J. David Armstrong, Jr.
T. Willard Fair
St. Augustine
Florida Board of Education.............................................................................................................. i
Table of Contents............................................................................................................................ ii
Accountability Measures .................................................................................................................3
Measure 1, Part 1 .................................................................................................................3
Measure 1, Part 2 .................................................................................................................3
Measure 2 .............................................................................................................................4
4.............................................................................................................................5
5.............................................................................................................................6
Conclusions......................................................................................................................................7
Overall System.................................................................................................................................8
System Totals...................................................................................................................................9
Appendix A State Board Rule 6A-10.311(14) – Alternatives to the CLAST ........................... A-1
Appendix B Section 240.324 Florida Statutes – Accountability Act .........................................B-1
Appendix C Section 240.301 Florida Statutes – Community College Mission .........................C-1
Appendix D Summary of Institutional Goals and Progress....................................................... D-1
The core concepts for establishment of Florida’s new seamless education system are
Governance, Standards and Accountability. Accountability is a significant part of the mission
and organizational vision of the kindergarten to graduate (K-20) education governance system
that was established by the Florida Education Governance Reorganization Implementation Act,
2001. Senate Bill 1162 called for a comprehensive K-20 accountability system and set forth the
mission for the Department of Education.
The mission for the Department of Education is to: increase the proficiency of all students within
one seamless, efficient system, by providing them with the opportunity to expand their
knowledge and skills through learning opportunities and research valued by students, parents and
communities and to maintain an accountability system that measures student progress toward
meeting the goals of “highest student achievement,” seamless articulation and maximum access,
skilled workforce and economic development and quality efficient services throughout the K-20
System.
Part of the legislation passed in the 2001 legislative session required a complete rewrite of all
Florida laws related to education. The new “Florida K-20 Education Code” is created in
Chapters 1000-1013 of the Florida Statutes, effective January 7, 2003. The citations below
reference the new school code.
The goals for the new System are in keeping with the legislative intent of Section 1008.45,
Florida Statutes (F.S.), which outlined the community college accountability process.
(Section 1008.45(1), F.S.).
Under Section 1008.45, F.S., the State Board of Education and the community college boards of
College System. In accordance with the Statute and in consultation with staff of the Governor
a) Graduation rates of AA (Associate in Arts) and AS (Associate in Science) degree
seeking students compared to first-time enrolled students seeking the associate
Student performance, including student performance in college-level academic skills,
f) Institutional assessment efforts related to the requirements of Section III in the
Criteria for Accreditation of the Commission on Colleges of the Southern Association
of Colleges and Schools.
Accountability measures were developed in response to the legislative issues in Section 240.324,
Florida Statutes. The System Plan included goals and objectives to measure: 1) access, retention
and success rates; 2) performance of AA degree holders in the State University System; 3)
placement and licensure pass rates of vocational program completers and leavers; 4) success
rates of students entering college preparatory reading, writing, or math; and 5) the success of
students in meeting the requirements of the College Level Academic Skills Program (CLASP).
Outcomes on measures one, two, four and five are reported in this document. The results and
conclusions are based upon the data contained in the institutional Accountability Data Reports
published for 1997-98 through 2000-01.
Access and Equity: Measure 1—Part 1
A primary goal of the Florida Community College System (FCCS) is to provide access to the
first two years of postsecondary instruction for students from all segments of society. The
measure is displayed as a comparison between the ethnic distribution of a given public high
school graduating class and the distribution of the students from that class who enrolled in the
FCCS the following year.
Cohort
The cohort consists of two parts. Part one is all Florida public high school graduates for a given
year. Part two is those graduates who enroll in the FCCS the following year.
Results
White students remained the major ethnic group of high school graduates during the period
1997-2001. The percentages of Black and Hispanic high school graduates were basically stable
with Blacks decreasing slightly from 21.18 percent to 20.47 percent and Hispanics from 14.80
percent to 14.72 percent.
The percentage of White students enrolling in the Florida Community College System showed a
slight increase from 57.18 percent to 59.09 percent. The percentage of Blacks enrolling
decreased from 17.74 percent to 16.98 percent and Hispanics from 21.44 percent to 19.76
percent.
Retention and Success: Measure 1—Part 2
In order to take advantage of the opportunities provided by either an associate degree or
certificate, a student must remain enrolled and continue earning credits toward the degree or
certificate. This measure provides information on how well institutions are retaining students
and the success rates of the students retained.
Cohort
The total cohort population was defined as those first-time-in-college (FTIC) award-seeking
students from the selected fall term who earned at least nine postsecondary adult vocational
(PSAV) or eighteen AA or AS credit hours during the tracking period. The tracking period was
four years for degree seeking students and two years for those seeking a certificate. Retention
and success rates are a combination of other rates.
Retention is defined as the sum of the graduation rate, the enrolled in good standing rate and the
enrolled not in good standing rate. Success is defined as the sum of the graduation rate, the
enrolled in good standing rate and the left in good standing rate. The graduation rate was based
upon the number receiving an award. Good standing was based upon a Grade Point Average
(GPA) of 2.0 or above and not in good standing meant a GPA of less than 2.0. Left in good
standing was based upon those students who had not graduated, were not enrolled at the end of
the tracking period and had a GPA of 2.0 at the time they were last enrolled.
Results
Associate in Arts Retention and Success
There was insignificant overall change in the percentage of AA degree seeking students earning
degrees and/or still enrolled during the period of 1997-2001. Hispanics maintained the highest
retention rate of the three major ethnic groups during each year reported. Hispanic students had
the highest retention rate of almost seventy percent in 1998. This rate declined gradually each
year and was less than sixty-two percent in 2001. The retention rate for Whites was primarily
stable, ranging from almost sixty-one to slightly more than sixty-two percent. The rate for
Blacks ranged from fifty-five percent to fifty-nine percent.
Success rates were higher than retention rates overall and within each ethnic group. Although
Whites continued to lead this category (behind Asian Pacific Islanders), the success rate
gradually declined from eighty-six percent in 1998 to eighty-three percent in 2001. Hispanics
were second with percentages from seventy-one to eight-one. Black students had success rates
that ranged from sixty-six percent to seventy-four percent. Overall success rates were down
slightly to seventy-nine percent in 2001 from over eighty-one percent in 1998.
Associate in Science Retention and Success
Retention of Associate in Science students was slightly less than that of AA degree seekers for
Whites and Hispanics. The retention rate for Blacks in AS degree programs was slightly higher
than for AA degree seekers. Hispanic students had the highest retention rates that ranged from
fifty-three to sixty-six percent. The high percentage for Black and White students was sixty with
Blacks ranging between fifty-three to sixty percent and Whites between fifty-seven and sixty
percent.
As with AA degreestudents, success rates were higher than retention rates for all groups of
students. Whites had the highest rate with a range from eighty-three percent to eighty-six
percent. The rate for Whites showed a gradual decrease each year, from eighty-six percent in
1998 to eighty-three percent in 2001. The rate for Hispanics ranged from seventy-one percent to
eighty-one percent, and from sixty-three to seventy-two percent for Blacks.
Transfers to the State University System: Measure 2
The Associate in Arts (AA) degree is viewed as a university parallel degree. The primary
purpose is to provide the first two years of postsecondary instruction in such a way that the
student can transfer to the State University System (SUS) and be successful. This measure
indicates the performance of Associate in Arts degree students who transfer to the SUS.
Cohort
The cohort is limited to FCCS transfers who had earned the AA degree prior to transferring. The
report is further limited to native students only and does not include students who transferred
from other institutions prior to receiving the AA degree. The cohort is divided into those
students who were college ready when they arrived on campus and those who needed some
college preparatory coursework to ready them for college level courses.
Results
The number of native students earning the Associate in Arts degree and transferring to the State
University System has increased over the five years included in this review. More than ten
thousand students have taken this path with the highest annual total being 11,083 transfers in
1998. Nearly one-half (46%) of the AA transfers successfully completed college preparatory
course work to prepare them for college level courses.
The percent of students achieving a GPA of 2.50 or greater remained constant at slightly more
than seventy-two percent. This was true for both the college preparatory and non-college
preparatory groups. The percent of college preparatory students ranged from seventy to seventy-
three percent. The percent of non-college preparatory students with a GPA of 2.50 or greater
ranged from seventy-two to seventy-four percent. The percentage of students with GPAs below
2.00 or the minimum required to remain in good standing remained constant at around eleven
percent.
College Preparatory Success: Measure 4
College remedial coursework in Florida is confined to the FCCS with the exception of the
Florida Agricultural and Mechanical University (FAMU). The FCCS is the primary provider of
remediation through the college preparatory program. This measure reviews how well students
who enter the college preparatory courses are able to complete their requirements so that they
can begin regular college level work. Students may require assistance in reading, writing or
mathematics based upon the results of the College Placement Test (CPT).
Cohort
This measure is based upon the entrance exam results for two groups of students. The first is the
number of degree seeking FTIC students. The second is prior-year high school graduates who
were dually enrolled in the FCCS while still in high school. This second group is not classified
as FTIC because they bring college credit with them. However, they are included in the cohort
for this measure since they are actually at the beginning of their collegiate career. The report
shows the number of these students that fail a portion of the test and enroll in college preparatory
courses within two of the exam. The report then displays the number and percent of the enrolled
students who passed the highest-level course within that same two-year period.
Results
The exit rates vary by area and by major ethnic group within areas. Mathematics continues to be
the most difficult area for students to successfully complete, followed by writing and reading.
The overall rate for Math ranged from forty-four to fifty-one percent. Exit rates in Math
increased slightly within the three major ethnic groups. Hispanics had the highest exit rate of
54.82 percent in 2001, with Whites following at 50.80 and Blacks at 43.22 percent. Exit rates for
Hispanics ranged from 46.65 to 54.82 percent. The rates for Whites ranged from 47.60 to 54.21
percent. The rates for Blacks ranged from 39.91 to 43.22 and were the lowest of the three major
groups during each year reported.
Writing was the second most successful area during this five-year report period. The overall exit
rates ranged from sixty-one to sixty-seven percent. The rate declined from a high of sixty-seven
percent in 1999 to a low of sixty-one percent in 2001. This pattern of decline also occurred
within Black and Hispanic groups. The rate for Hispanics declined from sixty-three percent in
1999 to fifty-nine percent in 2001. The decline for Blacks during the same period was from
fifty-nine to fifty-six percent. The rate for Whites has remained relatively stable around sixty-
five percent.
The area showing the highest and most stable exit rates was reading. The overall rate was from
sixty-four to sixty-eight percent. The rates were most stable for Blacks, from sixty to sixty-two
percent and Whites from seventy to seventy-three. The rates for Hispanics were the most varied
and ranged from sixty-two to sixty-seven percent.
College Level Academic Skills Test (CLAST) Performance: Measure 5
Florida established a rising junior competency program known as the College Level Academic
Skills Program (CLASP) in 1982. The purpose of this program was to ensure that all students
entering the upper division would have the skills necessary to be successful. The primary means
of ensuring that students had these skills was via the College Level Academic Skills Test
(CLAST). Students must meet the requirements of CLASP prior to being awarded an AA
degree. The requirements may be met by the CLAST or other alternative means such as
SAT/ACT tests scores or selected college coursework. Since this measure is based upon the
cumulative results for students who have earned sixty or more hours, some of these students may
have met the CLASP requirements via an alternative rather than the test.
Cohort
In 1998 the Division of Community Colleges began a data collection process that includes
information on students who take the CLAST test and those who have a CLAST alternative.
Alternative methods of meeting the requirements of the College Level Academic Skills Program
are based upon SAT and ACT test scores or course grades. A complete list of CLAST
exemptions is outlined in State Board Rule 6A-10.0311(14).
This measure displays the number of students tested and the percent awarded a passing score, for
each CLAST subtest and for all subtests combined as well as those students who had a CLAST
alternative. All students who have obtained sixty or more college level credits earned at a
particular institution are included in this group with the exception of transfer students. Only
CLAST scores subsequent to September 1998 are included.
Results
The results of the CLAST are presented both by the four subtest areas of essay, mathematics,
reading and language, and by whether or not the student needed college preparatory coursework.
The highest rate of success was in the area of essay, followed by reading, language and math. As
with the college preparatory exit rates, the lowest success rate for students who attempted the
CLAST was in the subtest area of mathematics.
The difference in the overall pass rates on all subtests by students who needed college
preparatory course work and students who required no college preparatory coursework has
decreased from twenty-six points in 1997 to eleven points in 2000. White students continue to
have the highest passing rates of the three ethnic groups, with Hispanics second and Blacks third.
The overall percent of college preparatory students passing the various subtests of the CLAST
has increased gradually during the period from 1997 to 2000. The passing rate among subtests in
2000 ranged from 88.25 percent in mathematics to 97.16 percent for essay. The passing rate for
prepared students ranged from 96.91 percent in mathematics to 98.94 percent for essay.
Conclusions
Individual Measures
Prior year high school graduates continue to enroll in the FCCS in patterns that are similar to the
ethnic distribution of the prior-year high school graduates. The proportion of Hispanics that
enroll continues to be greater than the proportion of Hispanic prior-year high school graduates.
In 2000, Hispanics comprised 17.72 percent of the high school graduates and 19.76 percent of
college enrollees. The proportions of Blacks and Whites that enrolled were less than the
percentages of prior-year high school graduates. Blacks were 20.47 percent of the high school
graduates and 16.98 percent of the college enrollees. Whites were 61.41 percent of the high
school graduates and 59.09 percent of the college enrollees. The Florida Community College
System continues to provide the major entry point to postsecondary education for Black and
Hispanic prior-year public high school graduates.
Success rates continue to be higher than retention rates for both the Associate in Arts and the
Associate in Science degree students. Hispanic students have the highest retention rates and
White students the highest success rates among the three major ethnic groups.
The FCCS continues to prepare AA degree students for success in the SUS. The number of
native students that transfer from community colleges to the SUS remains stable as does the
percentage that transfer with GPAs of 2.50 or above. The percentage to transfer with a GPA of
less than 2.00 shows slight increases. Nearly one-half (46%) of the AA transfers successfully
completed college preparatory coursework to prepare them for college level courses.
Math continues to be the most difficult area of the college preparatory coursework for students to
successfully complete. However, there has been a slight increase in the math exit rates within
each of the three major ethnic groups. The area of highest and most stable exit rates continues to
be reading.
The requirements of the CLASP may be met by the CLAST or the alternative means of
SAT/ACT test scores or selected college coursework. Data collected for the CLASP includes
information on students who take the CLAST and those who have a CLAST alternative. The
difference in the overall pass rates on all subtests by students who needed college preparatory
coursework and students who required no college preparatory coursework has decreased from
twenty-six points in 1997 to eleven points in 2000. The overall percent of college preparatory
students passing the various subtests of the CLAST has increased during this report period.
Overall System
The Florida Community College System continues to provide the major entry point to
postsecondary education for minority students, especially Hispanics. Statistics show that
students who are college prepared when they graduate from high school are also better prepared
to succeed in college. Students who arrive on campus ready to enter college level work tend to
past CLAST at a higher rate. However, students who required college preparatory courses do
just as well in the SUS as those who were college ready subsequent to receipt of the AA degree.
APPENDIX A
State Board Rule 6A-10.0311 (14)
Alternatives to the CLAST
Alternatives to the CLAST
(14) Pursuant to Section 240.107(9)(a), Florida Statutes, any student fulfilling one or more of the
following requirements before completion of the associate in arts degree requirements or
baccalaureate degree requirements is exempt from the testing requirements of this rule:
(a) Students may present scores from the Scholastic Achievement Test (SAT-I) as follows:
1.
Quantitative. Students who have earned a quantitative score of five hundred (500) or above
on the recentered score scale of the Scholastic Achievement Test (SAT-I), or its equivalent
on the original score scale, shall be exempt from the computation section of the College-
Level Academic Skills Test.
2. Verbal. Students who have earned a verbal score of five hundred (500) or above on the
recentered score scale of the Scholastic Achievement Test (SAT-I), or its equivalent on the
original score scale, shall be exempt from the Reading, English Language Skills, and Essay
sections of the College-Level Academic Skills Test.
(b) Students may present scores from the American College Testing Program (ACT) as follows:
1. Mathematics. Students who have earned a score of twenty-one (21) or above on the
Enhanced American College Testing Program in mathematics, or a score of twenty-one (21)
or above on the original ACT, shall be exempt from the Computation section of the College-
Level Academic Skills Test.
2. English. Students who have earned a score of twenty-two (22) or above on the Enhanced
American College Testing Program in Reading, or a score of twenty (20) or above on the
Composite of the original ACT, shall be exempt from the Reading section of the College-
Level Academic Skills Test. Students who have earned a score of twenty-one (21) or above
on the American College Testing Program in English, or a score of twenty (20) or above on
the original ACT, shall be exempt from the English Language Skills and Essay sections of
the College-Level Academic Skills Test.
(c) Students who have earned a grade point average of 2.5 or above on a 4.0 grade scale in
selected postsecondary level courses shall be exempted from one or more sections of the
College-Level Academic Skills Test, as specified below. Each postsecondary institution shall
establish its own policies for the evaluation of students' coursework when that student earned
credits from an institution other than a Florida public community college or university.
1. To exempt the English Language Skills, Reading and Essay sections of the College-Level
Academic Skills Test, the student must have earned a 2.5 grade point average in two (2)
courses for a minimum of six (6) semester hours of credit from: ENC 1101, English I and
ENC 1102, English II or other equivalent college-level English course.
2.
To exempt the Computation section of the College-Level Academic Skills Test, the student
must have earned a 2.5 grade point average in two (2) courses for a minimum of six (6)
semester hours of credit from:
a. Option 1. The student shall complete any two (2) of the following: MAC*102 College
Algebra or any other MAC course with the last three digits being higher than 102; MGF*106
Liberal Arts Mathematics I; MGF*107 Liberal Arts Mathematics II; MGF*202 Finite
Mathematics or any other MGF courses with the last three digits being higher than 202; or
STA*014 Statistical Methods or any other STA course.
b.
Option 2. The student shall complete any two (2) of the following: MGF*106 Liberal Arts
Mathematics I and MGF*107 Liberal Arts Mathematics II; MGF*113 Topics in College
Mathematics I; MGF*114 Topics in College Mathematics II; or MGF*118 Mathematics
CLAST Review.
c. Option 3. MGF*106 Liberal Arts Mathematics MGF or I*113 Topics in College
Mathematics I, and MAC*102 College Algebra or MAC*105 College Algebra.
(15) Students who do not initially earn passing scores on the Scholastic Achievement Test (SAT-
I) or the American College Testing Program may submit scores earned on other administrations
of the tests as long as subsequent scores are not earned within thirty (30) days of the preceding
score.
(16) Pursuant to Section 240.107(9), Florida Statutes, any student denied a degree based on the
failure of at least one (1) subtest of the CLAST may use any of the alternatives specified in this
rule for receipt of a degree if such student meets all degree program requirements at the time of
application for the degree under the exemption provisions of this rule. This provision does not
require a student to take the CLAST before being given the opportunity to use any of the
alternatives specified in this rule. The exemptions provided herein do not apply to requirements
for teacher certification as provided in Section 231.17, Florida Statutes.
(17) For purposes of evaluating student grade point averages to implement the provisions of
subsection (14) of this rule, each postsecondary institution may determine how to make
allowances for students who have earned credits in Advanced Placement, College-Level
Examination, and International Baccalaureate Programs.
Specific Authority 229.053(1)(2)(d) F.S. Law Implemented 229.053 (2)(d), 229.551(3)(i), 240.107(9), 240.239(3) F.S. History -
New 9-3-81, Amended 5-25-82, 10-7-82, 12-7-82, 12-20-83, 3-28-84, Formerly 6A-10.311, Amended 4-13-88, 4-1-91, 8-19-91,
10-18-94, 11-25-97, 3-28-2000.
APPENDIX B
Section 1008.45 Florida Statutes
Accountability Act
240.324 Community college accountability process.
(1)
It is the intent of the Legislature that a management and accountability process be
implemented, which provides for the systematic, ongoing improvement and assessment of
the improvement of the quality and efficiency of the Florida Community College System.
Accordingly, the State Board of Community Colleges and the community college boards of
trustees shall develop and implement an accountability plan to improve and evaluate the
instructional and administrative efficiency and effectiveness of the Florida Community
College System. This plan shall be designed in consultation with staff of the Governor and
the Legislature and must address the following issues:
(a) Graduation rates of A.A. and A.S. degree seeking students compared to first-time-enrolled
students seeking the associate degree.
(b) Minority student enrollment and retention rates.
(c) Student performance, including student performance in college-level academic skills, mean
grade point averages for community college A.A. transfer students, and community college
student performance on state licensure examinations.
(d) Job placement rates of community college vocational students.
(e) Student progression by admission status and program.
(f) Vocational accountability standards identified in s. 239.229.
(g) Institutional assessment efforts related to the requirements of s. III in the Criteria for
Accreditation of the Commission on Colleges of the Southern Association of Colleges and
Schools.
(h) Other measures as identified by the Postsecondary Education Planning Commission and
approved by the State Board of Community Colleges.
(2) Beginning September 1, 1998, the State Board of Community Colleges shall submit an
annual report, to coincide with the submission of the agency strategic plan required by law,
providing the results of initiatives taken during the prior year and the initiatives and related
objective performance measures proposed for the next year.
(3) The State Board of Community Colleges shall address within the annual evaluation of the
performance of the executive director, and the boards of trustees shall address within the
annual evaluation of the presidents, the achievement of the performance goals established by
the accountability process.
History.
--s. 12, ch. 91-55; s. 53, ch. 92-136; s. 7, ch. 95-411; s. 3, ch. 98-99; s. 9, ch. 98-421; s. 15, ch. 99-13; s. 3(7), ch. 2000-
321.
1
Note.
--Repealed January
7, 2003, by s. 3(7), ch. 2000-321, and shall be reviewed by the Legislature prior to that date.
APPENDIX C
Section 1004.65 Florida Statutes
Community College Mission
240.301 Community colleges; definition, mission, and responsibilities.
(1)
State community colleges shall consist of all public educational institutions operated by
community college district boards of trustees under statutory authority and rules of the
State Board of Education and the State Board of Community Colleges. A community
college may provide adult education services, including adult basic education, adult
general education, adult secondary education, and general educational development test
instruction. The state community colleges are locally based and governed entities with
statutory and funding ties to state government. As such, the community colleges' mission
reflects a commitment to be responsive to local educational needs and challenges. In
achieving this mission, the colleges strive to maintain sufficient local authority and
flexibility while preserving appropriate legal accountability to the state.
(2)
As comprehensive institutions, the community colleges shall provide high-quality,
affordable education and training opportunities, shall foster a climate of excellence, and
shall provide opportunities to all while combining high standards with an open-door
admission policy. The community colleges shall, as open-access institutions, serve all
who can benefit, without regard to age, race, gender, creed, or ethnic or economic
background, while emphasizing the achievement of social and educational equity so that
all can be prepared for full participation in society.
(3)
The primary mission and responsibility of public community colleges is responding to
community needs for postsecondary academic education and
2
degree career education.
This mission and responsibility includes being responsible for:
(a)
Providing lower level undergraduate instruction and awarding associate degrees.
(b)
Preparing students directly for vocations requiring less than baccalaureate degrees. This
may include preparing for job entry, supplementing of skills and knowledge, and
responding to needs in new areas of technology. Career education in the community
college shall consist of certificate career education programs leading to certificates for
occupational completion points, credit courses leading to associate in science degrees and
associate in applied technology degrees, and other programs in fields requiring
substantial academic work, background, or qualifications. A community college may
offer vocational programs in fields having lesser academic or technical requirements.
(c)
Providing student development services, including assessment, student tracking, support
for disabled students, advisement, counseling, financial aid, career development, and
remedial and tutorial services, to ensure student success.
(d)
Promoting economic development for the state within each community college district
through the provision of special programs, including, but not limited to, the:
1.
Enterprise Florida-related programs.
2.
Technology transfer centers.
3.
Economic development centers.
4.
Workforce literacy programs.
(4)
A separate and secondary role for community colleges includes the offering of programs
in:
(a)
Community services which are not directly related to academic or occupational
advancement.
(b)
Adult general education.
(c)
Recreational and leisure services.
(5)
Funding for community colleges shall reflect their mission as follows:
(a)
Postsecondary academic and vocational education programs and adult general education
programs shall have first priority in community college funding.
(b)
Community service programs shall be presented to the Legislature with rationale for state
funding. The Legislature may identify priority areas for use of these funds.
(6)
Community colleges are authorized to offer such programs and courses as are necessary
to fulfill their mission and are authorized to grant associate in arts degrees, associate in
science degrees, associate in applied science degrees, certificates, awards, and diplomas.
Each community college is also authorized to make provisions for the general educational
development examination.
History.--s. 41, ch. 79-222; s. 14, ch. 83-326; s. 38, ch. 86-156; s. 3, ch. 87-326; s. 17, ch. 87-329; s. 2, ch. 88-399; s. 15, ch. 89-
189; ss. 40, 52, ch. 89-381; s. 68, ch. 92-136; s. 18, ch. 94-230; s. 26, ch. 97-307; s. 3(7), ch. 2000-321.
1
Note.--Repealed January 7, 2003, by s. 3(7), ch. 2000-321, and shall be reviewed by the Legislature prior to that date.
2
Note.--The term "degree career education" was substituted for the term "postsecondary vocational" by the editors pursuant to the
directive of the Legislature in s. 16, ch. 94-232.
