The top reported proficiency rate is 40% in Math. The lowest is 28% in Science.
Original Research by School Decision on St. Johns Technical High School
St. Johns Technical High School sits on Collins Avenue in St. Augustine, serving grades eight through twelve as a district-run alternative school within St. Johns County Schools. Understanding what this school is shapes how to read every piece of data attached to it. Alternative schools in Florida typically serve students who need a different educational structure than a conventional campus offers, whether because of academic credit recovery, behavioral placement, age, or personal circumstances. The student body here is small, and the population of students in the eighth grade alongside high school grades is a signal that the school works with learners at various points in their educational journeys.
The demographics paint a clear picture of economic need. A very large share of students qualify for free or reduced-price lunch, well above what you would expect at a typical public school in St. Johns County, which is generally one of the more affluent counties in Florida. The racial composition is majority white with a substantial Black student population and smaller Hispanic and multiracial groups. Data on English learners and students with IEPs was not available in the records reviewed.
State assessment results were reported only for eighth grade, across math, ELA, and science. Proficiency rates in all three subjects sit below the midpoint for the county's two districts, based on the comparison set for districts in St. Johns County. That positioning is worth reading in context: the school's students often arrive having accumulated academic gaps, and comparing raw proficiency figures against a countywide median that includes high-performing conventional schools captures something real, but it does not capture how much ground individual students may be recovering. Trend data was not available, so it is not possible to say whether results are improving. A parent would do well to ask the school directly about credit recovery outcomes and what pathways students complete.
No graduation rate data was reported for this school. That may reflect the small and shifting population typical of an alternative setting, where students sometimes re-enter the conventional school system once their needs are met, but the data provided does not confirm a specific reason. The absence is worth raising with the school if a family is considering it for a student in the high school grades.
No information on course offerings, AP access, or career and technical programming was available in the records reviewed.
St. Augustine itself is a city with unusual texture for a Florida community. Publicly reported information describes it as among the more walkable cities in the state, centered on a compact historic downtown with a pedestrian-only street and a street grid that dates to the colonial era. Tourism anchors the local economy alongside healthcare, aerospace manufacturing, and education. Major employers publicly reported in the area include Northrop Grumman, Flagler Health+, Flagler College, and the Florida School for the Deaf and Blind. The county is among the faster-growing in the country, and the city is actively adding housing and undertaking a redesign of its main downtown street. Home values in the zip code are near the Florida statewide median and running slightly below it on a year-over-year basis. Renting carries a cost burden that is meaningful relative to income. Buying at current mortgage rates is the more expensive path by a clear margin, and the county recently passed a new property tax millage for school operations, meaning homeowners will see that additional cost in their annual tax bill. Voters also renewed a half-cent capital sales surtax for another multi-year run to fund school construction and maintenance as the county continues to absorb rapid growth.
For a family weighing this school, the central question is whether its alternative structure matches their student's current situation. The school exists to serve students who need something other than a conventional campus, and the data available does not allow a full evaluation of how well it achieves that for its population. Families should speak with the school directly about student supports, individual programming, and what outcomes typically look like for students who complete their time there.
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