for upper-grade students.
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