Tag: Elementary School

In 2016, WCPSS senior leadership determined that students were not consistently engaged with content, instruction, or tasks that support the specific instructional shifts in the North Carolina State Standards and 4Cs (communication, collaboration, critical thinking, and creativity). After an internal review process, the district decided to adopt the EL Education curricula for Grades 3-8, Open Up Resources (OUR) for Grades 6-8, and the Mathematics Vision Project (MVP) for Math 1, 2, and 3. This report describes the implementation and goal outcomes of these curricula based on teacher and student survey data, as well as interviews with program staff across all grade levels. Generally speaking, teachers considered the new curricula to be of high quality, albeit many had concerns about their appropriateness for some students (e.g., struggling students, English Learners, etc.). Teachers consistently agreed that the new curricula gave all students ample opportunities to develop the 4Cs, and most believed they were able to implement their new curriculum with fidelity. Over time, teachers became increasingly comfortable in their ability to differentiate instruction within their new curriculum and felt less of a need for additional training and support. Most agreed that the resources provided by the district were valuable in supporting student learning, and that the implementation of the initiative had a mostly positive effect on students’ outcomes. This report concludes with a discussion of the lessons Academics staff have learned from the curricula rollouts, acknowledges how unforeseen challenges were handled, and makes recommendations for moving forward with future curricula rollouts. Recommendations include allowing adequate time for the rollout, involving all stakeholders, providing adequate time for students and staff to make adjustments, developing mindset shifts, providing ample supplementary resources to teachers, and developing a comprehensive strategy to rebuild and sustain the professional development infrastructure.

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This literature review is intended to provide an overview of the current research literature on the effects of early secondary school start times on student outcomes and to help inform decisions regarding options for future Wake County Public School System (WCPSS) start times. Even though research shows that getting sufficient sleep is critical for all students, sleep deprivation is prevalent among American adolescents. Early school start times are one of the primary hurdles secondary students face to getting enough sleep. As states and districts across the country deliberate adjusting school start times, current research suggests that pushing back secondary school start times (i.e., starting later) is an effective counter measure to combat sleep deprivation and to positively impact students’ sleep patterns, physical and mental health, safety, and academic outcomes.

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In response to inquiries about the roles of School Resource Officers (SROs), the Wake County Public School System (WCPSS) conducted a review of the SRO program using data from several sources: SRO referral and incident data; a survey of WCPSS students, staff, and members of the community; and data from focus groups. Two major themes emerged from the review: equity and the use of a law enforcement officer in an SRO role. While student incidents and number of referrals have been trending down overall since 2017-18, disproportionality in referrals remains a concern particularly for Black/African American and Hispanic/Latino students. Referrals have also shifted toward less punitive consequences over the past few years. Data from focus group discussions indicated some participants also felt that the disproportionate impact on students of color points to a need for change in the SRO program. Survey results showed positive perceptions of SROs, although some respondents indicated a need to reduce ambiguity in SROs roles (e.g., increase awareness of the role and function of SROs, etc.). Survey respondents also indicated a need for SROs to receive more training on working in a school environment. Respondents were in agreement that school administrators should have more say about which SROs are assigned to their schools. However, some participants in the parent/community members focus group felt that sworn law enforcement officers (i.e., SROs) should not have a role in schools. Like survey respondents, focus group participants mentioned a lack of definition and clear communication about the SRO role; this insufficiency might be driving the negative and ambiguous responses on SROs in the survey data. Participants in the focus groups indicated WCPSS has missed opportunities of intentionally building positive relationships between SROs and stakeholders.

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This report completes a three-year (2016-17, 2017-18, and 2018-19) quasi-experimental evaluation of the fidelity of implementation of the Capturing Kids’ Hearts program and its impact on two outcomes, teacher-student relationships and student behavior within the Wake County Public School System (WCPSS). Findings from focus groups, teacher self-assessments, and classroom observations from Capturing Kids’ Hearts schools and comparison schools suggest that Capturing Kids’ Hearts is not being implemented consistently. Statistical significance tests show no difference in the desired outcomes between the intervention and comparison schools. These findings may be attributed to the fact that many WCPSS schools use similar strategies that fall under different names. In light of these results, the authors discuss implications for practice and policy within the district.

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The WCPSS Student Survey is administered each year to measure students’ perceptions about their learning experiences. Approximately 70,000 students from grades 5 through 12 responded in the spring of 2019. The majority of students had positive perceptions of their schools and teachers, were hopeful about their future, felt supported by their family, and had friends at school. Rates of agreement declined from 5th grade to 12th grade in response to items about Control and Relevance of School Work. In contrast to lower grade levels, students in higher grade levels had an increased level of agreement on four out of seven civic engagement statements. In addition, for some survey questions, there were differences in the extent of agreement between male and female students, and across ethnic groups. Details of the survey results by each domain are summarized in the report below.

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In response to chronically low gifted identification rates in the majority of elementary schools among Black and Hispanic/Latino students, the Wake County Public School System (WCPSS) launched Nurturing for a Bright Tomorrow (NBT) in Fall 2014. NBT was a multi-component curricular enhancement program designed to train early elementary school teachers (K-2) to develop the skills and expectations required to help children attain gifted identification in elementary school. Results show that students enrolled in NBT schools, especially Hispanic/Latino students, outperformed their non-NBT counterparts on the Naglieri Nonverbal Ability Test (NNAT) and had correspondingly greater odds of meeting gifted thresholds on the NNAT. However, the odds that NBT students would qualify for the district’s gifted program by grade 3 were generally not different than the odds for control group students. Thus, WCPSS should continue to pilot programs and policies with the potential to increase overall gifted identification rates and narrow racial identification gaps in schools with historically low gifted rates.

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The Elementary Support Model (ESM) was implemented in Wake County Public School System’s (WCPSS) 12 lowest performing elementary schools. ESM is designed to improve teacher and student outcomes by addressing governance, staffing, professional development, resources, calendar and schedule, and provides leadership and instructional coaching. Qualitative methods were used to assess implementation and a quasi-experimental design was utilized to examine ESM’s intermediate and long-term outcomes. The implementation of ESM in WCPSS was strong. ESM was also successful in meeting, or mostly meeting, its short-term goals related to professional development, coaching, and governance. Results related to intermediate and long-term goals were mixed. Three areas of strength were principal support to teachers, reduction of beginning teachers, and increases in the number of ESM schools meeting EVAAS growth; however, additional goals related to student outcomes were either only partially met or not met. Recommendations focus on strengthening implementation and continuing to monitor progress toward reaching program goals.

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The Multi-Tiered System of Support (MTSS) framework, which uses a systems approach to promote school improvement and support all students in improving academics and behavior using data-based problem-solving, is a key part of the Wake County Public Schools System (WCPSS) Strategic Plan. As of 2017-18, MTSS schools were at the initial stages of MTSS implementation and showed no significant improvement in Grades 3 and 8 reading proficiency, overall achievement, or Education Value-Added Assessment System (EVAAS) growth ratings that could be attributed to MTSS implementation. Suspension rates and eligibility for special education in high incidence categories were not yet a focus for the practices or professional learning and were also not positively affected by MTSS. However, a higher percentage of teachers in treatment than control elementary schools reported that MTSS positively affected student achievement in their schools. Additionally, MTSS had a positive effect on Hispanic/Latino students’ 2017-18 graduation rates and on reduction of their special education eligibility rates at elementary schools. The initial results suggest that MTSS should remain a district priority with an ongoing leadership support, expanded focus on tiered supports and on the behavioral component of MTSS.

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The WCPSS Student Survey is administered each year to measure students’ perceptions about their learning experiences. Over 24,000 students in grades 5, 8, and 9 responded to the 51-item survey in the spring of 2018. Results by grade were very similar to 2017 survey results. The majority of students had positive perceptions of their schools and teachers, were hopeful about their future, felt supported by their family, and had friends at school. Rates of agreement declined from 5th grade to 9th grade, particularly in response to items about Control and Relevance of School Work. Additionally, for many survey items there were moderate to large differences (more than five percentage points) across racial/ethnic subgroups.

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This paper examines curricular acceleration in mathematics during elementary school using administrative data from a large, diverse school district that recently implemented a targeted, test-based acceleration policy. We first characterize access to advanced math and then estimate effects of acceleration in math on measures of short-run academic achievement as well as non-test-score measures of grit, engagement with schoolwork, future plans, and continued participation in the accelerated track. Experiences and effects of math acceleration differ markedly for girls and boys. Girls are less likely to be nominated for math acceleration and perform worse on the qualifying test, relative to boys with equivalent baseline performance. We find negative effects of acceleration on short-run retention of math knowledge for girls, but no such performance decay for boys. After initial exposure to accelerated math, girls are less likely than boys to appear in the accelerated track during late elementary school and at the start of middle school.

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The WCPSS Student Survey is administered each year to measure students’ perceptions about their learning experiences. Over 28,000 students in grades 5, 8, and 9 responded to the 50-item survey in the spring of 2017. Results by grade were very similar to 2016 survey results. The majority of students had positive perceptions of their schools and teachers, were hopeful about their future, felt supported by their family, and had friends at school. Rates of agreement declined from 5th grade to 9th grade, particularly in response to items about Control and Relevance of School Work.

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Following the recommendations of a 2013 instructional audit, the Academically or Intellectually Gifted department implemented a co-teaching instructional strategy in 41 volunteer schools starting in the 2014-15 school year. Implementation data and discussions with central office staff suggest that while implementation fidelity was relatively strong in the first year, it declined in 2015-16. Still, the first year of implementation offered evidence to guide any future co-teaching implementation. First, the “one teach, one assist” method of co-teaching was most frequently observed, suggesting that co-teachers may have defaulted to one of the less optimal instructional strategies under the model. Second, AIG teachers and co-teachers perceived the initiative similarly but differed on a few particularly meaningful survey items pertaining to the perceptions and role of the specialist. Third, AIG students and non-AIG students in co-taught classrooms were similarly engaged. Finally, students in co-taught classrooms significantly outperformed their non-co-taught peers in science, but not in math or reading.

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Since 2014, the Wake County Public School System has implemented single subject acceleration (SSA) as a way to provide students with access to advanced mathematics courses. This report includes three main findings related to the implementation and impact of SSA. First, a disproportionally large percentage of male, Asian and academically/intellectually gifted students were nominated, qualified and accelerated compared with their female, Black and Hispanic/Latino counterparts. Second, roughly two-thirds of students who qualified for SSA in mathematics actually proceeded to take the accelerated course. Third, near the qualifying cutoff score, accelerated students performed similarly to their non-accelerated counterparts, suggesting that SSA had no significant achievement effects—positive or negative—for students who were accelerated. We recommend that staff expand the visibility of SSA in order to inform more diverse populations, identify potential causes of non-acceleration among qualifiers, explore options for assessing content-level mastery, and maintain the 80% qualifying CASE score for SSA mathematics.

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The Teacher Leaders Corps had many strengths and was fairly successful in reaching its implementation and short-term goals. Central training quality was considered strong and attendance rates were high (especially in Years 1 and 2). Of those who began the TLC work in 2013-14, approximately 60% participated all three years. At the school level, about half of the intended dissemination events took place. Professional learning sessions emphasized use of various digital resources. Discovery Education resources were available to all schools and provided evidence that online resources were utilized by teachers and students. DE utilization was higher in Year 1 than in Year 2 or 3; and teachers utilized DE more than students. Decreased use of DE after Year 1 could reflect less interest or an increase in digital resources available to schools. TLC members utilized technology appropriately and in a variety of ways based on classroom observations. The school team model utilized in TLC provided a better opportunity for sustaining the effort than training sessions with no follow-up. Ways to further increase the likelihood of implementation, impact, and sustainability in schools include putting structures in place at the central and school level to facilitate and monitor teacher implementation and to provide more coaching for teachers.

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This is the third and final of a series of evaluation reports the Data, Research, and Accountability (DRA) Department has conducted on the Communities In Schools (CIS) Graduation Coach program within the Wake County Public School System (WCPSS). In 2015-16, Graduation Coaches served approximately 600 students across eight WCPSS elementary, middle, and high schools. Of these program participants, 62% met the selection criteria for attendance, behavior, and/or academic areas of need which were established by WCPSS and CIS Wake staff for students. Students were most often served for academic reasons. Within all areas, students who met the selection criteria were more likely to meet the corresponding goals compared to students who did not meet the criteria. However, results also show that program students who met the selection criteria had similar outcomes to students who also met the selection criteria yet were not served by Graduation Coaches. Thus, effectiveness of the program’s services was not evident. The program is funded by the district at $350,000 annually. Should WCPSS continue this program, DRA offers the following recommendations: 1) broaden the behavior selection criteria and serve students who meet the attendance, behavior, and/or academic criteria; 2) provide services that are more intensive and directly related to students’ needs; and 3) improve the tracking of service-delivery data.

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The Effective Teaching Framework (ETF) initiative was designed to provide a common language and lens for understanding the skills, strategies, and resources needed for teachers and school leaders to create an optimal learning environment for all students. ETF training consisted of six full days of training for principals, assistant principals (APs), and selected Central Services staff, as well as an abridged version (24 hours) for Instructional Resource Teachers (IRTs). Beginning and mentor teachers also received some training. Training was provided to all cohorts as planned. Generally, the training sessions were well-attended and highly-rated by the participants; in 2015-16, 92.7% agreed it helped them become more effective in their roles. The trainings were supplemented by an ETF website that provided a wide range of online resources. However, the website was underutilized, with only 26.3% of teachers indicating that they used the website to improve their teaching. In most cases, implementation of ETF was limited to individuals applying their learning to classroom observations and teacher evaluations. Based on focus group interviews with APs, barriers to school-wide ETF efforts included: a) confusion about expectations for orchestrating an ETF “rollout” at their schools, b) lack of communication and follow-up from Central Services staff, c) leadership changes, d) lack of communal training and planning time among the schools’ administrative teams, and e) lack of grassroots support for the initiative at the school level. While training quality was high, building stronger buy-in before implementation, communicating clearer expectations, and implementing structures to support long-lasting roll-outs at the school level are recommended.

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The student survey video was created as a tool to help individuals gain a greater understanding of the following key elements measured by the WCPSS Student Survey: (a) Teacher-student relationships (b) Rigor (c) Control and Relevance of student work (d) Peer support for learning (e) Future goals (f) Civic engagement (g) Family support (h) Grit In the video, staff explain the importance of gathering data on the perceptions of students about their learning experiences which is a reliable indicator of how well students perform in school (Harvard University, 2015, see full article). The more students are engaged the motivation they have to learn and progress in their education is enhanced.

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The WCPSS Student Survey is administered each year to measure students’ perceptions about their learning experiences. Over 30,000 students in grades 5, 8, and 9 responded to the 50-item survey in the spring of 2016. Results by grade and subgroup were very similar to 2015 survey results. The vast majority of students had positive perceptions of their schools and teachers, were hopeful about their future, felt supported by their family, and had friends at school. Rates of agreement declined from 5th grade to 9th grade, particularly in response to items about Control and Relevance of School Work. Significant differences in response patterns among subgroups were identified on some survey items, and the responses of proficient and non-proficient students differed significantly on some items as well.

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This quasi-experimental study used multiple data sources to examine Playworks implementation and outcomes across two school years (2014-15 and 2015-16) at six WCPSS elementary schools. Differences in outcomes between Playworks and matched-comparison schools were examined. Similar to other national studies (Beeker et al., 2012; Fortson et al., 2013), the findings of impact are mixed. Coaches implemented program elements with fidelity, yet WCPSS encountered coach turnover as well as inconsistent teacher training and lower engagement with students at recess than desired. Significant differences found in the recess structures and activities between Playworks and traditional schools did not translate into positive impacts on student behavior or school climate. Prior to adopting new initiatives, WCPSS should consider the following: 1) carefully matching initiatives with root causes of school needs and funding sources; and 2) increasing the completeness and consistency of behavioral data collection when reducing students’ negative behavior is an expected outcome. Improvements in both areas could strengthen the likelihood of impact and the ability to measure that impact.

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In 2013-14, the Wake County Public School System (WCPSS) launched Achieve3000 as a randomized controlled trial in 16 elementary schools. Achieve3000 is an early literacy program that differentiates non-fiction reading passages based on individual students’ Lexile scores. Two-year results show that Achieve3000 did not have a significant impact on student outcomes. However, both intent-to-treat and treatment-on-treated estimates show that in 2015, the second year of implementation, students in the treatment group outperformed their control-group counterparts by 0.13 standard deviation units (SD) on the year-end Achieve3000 LevelSet Lexile test. This effect size is consistent with mean empirical effect sizes reported by Lipsey et al. (2012). Yet in neither the pooled nor annual results did Achieve3000 significantly impact student performance on additional Lexile outcomes (EOG or DIBELS ORF). Both implementation and impact results for Achieve3000 suggest that the ability of this particular technology-based literacy solution to improve student performance beyond that of a control group fell short of vendor-defined and empirical expectations.

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Wilburn implemented the Teacher Advancement Program (TAP) from 2008-09 through 2014-15. TIF funding supported the performance pay component since 2010-11. All TAP principles were implemented. However, challenges occurred related to staff turnover, scheduling, and the extra work involved. Many teachers did not find the TAP model very helpful. The TAP rubric and model lessons (with coaching) were considered the most positive aspects. Relative to the comparison schools, the pattern of K-2 literacy results was mixed for 2013-14 and somewhat stronger in 2014-15. Wilburn also showed similar patterns for the percentage of students scoring proficient on the EOG from 2007-08 (before TAP) to 2011-12 and 2012-13 to 2014-15 (with the revised EOG). Wilburn’s growth results on EVAAS were at or above state expectations each year except for grade 4 in both subjects in 2015. Results were similar to comparison schools (with somewhat stronger results in 5th grade math). Overall, Wilburn achievement results have not been consistently stronger with TAP compared to similar schools without TAP. The cost/benefit of the model was not clearly favorable.

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The WCPSS Student Survey is administered each year to measure students’ perceptions about their learning experiences. In 2014-15, the content of the survey, as well as the grades to which it was administered, were changed to better capture measures of engagement and grit during students’ transition years. Over 23,000 students in grades 5, 8, and 9 responded to the 49-item survey in the spring of 2015. Results indicated that students worked hard to meet teachers’ expectations, planned to continue their education after high school, felt hopeful about their future, felt supported by their family, and had friends at school. Rates of agreement declined from 5th grade to 9th grade, particularly in response to items about Control and Relevance of School Work. Significant differences in response patterns within subgroups were identified on all survey items, and the responses of proficient and non-proficient students differed significantly on most items.

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In 2013-14, Letterland had strong implementation, with moderate to high fidelity within approximately 90% of WCPSS K-1 classrooms. The impact of Letterland on students’ reading achievement was neutral to positive. A significantly higher percentage of WCPSS kindergarten students were at or above benchmark mid-year on Phoneme Segmentation Fluency (PSF) and Nonsense Word Fluency-Correct Letter Sounds (NWF-CLS) than matched students from a comparison school district. WCPSS students’ scores remained significantly higher on the end-of-year NWF-CLS. Participation in Letterland had a significant positive effect for limited English proficient (LEP), Asian, Black, and Hispanic /Latino kindergarten students varying by indicator and benchmark period. The percentage of kindergarten students with an end-of-year PSF score at or above benchmark increased 8.2 percentage points from 2011-12 to 2013-14. Results for NWF-CLS were inconsistent across years. Results suggest Letterland is a promising approach and should be continued.

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We examined the progress of kindergarteners who entered the Wake County Public School System (WCPSS) in 2008-09 and in 2010-11 who were identified as limited in English proficiency (LEP). For the 2008-09 cohort, English proficiency increased steadily over time. Few were able to exit LEP status in their first three years in WCPSS (10.5%); this jumped to 44.5% after four years. Retention rates were higher than for other subgroups, but declined from kindergarten to grade 3. Proficiency on the grade 3 Reading End of Grade (EOG) exam for the full LEP cohort was below that of WCPSS (50.4% vs. 69.6%). Those who exited LEP status before grade 3 had higher proficiency than the district on the EOG, and those exiting in grade 3 came close to district proficiency percentages. Patterns were similar for the 2010-11 cohort. A qualitative comparison of schools with the most and least success in improving literacy between kindergarten and second grade revealed the more successful schools served fewer LEP students, had fewer ESL teachers, and had traditional or modified calendars. They tended to provide more time for ESL instruction to newcomers and transitional students, had greater collaboration between ESL and classroom teachers, promoted community involvement more proactively, and exposed LEP students to more grade level materials (higher expectations).

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This report examines traditional calendar school Read to Achieve reading camps implemented in the summer of 2014. Teacher and student survey respondents reported positive reading camp experiences and reading camp was well attended. Based on data for 502 students, a small percentage (16.1%) reached reading proficiency by the end of camp. Gains in literacy, as measured by an increase in pre- and post-Read to Achieve (RTA) test scale scores were found for about two-thirds of the students and were most evident for the lowest performing students. Results from a multi-level model show that students’ performance on assessments given in the spring was the best predictor of their post-camp reading proficiency with very little variation across sites. This suggests consistent implementation across sites and the opportunity for students to have a similar camp experience.Study recommendations include improving data collection to better support reading camp planning and evaluation, considering more than one instructional delivery model for future reading camps, and bolstering early literacy for students prior to third grade as a proactive measure.

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The WCPSS four-year cohort graduation rate increased slightly from 80.6% in 2011-12 to 81.0% in 2012-13. Over the past five years, the overall rate has increased 2.6 percentage points and is now at its highest point since 2005-06. In contrast to the 2011-12 cohort, graduation rates declined slightly for economically disadvantaged students (64.9%), and students with disabilities (59.6%). Four-year cohort graduation rates at the 25 WCPSS high schools with graduating classes ranged from 68.3% to more than 95% in 2012-13. Rates increased at nine schools and declined at 15 schools. Follow-up analysis of the 2012-13 cohort also shed light on the characteristics of non-graduates and the relationship between early literacy and graduation rates.

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The second year (2011-12) of the Formative Assessment with Technology Project in three WCPSS schools was studied to determine the fidelity of implementation of the formative assessment practices and the project's impact on student achievement. Classroom observations and surveys of teachers and students showed that implementation was moderate, and it varied widely across teachers. Certain targeted practices were reported or observed much more often than others. High turnover in the teachers participating in the project likely contributed to the uneven implementation. High school staff had the highest level of implementation of training concepts as well as the highest use of the electronic response tools for assessment. Full implementation and impact on state achievement test scores was expected to take two years to be evident. Since only nine teachers participated and had data for two years, impact could not be reliably assessed. This pilot training model would be too expensive to roll out district-wide in WCPSS. More cost effective models may be used to encourage appropriate use of formative assessment.

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WCPSS PLT survey responses have been positive over time, remaining at high levels for the past six school years. Analyses of High Five PLT Survey data from 2007-08 to 2012-13 show: The percentage of positive agreement to each of the High Five PLT Survey themes increased between 4 and 11 percentage points since baseline data was first collected in the 2007-08 school year. When the survey data were disaggregated by the six PLT themes, only "collaborative culture/team processes" showed a decline (two percentage points). When the survey items are examined individually, the percentage of respondents marking that they "strongly agree" almost universally decreased from 2011-12, while the percentage marking "agree" showed a corresponding increase. Administering the High Five PLT Survey at less frequent intervals is recommended, as well as standardized PLT training for all new staff.

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Wilburn was in its fourth year of implementing Teacher Advancement Program (TAP) in 2011-12, which is designed to attract, retain, and motivate quality teachers and increase student achievement. It was in the second year of TIF funding to provide performance pay for improved student performance. Analysis of EOG reading and math test scores for 2011-12 showed increases in student performance (where different cohorts of students are compared over time) and growth (when a student is compared to him- or herself over time). All staff earned some performance pay based on the TAP model formulas (unlike the previous year). Recommendations are to provide more ways for teachers to share their perceptions of TAP, to start observations earlier in the year, and to improve training by focusing on the application of the rubric and differentiating training (for teachers new to TAP and those with experience).

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Exit rates from Limited English Proficiency (LEP) for students who enter the Wake County Public School System (WCPSS) as LEP students vary by when students enter WCPSS (based on students entering in kindergarten, grade 6 or 7, or grade 9). Based on our 2008-09 cohorts, students entering in grades 6 or 7 were most likely to exit LEP status after four years (54%), followed by those entering in kindergarten (39%), and finally those entering in grade 9 (27%). Exit rates vary based on performance on the LEP placement test. Students scoring higher on the test initially have a much better chance of exiting LEP within four years, indicating better English proficiency upon entry to WCPSS leads to a better chance of exiting LEP faster. Students with low initial placement test scores take longer to exit the program if they enter WCPSS at the higher grade levels. Further research will examine the effects of a variety of support services on the exit rates of LEP students in the cohort.

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The vast majority of WCPSS' students are promoted to the next grade level at the end of each school year. Only 3.4% of students were retained within grade in 2011-12; however, this rate varies considerably by grade, school level, school, and student subgroup. High school students represent over three fourths of retained students with the highest retention at grades 9 and 10. For a high school student, retention may mean repeating as few as one course (rather than a full grade). Limited English proficient (LEP) students were three to four times as likely to be retained as non-LEP students in elementary, middle, and high school. This tripling of retention was most notable at the high school level, where nearly a third of LEP high school students were retained overall, including nearly 40% of LEP students in grade 9. Furthermore, approximately 20% of economically disadvantaged (ED) students and students with disabilities (SWD) were retained in high school. Given the elevated retention rates within some grades and student subgroups, further investigation into retention is merited and planned.

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The overall results from the 2011-12 student survey were positive. The most positive results pertained to overall satisfaction with the participants' school, with the most unfavorable results centered on the consistency of challenging work being assigned to students and bullying. In general, 4th grade students responded more favorably than 7th and 10th grade students. Students also tended to pick the second most positive response rather than the most positive, indicating room for improvement. Items related to rigor, relevance, and relationships provided findings of interest in implementing the WCPSS strategic plan. Recommendations include improving rigor and support for student learning, considering expectations for schools with and without STEM (Science, Technology, Engineering, and Math) and Global themes for exposure to these areas, and discussing ways to address bullying in schools.

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Student Achievement in WCPSS, 2011-

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Summary - WCPSS PLT survey responses have been positive over time, reaching a high plateau for the last three years. Analyses of High Five PLT Survey data from 2007-12 show: In 2011-12, high percentages (87.2%) of WCPSS teachers responding to the High Five PLT Survey provided positive responses to the items. Responses have been positive from 2007-08 to 2011-12, with small increases over time. Overall, WCPSS has shown an improvement in its PLT Performance Index of 5.7 percentage points over five years. The elementary, middle, and high schools have shown gains of 4.2, 7.5, and 9.1 percentage points, respectively. The implementation of dedicated time for PLT work (Wake Wednesdays) correlated to slight increases in PLT indices at the elementary and middle school levels; only the elementary level saw a slight decline when dedicated time was no longer provided.

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Professional Learning Teams were first introduced in WCPSS in 2003. Implementation checks, first done in 2007-08, showed most teachers (81.5%) reported involvement in PLT work. These high percentages improved slowly over time, with 87% positive responses to items by fall of 2011. In terms of impact, 81% of teachers indicated students learned more because of their PLT work. Student retention rates, classroom grades, state test performance, and graduation rates have all improved over time. Regression analyses indicated those schools who utilized PLTs the most had greater decreases in student retention rates than those with lower implementation. Similar analyses for student growth on test results just missed statistical significance. While it is difficult to separate out the impact of PLT work from other initiatives, these analyses suggest PLTs have contributed to improvements in WCPSS outcomes despite tough economic times and increasing challenges for teachers.

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The Relationship between Mid-Year Benchmark and End-of-Grade Assessments: 2010-11

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In 2010-11, Wake County Public School System (WCPSS) was in district-wide improvement as a result of failing to meet Adequate Yearly Progress (AYP) in mathematics at the district level for the second consecutive year. This report examines overall student outcomes in 2010-11 as well as overall teacher outcomes and longitudinal results for schools targeted for three consecutive years of SIOP® training and support compared to matched schools who were not involved. SIOP® schools had a greater increase in students reaching growth targets than in the district overall. Increases in reading and mathematics proficiency at SIOP® elementary schools and reading at SIOP® middle schools were similar or slightly higher than for WCPSS. Overall mathematics results were not positive for SIOP® middle schools; however, matched school analysis by subject and school level found targeted student subgroups (i.e., Hispanic/Latino and Black/African American, Limited English Proficient, and economically disadvantaged) did benefit from attending SIOP® targeted schools. 2010-11 represented the first year of implementation of the Secondary Literacy and Secondary Mathematics Initiatives. The demographic similarity of schools implementing Secondary Mathematics with WCPSS coupled with the weak results indicates, as with Secondary Literacy, the results of this initiative could be strengthened by more selective process of targeting schools to receive training.

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Instructional strategies aimed at improving achievement of low performing student subgroups in need of support were selected by the District Improvement Advisory Committee, so that WCPSS could exit District Improvement status. Impact of each initiative, which often included teacher training and coaching is examined in this implementation report. Recommendations are made including setting strategic goals and systematically monitoring implementation; targeting schools or teachers with high numbers of AYP groups of students in need of support; being intentional in coaching efforts and structuring coaching models based on the SIOP® experience; building ownership and commitment at the school level; and coordinating new and existing efforts to optimize effectiveness.

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Fall 2011 Survey Results for Hilburn Drive Academy K-8

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The Wake County Public School System (WCPSS) Board policy indicates that central staff are to support school implementation of Professional Learning Teams (PLTs) and to participate in PLTs at the central level. Central Services supported PLT work in the schools in a variety of ways. The percentage of principals who saw this support as adequate dropped from 85% to 70% between spring 2010 and 2011. Within Central Services, 86% of survey respondents reported participating in at least one PLT. Of those responding to the Spring 2011 PLT survey, responses remained overwhelming positive about implementation and effectiveness. However, without exception, the strength of agreement decreased, with the percentage of respondents who "strongly agreed" dropping between 2010 and 2011.

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Student Achievement in WCPSS, 2010-2011

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The Teacher Advancement Program (TAP) is a model for training, teacher advancement, and instructional strategies. Based on interviews and observations, the four TAP principles were implemented with fidelity during the 2010-11 school year, with one exception--teacher evaluations. Feedback was slow, and teachers had concerns about the reliability of the ratings. The impact on teachers was negative. Compared to 2009-10, reading and math proficiency improved in grades 3 and 5 in 2010-11 but not grade 4. However, compared to proficiency before TAP began, only Grade 5 had improved reading proficiency and none of the grades (3, 4, and 5) had higher proficiency in math. Grade 4 had positive trends for Academic Change (growth) in both reading and math.

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The longitudinal study of the 2005-06 preschool in WCPSS found short-term gains during the preschool year, but limited impact by kindergarten and no average impact by the end of 3rd grade on achievement, retention rates, special education placements, or attendance. Small sample sizes limit conclusions that can be drawn; a larger study with a stronger research design is recommended for next year. The larger 2010-11 preschool program provided strong evidence of short-term gains on achievement after the preschool experience. Teachers and parents were generally satisfied with the program. Teachers suggested higher student attendance and greater parent involvement would be helpful. Teachers used Creative Curriculum materials with varying frequency; they also viewed some components of the curriculum as more effective than others.

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Comprehensive Assessment Systems: Purposes and Implementation

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This report, the third of three reports examining Supplemental Education Services (SES) within the Wake County Public School System (WCPSS), focused on the long-term goal of improved student achievement by the end of the school year. In 2009-10, 508 students participated in SES at the five schools offering SES: Brentwood, Fox Road, Poe, Wendell, and York. The vast majority of students (83%) participating in SES received tutoring services in both reading and mathematics. Overall, this study did not support the value of SES in promoting higher achievement (beyond what matched students achieved).

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Courses in the arts develop skills specific to the discipline. Research also suggests that the arts contribute to enhanced attentiveness, engagement in school, communication skills, and critical and divergent thinking. Other studies point out benefits for at-risk students in reducing negative outcomes such as dropout and crime rates. Studies report a correlational relationship between arts education and reading achievement, but a causal link has not been established. Thus, there is evidence of benefits of the arts that can support students' success in school, but more high quality causal studies are needed.

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The Wake County Public School System (WCPSS) continues to implement Professional Learning Teams (PLTs) as a research-based method of improving teacher effectiveness and increasing student achievement. Over each of the last four years, a survey of educators was conducted in WCPSS and the other four High Five districts. As in previous years, this year's data showed strong support among teachers for the PLT model; between 73% and 91% of respondents indicating that they "strongly agree" or "agree" with the statements pertaining to the six PLT themes. Viewed longitudinally, positive responses for each theme have increased between four and eight percentage points since 2007-08. When 2010-11 results were compared with 2009-10, the results were less dramatic, with smaller changes in the percentage of positive responses.

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This report, the second of three reports examining Supplemental Education Services (SES) within WCPSS, focused on the implementation of SES, and the degree to which short-term and intermediate goals were met. In 2009-10, the SES program was largely implemented with fidelity, with some areas needing refinement related to communication and monitoring. Monitoring reports noted appropriate instruction based on learning plans was occurring. SES has 13 implementation requirements for the Local Educational Agency (7), providers (2), and parents (4). Nine were fully met, with four partially met. The two short-term goals--student enrollment in SES and providers pre-assess all participants--were met. Three of the six intermediate goals were met (progress reports given to parents, minimum of 30 hours offered to each student, monitoring showed implementation occurring) and two additional goals were partially met (attendance at SES and post-assessments given to completers).

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This report describes SES within Wake County Public School System (WCPSS) in terms of the schools, providers, and student participants in 2008-09 and 2009-10. It is the first in a series of three reports related to SES. NCLB requires schools receiving Title I funding in their second year of school improvement to offer eligible students Supplemental Educational Services (SES) in addition to existing Title I services. The SES programs for WCPSS in 2008-09 and 2009-10 were in compliance with federal guidelines to make available an SES program, enroll only FRL students, and to use state-approved vendors to deliver the program. SES is designed to improve the achievement of FRL students who score below, at, or above grade level. Therefore, service to some students may help schools reach AYP standards while service to others may help individual students and schools reach ABCs and other standards of academic success.

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In 2009-10, 92% of WCPSS schools met Expected or High Growth as measured by the North Carolina ABCs program, a 3.5 percentage point increase from 2008-09. Fifty-four percent of the schools made High Growth and 38% made Expected Growth. All subgroups saw their percentages of students meeting growth increase to above 55% in 2009-10; with the "All Students" group above 60% (the state's definition of High Growth for a school). Slightly more than 90% of WCPSS schools were in the recognition categories Honor Schools of Excellence (5.8%), Schools of Excellence (3.2%), Schools of Distinction (40.6%), or Schools of Progress (40.6%). Yet there was a substantial decrease in the number of schools making AYP (38.4%) compared to 2008-09 (62.8%). The decrease in 2009-10 can partly be explained by the one-year effect of retests that benefitted schools in 2008-09, and the invalidation of tests for high school occupational course of study students by the U.S. Department of Education. There were a much greater proportion of schools that met High Growth among the schools that met AYP (71.7%) than among those that did not meet AYP (43.2%).

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In 2008-09, four alternate assessments were available for use in grades/courses where the state typically tests students. As in earlier years, results for WCPSS students were mixed. Student performance on the NCCLAS, an assessment designed mainly for limited English proficient (LEP) students, improved in mathematics but remained low in reading for the 141 students in grades 3 to 8 who took them. Fewer students took NCCLAS EOC exams but proficiency rates in English I and Algebra I, the two tests taken by the most students, were 81% and >95%, respectively. On the NCEXTEND1 assessments, which are taken by students with significant cognitive disabilities, proficiency rates ranged from 49-57% in reading and 46-73% in math for 461 Grade 3-8 students. The NCEXTEND2 assessments, administered to students with moderate intellectual or learning disabilities, were taken by the largest number of WCPSS students (1572). Results on these modified EOG exams were slightly higher than those of the two previous years but proficiency rates across grade levels remained low in both reading (18- 41%) and mathematics (30-52%). At the high school level, 277 students took NCEXTEND2 OCS assessments, which are based on the Occupational Course of Study and serve as alternates for required assessments in reading, mathematics, and science. The percentage of students achieving proficiency on the exams ranged from 44% in English, to 50% in mathematics, and 53% in Science.

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The North Carolina Department of Public Instruction revised the alternate assessment system for students with disabilities (SWD) and/or limited English proficiency (LEP) in 2009-10. On the three alternate assessments that were given in 2009-10, results for WCPSS students were mixed. On the NCEXTEND1 assessments, which are taken by students with significant cognitive disabilities, proficiency rates for 479 Grade 3-8 students ranged from 46-70% in reading and from 48-79% in math, both up from last year but still generally lower than statewide rates. The NCEXTEND2 EOG assessments, administered to students with moderate intellectual or learning disabilities, were taken by the largest number of WCPSS students (2,106). Results on these modified EOG exams were slightly higher than those of the two previous years but proficiency rates across grade levels remained low in both reading (25-42%) and mathematics (43-54%). At the high school level, 412 students took NCEXTEND2 OCS assessments, which are based on the Occupational Course of Study and serve as alternates for required assessments in reading, mathematics, and science. The percentage of students achieving proficiency on the exams ranged from 68% in English, to 70% in mathematics, and 61% in Science, all up significantly from last year and closer to statewide rates.

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As a result of Board Policy 3610, PLTs were implemented across WCPSS in a consistent fashion in 2009-10. Data show that implementation improved and teachers spent more time engaged in collaborative work. School staff cited numerous benefits for teachers and students. Regression analyses showed a reasonably strong correlation between high levels of PLT implementation and students' academic achievement, attendance, and their overall level of satisfaction with their schools. Essential characteristics of PLTs were illustrated in case studies of high-performing PLTs' in the district. While collaborative cultures have been well-established, most teams could benefit from additional training on ways to use data, and on ways to evaluate the success of their efforts. Communications with school communities could also be more consistent across schools.

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Moderate to high percentages of Wake County Public School (WCPSS) students demonstrated grade-level performance on K-5 assessments in 2009-10. Results indicate very slight changes from prior years. The percentage of students proficient in reading book level and mathematics strands increased very slightly since 2007-08. Modest declines in proficiency were found in reading strands and expressive literacy assessments. Most students continue to meet unassisted writing sample standards, although the percentages of students mastering writing content or writing conventions were slightly lower than rates in 2007-08. Annual trends show modest increases in student subgroup performance. Reading book level and mathematics achievement gaps still exist yet are slowly narrowing among subgroups.

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In 2009-10 Wake County Public Schools System (WCPSS) exited District Improvement in reading and remained in level one for mathematics. All District Improvement efforts gained momentum. The Sheltered Instruction Observation Protocol (SIOP®) continued as the primary focus to meet the needs of limited English proficient (LEP) students in elementary and middle schools. The high school component was modified and addressed both literacy and mathematics. The number of trained SIOP® teachers considerably increased (from 588 in 2008-09 to 956 in 2009-10), follow-up coaching to support application of training reached more teachers, training implementation and buy-in strengthened. All SIOP® training, coaching, and implementation objectives for in 2009-10 were met or partially met. The number and use of SIOP® modified focus lessons increased substantially, but awareness could still be improved.

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Student Achievement in WCPSS, 2009-2010

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In 2008-09, results from End-of-Grade (EOG) reading and mathematics tests in WCPSS continued to demonstrate an upward trend across grade levels and student subgroups. Disaggregation of results by ethnicity, income level, disability status, and English proficiency status showed that achievement gaps between historically underperforming subgroups and their peers are still significant but are closing. Results of the new EOG science test in grades 5 and 8 showed that proficiency rates in science are below those for reading and mathematics. The effect of retesting for students who fail to score proficient on the first administration of EOG tests indicated that retesting improved proficiency rates by 4-9 percentage points, and that some groups of students benefited more than others from retesting.

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End-of-Course (EOC) tests are given statewide in 10 courses typically taken in high school. Results for 2008-09 (and prior years, where available) are reported in terms of both average scale scores and the percentage of students scoring proficient. After the recent introduction of new EOC tests with higher standards, scores in WCPSS have begun to move back upward after an initial decline. Significant gaps in achievement are still evident, and proficiency rates have not fully recovered to the levels seen prior to these new tests. However, historically-underperforming subgroups have made significant gains, and have begun to close those gaps. Further acceleration of those gains will be important for ensuring that all students are prepared for their post-secondary futures.

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The Wake County Public School System (WCPSS) continues to implement Professional Learning Teams (PLTs) as a research-based method of improving teacher effectiveness and increasing student achievement. High Five PLT Survey results from 2007-08 through 2009-10 showed a strong level of support for the PLT oncept. The 2009-10 results revealed 73% to 92% of the respondents agreed or strongly agreed with all statements pertaining to each of the six core PLT themes. Generally, teachers responded more positively to the survey items in 2009-10 than in previous years. The percentage of teachers meeting weekly for over an hour increased greatly over prior years after implementation of the Board policy on PLTs. In short, survey results suggest strong implementation, with slow but measureable progress towards full functioning of all components of the model.

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ABCs and AYP Results,WCPSS: 2008-09

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ALP 2007-08 was designed to primarily support Level I and II student below grade levels, with others supported as funds allowed. Evidence indicates many students scoring proficient were served (especially in literacy) while some students scoring below grade level received no documented support. ALP reached less than half of students scoring below grade level in literacy and in mathematics. Literacy achievement growth outcomes for Level I-II students below grade level were about the same as for other Level I-II students (many of whom received other services); ALP results were less positive for students who scored at grade level prior to service than for similar students. Mathematics proficiency results were less positive than for those served in other programs or not served. Achievement outcomes were similar for students served during the school day or outside of the school day.

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This study examined differences in student achievement between 9th grade students who took Algebra I in a twopart, year-long sequence and those who took a one-semester Algebra I course. Results indicated higher proficiency rates and higher growth results for students in the year-long sequence, especially for students who scored below Achievement Level IV on their 8th Grade Mathematics EOG test. Schools are urged to use these results to make data-based scheduling decisions for 9th grade Algebra I students.

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Given that graduating from high school on time prepared for the future is the ultimate outcome of the K-12 education process, then an understanding of the factors that distinguish students who do from students who do not becomes important. This study looked at data from the WCPSS 9th grade class of 2005-06 in an effort to document some of the factors that separated students who stayed on track to graduate from those who either got behind or dropped out. Results indicated that several demographic, program, and achievement factors were associated with staying ontime to graduate during high school. These results should help schools better identify students who might be at risk for not graduating on time.

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In 2007-08, Wake County Public School System's (WCPSS) Helping Hands program served 419 students. Helping Hands is a mentoring program that targets Black/African American male students enrolled in grades 3-8 who are academically marginal. Results are based on the 385 students in grades 3-8 with available data. The mission of the Helping Hands program is to provide services to African-American male students to promote personal development and academic achievement. Helping Hands has academic, behavioral, and attendance goals. Overall, findings suggest that Helping Hands did not have a positive impact on academic success as measured by EOG proficiency or growth. However, Helping Hands did appeared to have a positive impact on suspension trends and excessive absences (10 or more days) relative to Black/African American male students.

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On the High Five PLC Survey, most teachers, regardless of years of experience, viewed PLCs as having a positive impact on their work environment and student learning. Beginning teachers tended to have the highest percentage of agreement. The percentage of teachers agreeing that PLCs were having the desired impact increased between 2007-08 and 2008-09 for both beginning teachers and those with more experience. Thus, trends were in the desired direction.

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The North Carolina Department of Public Instruction revised the alternate assessment system for students with disabilities (SWD) and/or limited English proficiency (LEP) in 2005-06. In 2007-08, four alternate assessments were available for use in grades/courses where the state typically tests students. As in previous years, results for WCPSS students were mixed. NCEXTEND2 EOG results remained low (39% or less), and students with significant cognitive disabilities taking NCEXTEND1 assessments achieved 27-49% proficiency. More positively, high school students taking NCEXTEND2 OCS assessments achieved 66-67% proficiency (up from 22-48%), and students taking NCCLAS assessments (chiefly English language learners) achieved 17-60% in reading, 33-80% in mathematics, and 68% in English I (up from 22% and 59% in previous years). These and other outcomes are detailed in this report.

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The Wake County Public School System (WCPSS) continues to implement Professional Learning Communities (PLCs) as a research-based method of increasing student achievement and improving teaching effectiveness. Teachers were surveyed in 2007-08 and again in 2008-09 to obtain data about the status of PLC implementation efforts within the district. The 2008-09 results showed a strong level of support for the PLC concept (71% to 89% of the survey respondents agreed or strongly agreed with statements pertaining to each of the six core PLC themes). In most instances, teachers responded more positively to the survey items in 2008-09 than they did the year before. In short, survey results suggest that the district is making progress towards its goal of full PLC implementation.

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'The Wake County Public Schools' (WCPSS) Assessment Item Bank was surveyed to determine the current number of items and to help in developing future plans for the system. First, the Department of Public Instruction's (DPI) goals and objectives were compared to those listed in the WCPSS Assessment Item Bank. The number of items present in the WCPSS Assessment Item Bank was determined for each subject area, by grade and objective. The number of items in the WCPSS Assessment Item Bank was then compared to the state assessment numbers for each objective. This information was used to help determine the areas of need for future efforts to further expand the WCPSS Assessment Item Bank.

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Within the Wake County Public School System (WCPSS), nearly all (96%) students in grades K-12 were promoted, with 4% retained at the end of the 2007-08 school year. Although the percentage of students retained is low, it represents 5,699 students who will require added instruction. For elementary and middle school students, retention requires a full year of additional instruction at an annual cost of $7,821 per student; for high school students it requires repeating courses at a somewhat lower cost. For each of the past three years more than 90% of students in all No Child Left Behind subgroups (ethnicity, free or reduced-price lunch, limited English proficient students, and students with disabilities) in WCPSS were promoted, but retention rates varied by subgroup. Although the overall retention rate in WCPSS was 4.3%, the percentage of tudents in each subgroup retained varied from 2% to more than 9% in 2007-08.

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Elementary and middle schools in the Wake County Public School System (WCPSS) are given the opportunity to use periodic assessments throughout the year as a tool to determine how well their students are learning the curriculum. The students then take the required End-of-Grade (EOG) test at the end of the year. An analysis was conducted to determine the relationship between those two means of assessment. This study showed high correlations between the two types of assessments, emphasizing the value of using assessments year-long in order to identify students in need of extra help.

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The percentage of mathematics tests taken by Wake County Public School System (WCPSS) students in grades 3-8 that resulted in Level III or IV scores rose slightly in 2007-08 to 78% from 76% in 2006-07. New End-of-Grade standards had a distinct impact on the results for the reading tests. The percentage of WCPSS students in grades 3-8 that scored in Level III or IV on reading tests fell to 66%, but remained ahead of state rates. Disaggregation by race/ethnicity, income level, and disability status showed an increase in learning gaps between the lowest and highest performing student groups in reading, and a decrease in the gaps in mathematics.

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The North Carolina ABCs Accountability Model has two components: The performance composite and growth. Using those two components, each school is assigned into a recognition category and designated as having met Expected or High Growth. Under the federal No Child Left Behind (NCLB) provision, a school meets Annual Yearly Progress (AYP) if all subgroups with 40 or more students reach pre-set targets in reading and mathematics, and if the school shows progress in its graduation or attendance rate. Eighty-six percent of Wake County Public School System (WCPSS) schools met Expected or High Growth in 2007-08. Sixty percent of WCPSS schools received the designation of School of Progress. Twenty-eight out of 153 schools (18%) met AYP.

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This study examined practices of teachers in Wake County Public Schools' (WCPSS) middle school Algebra I classes. Regression analyses of standardized state testing results allowed for identification of the most effective and least effective Algebra I teachers. The study used surveys, observations, and focus group interviews to compare and contrast most effective teachers with less effective teachers. It found that the most effective middle school algebra teachers held a significantly more positive attitude toward their students than did less effective teachers. They had high expectations for all students, used mathematics vocabulary appropriately, had a structured classroom management style, taught bell to bell using an invigorated pace, and had a classroom culture in which students were free to ask questions, contribute, and offer explanations. These results can be used to motivate teacher and school improvement efforts.

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The Relationship Between Blue Diamond and End-of-Grade Mathematics Assessments WCPSS Elementary and Middle Schools, 2007-2008

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Helping High-Performing Students Achieve at Higher Levels: A Review of the Literature

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In 2007-08, WCPSS K-5 assessment results were similar to past years. Some changes were implemented in the writing assessment methods. The percentage of students demonstrating proficiency was 85% for book level standards and 72% for reading strands. Mathematics mastery was 69% of students. Writing results for strands was 52%, content rubric was 69%, and conventions rubric was 57%. Differences by subject likely reflect differences in standards for the assessments. NCLB subgroup analyses revealed gaps between ethnic groups and groups with and without risk factors. Between 2006-07 and 2007-08, notable improvements were evident for Hispanic/Latino, American Indian, and Limited English Proficient populations, helping to close the achievement gaps slightly.

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Wake County Public School System (WCPSS) uses a standards-based grading policy at the elementary school level that aligns with North Carolina's Student Accountability Standards and the WCPSS Promotion/Intervention policy. This evaluation examined the distribution of grades given in 2005-06 and 2006-07 and the correlation of students' grades and End-of-Grade (EOG) scores in 2006-07. The study found that over three fourths of students were graded as proficient in reading and mathematics. In reading and mathematics grade K-2 students earned higher grades than their 3-5 counterparts; overall, mathematics grades were lower than reading across the K-5 grade levels. Fourth-quarter reading and mathematics grades were correlated with reading and mathematics' EOG scores. Mathematics grades had a stronger correlation to the newly revised mathematics EOG scores than did fourthquarter reading grades to the current reading EOG scores. Furthermore, a student scoring proficient within the classroom has a greater likelihood of being proficient on their EOG than those with below grade-level scores.

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The North Carolina Department of Public Instruction revised the alternate assessment system for students with disabilities (SWD) and/or limited English proficiency (LEP) in 2005-06. In 2006-07, five alternate assessments - two new and three continuing ones from the previous year - were available for use in grades/courses where the state typically tests students. Four options were used by WCPSS students, and results were mixed. While students with significant cognitive disabilities in grades 3-8 taking the new NCEXTEND1 assessments achieved 63-89% proficiency, only 22-48% of high school students taking the new NCEXTEND2 OCS assessments achieved proficiency. In the second year of implementation, NCEXTEND2 EOG assessment results remained low (31% or less), while students (chiefly English language learners) taking NCCLAS assessments achieved 63-88% proficiency, up from 10-65% in the previous year. These and other outcomes are detailed in this report.

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Results of the most recent survey of Teachers Working Conditions show increased rates of agreement in comparison to a similar survey taken in 2006. Responses on four out of five factors (time, facilities & resources, leadership and professional development) were more positive for WCPSS and for the state as a whole. Particularly noteworthy is the increase in the percent of WCPSS respondents in 2008 choosing "Strongly agree" as opposed to "agree" in the earlier survey.

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Professional Learning Communities (PLCs) are in the implementation stages throughout the Wake County Public School System (WCPSS). Results from the 2007-08 High Five PLC Survey of teachers throughout the school system, as well as observations and focus group interviews in selected schools, show that strong support continues for PLC implementation overall, (66% to 87% of respondents agreed or strongly agreed with statements about each PLC element). Results suggest PLC concepts and work efforts are well underway and are growing in implementation. Challenges cited include finding time for PLC team work and remediation of student skills, increasing the understanding of all staff of PLC concepts, and increasing teachers' skills in developing and using quality formative assessments.

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Describes the Kindergarten Initial Assessment which all students are given as they enter kindergarten to assess their beginning skills. Also describes the kinds of skills that are helpful for students to have in kindergarten.

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This report draws together various academic performance results for middle school students in WCPSS. Generally speaking, students in grades 6-8 continue to do well on most achievement measures, but there are significant gaps in outcomes between different student subgroups, including ethnic groups, program groups, and also between male and female students. Analysis of student outcomes is provided at the grade level as well as for subgroups. This report also describes demographic trends that impact our student outcomes as well as information about students retained in grade. Finally, the report provides summaries of several research and evaluation efforts related to effective practices for promoting student achievement.

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This report draws together various academic performance results for elementary students in WCPSS. Generally speaking, students in grades K-5 continue to do well on most literacy measures, but there has been a decline in mathematics EOG performance, largely resulting from the State Board of Education's action to create more rigorous cut scores for achievement levels. Analysis of student outcomes is provided at the grade level as well as for subgroups. This report describes demographic trends that impact our student outcomes as well as information about students retained in grade. Finally, the report provides summaries of several research and evaluation efforts related to effective practices for promoting student achievement.

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Research on Poverty and School Achievement: An Annotated Bibliography

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Analysis of Achievement Data

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In 2002-03, the Intensive Reading Intervention Study (IRIS) was implemented in six Wake County Public School System elementary schools. The intervention was designed to help 1st-grade students experiencing reading difficulty meet grade-level standards and show sufficient progress to maintain that status in future years. An initial study examined the effects on students' 1st-grade reading skills. This follow-up study investigates students' reading skills through grade 4. Results generally show strong reading outcomes for students in both experimental and control groups, with no statistically significant differences in terms of percent proficient in reading and average reading performance. A more favorable and statistically significant average reading residual was found for 3rd-grade experimental group students compared to their counterparts. Students in both groups were placed in special education, provided remedial support, or retained in grade at about the same rates between grades 1 and 4.

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This study focused on effective practices for students with multiple academic risk factors (students with disabilities, students eligible for free or reduced price lunch, and/or students with limited English proficiency). Achievement performance patterns over several years differ between students making stronger and weaker achievement growth on End-of-Grade tests. Sixteen case studies of 5th and 8th graders revealed that students with positive achievement patterns were more likely to show signs of resilience in their personal characteristics, school experiences, and/or home support than were students with negative achievement patterns. Teachers of both groups used some methods recommended in national research (such as small-group work, structure, and collaboration). A specific focus on language development was not mentioned. Homework was a common problem.

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Document summarizes a larger study about elementary school-level practices that can make a difference in promoting the achievement growth of multiple-risk students: high expectations, positive attitudes about being able to meet students' needs with the resources available, supportive administrative leadership that allocates resources effectively, professional training, formal and information collaboration to help students, and more frequent use of teacher-led instruction.

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School-level practices can make a difference in promoting the achievement growth of multiple-risk students. At the middle school level, effective school staffs were more likely to; focus more on how to address student needs and less on barriers to addressing needs; have more informal administrator visits in classrooms; have more positive attitudes and training in working with at-risk groups, and more frequently use resources such as assessment data, extra adults in classrooms, technology, and instructional pacing guides.

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The NC Department of Public Instruction revised the alternate assessment system for students with disabilities and/or limited English proficiency (LEP) in 2005-06. Four alternate assessments--two new and two continuing ones--were available for use in grades/courses where the state typically tests students. Results were mixed for the new NC Checklist of Academic Standards (option chiefly for English language learners new in U.S. schools): proficiency rates in language assessments were below 30%, while proficiency rates in mathematics, in some grades, were higher than those of LEP students taking standard EOG tests. Results for the other new option, NCEXTEND2 (for students without significant cognitive disabilities but with disabilities that preclude their attaining gradelevel proficiency within a single school year), were less than 30% at each grade in reading and mathematics. These and other outcomes are detailed in this report.

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In May 2006, a student survey was distributed to each 4th-, 7th-, and 10th-grade student in Wake County Public Schools (WCPSS). The survey asked a variety of questions in order to measure students' overall feelings about their school. Most students at each grade level (90% of 4th-grade students, 78% of 7th-grade students, and 72% of 10th-grade students) participated in the survey. In general, 4th-grade students responded more favorably to the survey questions than students in 7th and 10th grades. The results are most meaningful when summarized within each grade level or when compared across grade levels.

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Professional Learning Communities (PLCs) are being developed in the Wake County Public School System (WCPSS) to promote continuous improvement and student success. Baseline results from a 2006-07 survey show strong support for PLC concepts/expectations among school staff (at least 88% rated themes as medium or high priority), with lower implementation levels (60-73%) per theme. Sustained implementation of PLCs was reported by 24-30% of staff for each theme. Results suggest training in PLC concepts and strategies should be well received in WCPSS, and that increased implementation is clearly possible.

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This report draws together various academic performance results for elementary students in WCPSS. Generally speaking, students in grades K-5 continue to do well on most literacy measures, but there has been a decline in mathematics EOG performance, largely resulting from the State Board of Education's action to create more rigorous cut scores for achievement levels. Analysis of student outcomes is provided at the grade level as well as for subgroups. This report describes demographic trends that impact our student outcomes as well as information about students retained in grade. Finally, the report provides summaries of several research and evaluation efforts related to effective practices for promoting student achievement.

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Looking across various indicators of performance, persistence, and academic rigor for WCPSS high school students, many indicators point toward the relative success of WCPSS high school students. Student achievement remains high compared to state and national results, and an increasing number of students are pursuing rigorous AP coursework in high school. In addition, the skills and abilities that WCPSS graduates obtain appear to serve them well in the UNC system, which is the most common post-high school educational destination for WCPSS graduates. However, significant challenges remain related to changing student populations and rising academic standards which are challenging the system's ability to sustain and increase academic performance for all students.

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Moderate to high percentages of Wake County Public School System (WCPSS) students demonstrated grade-level performance on most K-5 assessment measures in 2005-06. Second grade students' writing performance was considerably lower on their unassisted writing samples with only 26.6% meeting the stage-of-writing standard. Overall performance on literacy assessments remained relatively constant compared to previous years' results, whereas slight declines were apparent in mathematics mastery levels. The most striking improvement was found among reading book-level proficiency rates in which kindergarten students experienced a ten-percentage point increase. K-5 assessment results reveal reading and mathematics achievement gaps between subgroups. Hispanic/Latino students, free or reducedprice lunch (FRL) students, students with disabilities (SWD), and limited English proficiency (LEP) students had the lowest performance rates. These student subgroups did experience gains in reading book-level proficiency between 2004-05 and 2005-06; however, their mathematics proficiency decreased slightly, with the exception of LEP students. Readers should be aware that in 2005-06, the rate of missing K-5 assessment data was higher than in 2004-05.

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The students who have the most difficulty reaching accountability standards in Wake County Public Schools are those with more than one of the following characteristics: recipients of free or reduced-price lunch, students with disabilities, and/or students with limited English proficiency. The Evaluation and Research Department identified elementary and middle schools that differed in their effectiveness in promoting achievement growth for these students. Quantitative and qualitative analyses suggest differences in both attitudes and practices. The more effective schools had higher expectations for these students, and greater confidence in their ability to meet students' needs. Evidence suggested more effective administrative leadership/support, training, and utilization of resources. Higher-growth middle schools utilized assessments to inform instruction more frequently, and higher-growth elementary schools had more structured collaboration around student needs. Further research is planned.

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In 2005-06, four private agencies provided 252 Hodge Road students with supplemental educational services as one component of the federal No Child Left Behind Act (NCLB). Only students receiving free or reduced-price lunch (FRL) were eligible. More than half of those served scored at or above grade level before service, while some students who scored below grade level were not eligible. The curricular materials used were remedial and not designed to extend the learning of students scoring at grade level. At grades 1-2, the percentage of students reaching grade level in literacy increased for those served; this was not the case for not-served students. Both served and not served students improved End-of-Grade (EOG) reading performance at grades 3-5. Students who had multiple risk factors (limited English proficient [LEP] or students with disabilities [SWD] in addition to FRL) showed the greatest increases in the percentage of students at grade level. A major caution when interpreting the results is that analyses could not control for other intervention efforts that may have contributed to results found.

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Fragile Futures: Risk and Vulnerability Among Latino High Achievers, a Policy Information Report by ETS, December 2005

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This evaluation examined 1,524 students in grade 1 at 13 Wake County Public School System (WCPSS) schools that participated in the Predictive Assessment of Reading (PAR) study in 2004-05. It also examined their participation in the Accelerated Learning Program K-2 Literacy Program during 2004-05. Both literacy initiatives focused on identifying students in need of additional assistance and providing support to those students. Student success was measured by the PAR assessment and WCPSS instructional book levels. The PAR assessment was used to determine the benefit of PAR only and PAR plus ALP K-2, the correlation of the two instruments, and whether PAR and ALP K-2 identified the same students as at-risk. Although the experimental and control groups saw similar results overall, students who participated in the ALP K-2 program saw greater gains among the experimental group. While PAR participants showed substantial improvement on the PAR assessment, ALP K-2 participants showed similar gains on book level with or without full PAR support. There was a significant positive relationship between students' performance on the PAR assessment and book level and a substantial overlap in the students identified as at-risk of failure by both programs.

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This research study developed a value-added instructional improvement analysis model. North Carolina state testing results were used in regression and residual analyses of student achievement. This analysis allowed for identification of the "most effective" and "least effective" biology teachers in Wake County Public Schools (WCPSS). The study found that the "most effective" biology teachers were focused on the delivery of biology instruction; resisted distractions from their classroom efforts; maximized student use of class time; studied and planned with other teachers using the North Carolina Biology Standard Course of Study; focused all student time on the Standard Course of Study goals; carefully planned teacher controlled student activities; and used data to guide their instructional practice.

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In December 2005 and January 2006, a parent survey was sent home with each student in Wake County Public Schools (WCPSS). The survey asked parents a variety of questions in order to measure their satisfaction with their child's school. The 2005-06 survey results indicate that a high percentage of parents are satisfied with their child's school. Responses to each question were either similar to or more positive than the 2003-04 parent survey results. Parents of elementary school students responded more favorably than all of WCPSS combined. Although the response rate of 35% was lower than in previous years, the results are largely consistent with past parent survey data. However, due to low response rates at some schools, the survey results should be generalized with caution.

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Project Achieve, a local instructional initiative used by Wake County Public School System (WCPSS), was adapted from a Brazosport, Texas model. The program grew from eight to 19 WCPSS schools over four years, and all 16 continuing schools had a higher percentage of students at or above grade level in spring 2005 than prior to the program. Fourth-year results were relatively positive. Nine of 19 (47%) participating schools met the state ABCs High Growth standard (including two of the new schools), compared to 40% of other WCPSS elementary and middle schools. Eleven of 19 schools (58%) -- compared to 35% of other WCPSS elementary and middle schools -- increased the percentage of students at or above grade level between spring of 2004 and spring 2005.

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The first section of this bulletin summarizes Advanced Placement (AP) course participation and AP exam data for the Wake County Public School System for the 2004-05 school year. Overall, the percentage of high school students who took at least one AP course increased from 14.1% in 2003-04 to 15.7% in 2004-05. About 59% of students who took an AP course took the corresponding AP exam for that course, and about 78% of those exam scores were 3 or higher, which is the College Board's threshold for mastery. The second section reports on a more in-depth study of AP results for students from the 2003-04 school year that looks at the relationship between 8th-grade achievement and success in AP courses.

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The percentage of reading and mathematics tests taken by Wake County Public School System (WCPSS) students in grades 3-8 that resulted in Level III or IV scores fell slightly in 2004-05 to 90.8% from 91.1% in 2003-04. The percentage of students scoring in Level III or IV was slightly higher in mathematics (91.4%) than in reading (90.4%). The percentage of students scoring in Level III or IV in reading showed slight increases at all grade levels except grade 4, while percentages in mathematics rose slightly in grades 6 and 7 and fell in grades 3, 4, and 5. Female students out performed male students in both subjects. Disaggregation by race/ethnicity, income level, and disability status showed either no change or a small increase in the percentage of reading scores at Level III or IV and no change or a small decline in mathematics for most groups.

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The Wake County Public School System (WCPSS) met 66 out of 73 (90.4%) measurabledistrict targets in the third year of federal No Child Left Behind (NCLB) accountability standards. The 2004-05 school year was the first year that the Annual Measurable Objectivesincreased. In grades 3-8, the objectives were 76.7% proficiency in reading, up from 68.9%, and 81.0% in math, up from 74.6%. In 10th grade, the Annual Measurable Objectives were given new starting points based on past student performance on English I, 10th-grade Writing, and Algebra I tests, which were approved as the high school primary tests. In spite of the new and increased targets, 63% of all WCPSS schools made AYP in 2004-05 (83 out of 132). Twenty-seven schools missed only one or two targets. Students with disabilities and recipients of free or reduced-price meals (economically disadvantaged) were the two subgroups that most often failed to meet AYP targets.

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Most Wake County Public School System (WCPSS) students showed grade-level proficiency on measures included in the K-5 literacy and mathematics assessment results for 2004-05. More than 70% of students met print concepts and reading book-level guidelines and achieved proficient writing rubric scores and mathematics strands. However, the percentages of students performing at or above grade level were considerably lower on expository (58%) and narrative (60%) assessments. Students tended to score one to two levels higher on End-of- Grade (EOG) assessments than on K-5 assessments (except Level IV). K-5 assessment results also reveal that achievement gaps exist between subgroups as early as the K-2 level.

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ABC Outcomes for WCPSS for 2004-05

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Eighty-seven percent of all Wake County Public School System (WCPSS) students instructed during 2002-03 were continuously enrolled (CE) in one school from the first week of the school year until the last day of school. Across grade levels CE percentages steadily increased from only 82% in kindergarten to 94% in grade 12, except for a dip to 83% in ninth grade that was primarily due to dropouts. A majority of the students who were not continuously enrolled from the first week (MOBILE) were African-American/Black or Hispanic/Latino, and students in the MOBILE group were much more likely to come from low-income families than were students in the CE group. Passing rates and average scale scores on 5th, 8th, and 10th grade End-of-Grade (EOG) tests were lower for the MOBILE group than for the CE group in almost every comparison, even when controlling for ethnicity and family income differences.

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This study examined whether reassignment, specifically when used to maintain socioeconomic diversity in WCPSS elementary schools, affects the academic outcomes of students over a two-year period. Results indicate that (1) only a small number of students in the year studied were reassigned only for diversity (with more reassigned for growth or other reasons). (2) Three-fourths of the students slated for reassignment did not attend the schools to which they had been assigned, instead choosing other options available to WCPSS students, such as magnet schools and special programs; and (3) reassigned students who did attend the schools to which they had been reassigned attained reasonable achievement in the two years following reassignment. Achievement results were mixed, with no clear advantage for either group. Only 37 students remained in their reassigned school by the end of year 2, so small sample sizes limit the generalizability of the results.

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The Impact of Mobility on Academic Achievement: A Review of the Literature

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Early Start, a pilot preschool program, offered three weeks of literacy and social skills preparation to pre-enrolled kindergarten students who have limited to no preschool experience. The percentage of participants mastering the six assessed concepts of print jumped from 5% to 52%. Entering students mastered an average of three out of six concepts of print and finished averaging five out of six. Student progress was also measured using 10 literacy and personal/social items from the Kindergarten Initial Assessment (KIA). Increases in overall proficiency were minimal due to a high number of students entering the program already proficient on the assessed items. Closer examination of these items using a four-part rubric did reveal improvements toward greater proficiency. However, participants scored similarly to demographically matched nonparticipants on the full KIA administered upon entry into kindergarten. Thus, overall results indicate growth for targeted skills. However, this growth was not sufficient to influence overall performance on the KIA.

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WCPSS uses K-5 assessments in literacy and mathematics to monitor student status in their learning, to guide instruction, and to assess whether students and schools are showing typical performance for their grade level. The percentage of students showing grade-level performance is generally between 77% and 87% on the reading and mathematics assessments. Percentages tend to be somewhat lower than those seen on the EOG tests. Increases in the percentage of students reaching grade-level standards in literacy and math at K-2 could help WCPSS reach Goal 2008 at grades 3 and up. WCPSS writing portfolios show more students scoring "at grade level" at K-2 (81%) than at grade 3-5 (62%). At grade 4, 57% of WCPSS students were considered at grade level based on local writing portfolios compared to 47.7% on the state assessment. Writing still appears to be the area where the most improvement is needed to reach state and local standards.

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Adequate Yearly Progress (AYP) Results: 2003-04

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For the 2003-04 school year, WCPSS applied for and received Title V funding for "education reform and school improvement." WCPSS used funds to support two International Baccalaureate (IB) programs: the Middle Years Programme (MYP) at Broughton High School and the Diploma Programme (DP) at Garner Senior High School. Additional funds were used to fund a senior evaluator for school accountability to provide data to inform school improvement and student achievement. The report provides evidence of implementation and outcomes.

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In 2003-04, 1,912 students in 16 elementary and 6 middle schools in the Wake County Public School System (WCPSS) participated in Fast ForWord program. Evaluation findings indicate that elementary and middle school participants made short-term gains averaging 22-55 months (approximately 2-4 years) of gain in terms of foundational listening and reading skills after nine weeks of intervention. When compared to students who had not received Fast ForWord instruction in 2003-04, both groups appeared to make similar gains on the Reading EOG over one year, although 7th and 8th graders served via Fast ForWord made greater gains on the math EOG. Over two years, students who received Fast ForWord in 2002-03 again performed similarly to their at-risk peers who had not received services in Reading EOG scores and gains. These findings suggest that Fast ForWord appears to impact foundational reading skills, but is not sufficient on its own to influence higher level reading skills and comprehension as measured by EOGs.

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The North Carolina Writing Assessment was administered in March 2004 to all students in grades 4, 7, and 10. Administration and scoring procedures were identical to those used in pilot testing conducted statewide in 2003. The new procedures make comparisons inappropriate for years prior to 2003. Results in 2004 showed that a higher percentage of students in WCPSS scored in Levels III or IV at all three grade levels than did students statewide. Disaggregation showed large gaps between demographic groups, with many more female students than male students scoring in Levels III or IV and much larger proportions of White and Asian students scoring in Level III or IV than Black or Hispanic/Latino students. Overall, 47.7% of students in grade 4, 62.0% of students in grade 7, and 66.2% of students in grade 10 scored in Levels III or IV. In both WCPSS and statewide, less than 2% of grade 4 students and less than 1% of grade 7 and grade 10 students scored in Level IV.

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Project Achieve, a local instructional initiative, was adapted from a Brazosport, Texas model. The program grew from eight to 16 schools in three years, and all 16 schools had a higher percentage of students at grade level in spring 2004 than prior to the program. Third-year results were relatively positive but not as consistently so as in the two earlier years. Nine of 13 (69%) participating elementary schools met the state ABCs High Growth standard (including the new schools), compared to 51% of Wake County Public Schools (WCPSS) elementary schools overall. Thirteen of 16 schools (81%)--compared to 69% of all WCPSS elementary and middle schools--increased the percentage of students at/above grade level in spring 2004. Controlling for student background variables, scale score gains for students in Project Achieve were similar to those of comparable WCPSS students across three years.

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In 2003-04, the Title I program was expanded to serve students in grades 3-5. Similar to the Title I K-2 program, the 3-5 program offered accelerated literacy intervention. The vast majority of students were served using the Fast Track Reading curriculum. Fast Track Reading combines explicit reading skills and phonics instruction with comprehension coaching and fluency practice. Fast Track is designed to accelerate student learning to raise students' performance to grade level standards. The demographics of Title I students served in grades 3-5 differs from Wake County Public Schools (WCPSS) grade 3-5 students due to the focus on serving students at risk of failure. The percentage of Title I students across grades 3-5 scoring at Level III or IV (grade level) on End-of-Grade (EOG) tests doubled. Students in grade 5 showed the greatest improvement, followed by students in grades 3 and 4. Increases from Spring 2003 and Spring 2004 in the percentage of students scoring at Level III or IV were strong for all Title I subgroups compared to WCPSS overall.

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The Magnet Schools Assistance Program Annual Performance Report Year 3 (2003-2004) was implemented from September 1, 2003, through August 31, 2004 in the WCPSS. Staff members implemented activities this U.S. Department of Education grant project. They built upon the foundation established in Years 1 and 2 and endeavored to fully accomplish the scope and objectives of the project by the end of Year 3. They sought to reach all performance benchmarks established for Year 3 as well as to make up for any benchmarks not fully achieved in Years 1 and 2. When senior members of the project staff realized that not every objective would be fully completed by the end of Year 3, they requested and received a no-cost extension from the MSAP office for an additional project year (September 1, 2004-August 31, 2005). Schools participating in the project and their magnet themes are: Brooks Elementary School - Museums, Joyner Elementary School - Language Explorations, Millbrook Elementary School - International Baccalaureate, Powell Elementary School - Visual and Performing Arts, and Moore Square Middle School - Museums. The project focuses on four major purposes and has objectives related to each. Annual benchmarks have been established to measure success in achieving the objectives. The four MSAP purposes are listed below, followed by a summary of accomplishments or deficits in meeting the Year 3 benchmarks for each purpose.

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The Wake County Public School System (WCPSS) has seen positive changes in patterns of achievement and dropout rates over the past several years overall and by subgroup. The most positive one-year subgroup changes related to dropout rates for Black students and Adequate Yearly Progress (AYP) for minority, low-income, and limited English proficient (LEP) students. However, many achievement gaps remain, and the system continues to work towards optimal achievement for all students and closing achievement gaps.

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North Carolina's 2003-04 ABCs accountability results showed that, for the first time, more than half (64) of the Wake County Public School System's (WCPSS) schools were designated as Honor School of Excellence or School of Excellence and another 35 were designated as School of Distinction. The 79% of WCPSS schools receiving one of these designations was much higher than the 56% of schools statewide. High Growth was achieved by 46% of WCPSS schools compared to 35% of schools statewide. This was a decline for both the district and the state from 2003 when the percentages were 75% and 72% respectively. Expected Growth was achieved by 38% of WCPSS schools and 40% of schools statewide. Districtwide, the Performance Composite rose to 92.1% for grades 3-5, 88.9% for grades 6-8, and 82.8% for grades 9-12.

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The purpose of this study was to ascertain whether reassignment, when used to promote appropriate diversity in the Wake County Public School System (WCPSS), affects academic outcomes. One major finding highlights that most of the students reassigned for diversity purposes in spring of 2002 did not attend the designated schools in 2002-03. Based on the small sample of students who did attend the designated schools, achievement trends favored the reassigned students, but the sample size was too small for the differences to be statistically significant. Measures included student achievement, retention in grade, and participation in special education services. Both the sending and receiving schools' perceptions of the transition were positive. Given the small sample sizes, generalizations from these findings should be avoided.

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The 2003 21st Century Grant summer program served 370 students at five elementary school sites--Carver, Hodge Road, Knightdale, Lockhart, and Zebulon. Grade levels served and program dates varied by location. The summer program provided reading intervention to students identified as in need of academic assistance. Seventy-one percent of summer program participants were free or reduced-price lunch recipients (FRL), 34% were classified as limited English proficient (LEP), 41% were Black/African American, and 39% were Hispanic/Latino students. These subgroups were over-represented relative to their percentages within the Wake County Public School System (WCPSS) population. Approximately 42% of the summer program participants entered the program with below grade level scores. Academic outcomes are not yet available for analysis.

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In April 2003, parent surveys were sent to 28% of Wake County Public Schools (WCPSS) membership with a return rate of 49%. Student surveys were provided to 29% of membership with a return rate of 80%. Staff Survey forms were provided for all teachers, teacher assistants, and office staff and 74% were returned. There were only small changes in the responses of parents and students when the 2002-03 surveys were compared to the 2001-02 surveys. Satisfaction of parents, students, and staff regarding school safety remained high and parents and students continued to give a high percentage of good or excellent ratings to their schools' teaching of all subject areas. 88% of parents overall rated their child's school good or excellent in its support of student achievement. 84% of parents gave their child's school an A or B; 61% of students gave their own school an A or B. While nearly all staff respondents (97%) agreed or strongly agreed they enjoyed their work, there was a significant increase in the percentage of staff agreeing that they spend too much instructional time disciplining students.

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The Partnership for Educational Success (PES) is a collaboration between the Wake County Public School System (WCPSS) and Wake County Human Services. The primary goal of PES is for the agencies to work together to help students achieve grade-level performance. PES provides family-centered services to at-risk students and their families. In 2002-03 PES provided services to 269 at-risk students and their families. PES-funded staff also supported non-PES families, but no data was collected regarding these families. In 2002-03, over half of PES students scored at or above grade level before PES participation. These students may have been siblings of the primary referred students, who did score below grade level, although corroborative information is not available. Teacher survey data indicated that PES families are more involved with the school after PES participation. Test score outcomes of students in grades K-8 were inconclusive; results are similar to free and reduced-price lunch eligible students (FRL) as a whole. More data are necessary to provide a clear picture of the success of PES in meeting its academic goals.

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The Title I/Accelerated Learning Program K-2 Literacy Program (ALP K-2) served 4,732 students in kindergarten, first, and second grade identified as at risk of failure and in need of assistance in language arts. For a variety of reasons, over half of the students who scored below grade level on local assessments as of spring 2002 were not served, and others who scored at grade level were served. Nearly all of the staff surveyed reported that the program was an effective method of improving students' literacy skills. ALP students' literacy skills did improve. However, the mean gains in print concept scores (for kindergarten) and book level scores (for grades 1 and 2) were no different than for similar students not served. Approximately the same percentage of students were on grade level in spring 2003 as in spring 2002.

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WCPSS has made some notable positive changes in achievement, graduation, and other outcomes over the last few years. This document summarizes trends over time in outcomes and district efforts which likely contributed.

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Project Achieve is a major Wake County Public School System (WCPSS) instructional initiative to improve student achievement adapted from a Brazosport, Texas model. The number of schools involved increased from 8 to 13 in 2002-03. Results were positive. All Project Achieve elementary and middle schools met the state ABCs High Growth standard both years (up from five in spring 2001), and nearly all schools increased the percent of students at or above grade level in their first year. In Year 2, compared to other WCPSS students, participation in Project Achieve was generally associated with significantly higher gains in mathematics and similar gains in reading (when background characteristics were controlled through regression analyses). Staff members also expressed more positive opinions about the academic program in their schools than in the past.

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The Accelerated Learning Program (ALP) began in the Wake County Public School System (WCPSS) in 1999-2000 as an out-of-school time intervention to support students scoring below grade level. Since then, flexibility in use of these funds has increased, along with the percentage of schools using the funds to support low achievers during the school day. In 2002-03, over 70% of traditional calendar schools reported providing at least a portion of their ALP services during the school day, followed by after-school sessions (about 40%), and Saturday sessions (20%). At year-round schools, intersession continues to be the most common time for ALP at the elementary (82%). However, year-round middle schools provided ALP most commonly during the school day (83%), with only 34% using intersessions. Changes in use of ALP funds have made it increasingly difficult to clearly identify which students these funds supported. Although all schools reported that students who scored below grade level were supported through ALP, data on individual students suggests that the percentage of these students in ALP declined from 59% in 2001-02 to 35% in 2002-03. The lower participation rates are partially due to under-reporting, but clearer accountability for serving students is needed.

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The percentage of reading and math tests taken by Wake County Public School System (WCPSS) students in grades 3-8 that resulted in Level III or IV scores fell slightly in 2004 to 91.1% from 91.3% in 2003. However, the percentage of students scoring in Level IV remained stable at 60.4%. The percentage of students scoring in Level III or IV was slightly higher in Math (92.1%) than in Reading (90.0%). Average reading scale scores showed slight declines at all grade levels except grade 5, while average math scale scores rose slightly in grades 4, 5, 6, and 7 and fell slightly in grades 3 and 8. Disaggregation of scores by race/ethnicity showed a small decline (down about two percentage points) in the percentage of Hispanic scores on grade level in both reading and math, a small rise (less than one point) for Asian and Black students in both reading and math, and mixed results for White and Multi-ethnic groups. Students from low-income families and students with disabilities showed small improvements in both reading and math.

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Free and Reduced-Price Lunch Participation in the Wake County Public School System 1993-2004

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Project Achieve is a major Wake County Public School System (WCPSS) instructional initiative to improve student achievement adapted from a Brazosport, Texas model. The number of schools involved increased from 8 to 13 in 2002-03. Results were generally positive. All Project Achieve elementary and middle schools met the state ABCs High Growth standard in spring 2003 (up from five in spring 2001), and 10 of 13 schools increased the percent of students at or above grade level. Compared to other WCPSS students, participation in Project Achieve was generally associated with significantly higher gains in mathematics and similar gains in reading (when background characteristics were controlled through regression analyses). Staff members also expressed more positive opinions about the academic program in their schools than in the past.

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In a study of 5,226 first-time 1995 9th-grade students, 12% of the students were students with disabilities (SWD). Academic performance indicators for the SWD group were far below the overall cohort indicators. Difficulties for students with disabilities could be observed beginning in ninth grade. The average GPA of SWD students at the end of ninth grade was 1.79(a D+ average) compared to an average GPA of 2.58 (a C+ average) for the overall cohort. Just 57% of the SWD cohort graduated (defined as completion of 12th grade with a diploma or certificate) compared to 77% of the overall cohort. Of the graduating SWD students, only 36% took the SAT with an average total score of 949, while 76% of the overall cohort took the SAT with an average total score of 1065. Black SWD students were less likely to graduate than White SWD students (45% compared to 66%). Behaviorally/Emotionally Disabled (BED) Black female students were least likely to graduate (13%). The 43% of SWD students who dropped out had a ninth grade average GPA of 0.82 (below a D average).

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During 2002-03, surveys of Wake County Public Schools (WCPSS) middle school principals and high school assistant principals for instruction (APIs) indicated that all middle and high schools implemented at least one strategy for creating smaller learning communities using the schools-within-schools mode. Nearly all middle schools implemented two or more strategies within existing school structures. High school responses were more varied in terms of strategies used and the extensiveness of use compared to middle schools. APIs' responses also indicated that WCPSS high schools use a broad range of support services to personalize the school environment for students, though some strategies were not directly related to the creation of smaller learning communities, and others targeted specific groups of students and not the entire student body.

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In the first year of implementation of the federal No Child Left Behind legislation in North Carolina, 51 of the 79 elementary schools, one of the 25 middle schools, and one of the 16 high schools in Wake County Public School System (WCPSS) met the requirements of Adequate Yearly Progress (AYP). Of the 48 Title I schools (all elementary) in WCPSS, 29 met AYP and 19 failed to meet AYP requirements. The number of reading and math AYP targets applicable to WCPSS schools ranged from eight to 32. Seven of the eight schools with 13 or fewer targets met the AYP requirements. All eleven schools with more than 25 targets failed to meet the AYP requirements. The two subgroups that most frequently failed to meet AYP were SWD (students with disabilities) and FRL (free or reduced-price lunch) students.

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Overall, the Wake County Public School System (WCPSS) has seen positive changes in patterns of achievement and dropout rates over the last several years. However, the system continues to work towards optimal achievement for all students, closing achievement gaps, and improving Annual Yearly Progress (AYP) results. Each of the sections that follow cites key findings from reports produced by the Evaluation and Research Department (E&R) during the 2002-03 school year or from reports currently in progress that will analyze student outcomes from 2002-03. Subsequent pages contain figures illustrating some of the key findings.

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The percentage of WCPSS schools meeting either high growth or expected growth standards reached a new high of 97% in 2002-03. Elementary schools performed the best, with 89% achieving high growth. No elementary or high school failed to meet expected growth standards.

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The Safe Schools/Healthy Students Grant (SS/HS) was a three-year grant sponsored by a collaboration between the federal Departments of Health and Human Services, Juvenile Justice, and Education. The SS/HS Grant improved collaboration and communication across community agencies. During the grant period perceptions of safety improved among WCPSS students and staff, and juvenile arrests for violence and substance abuse decreased. However, school crime and violence rates, suspensions, and security violations did not decrease as hoped. Many SS/HS funded programs showed promising results, especially Teen Court (increased participation and decreased suspensions for participants) and NovaNET (80% of courses students attempted were completed successfully). Overall, SS/HS provided resources for community change, and new ideas for addressing school safety in the future.

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The 2001-02 evaluation of Fast ForWord established that participants experienced short-term gains in language and reading skills, as measured by the Woodcock Diagnostic Reading Battery. EOG results also indicated that participants made significant gains in reading achievement. This evaluation examined the reading achievement of 2002-03 Fast ForWord participants relative to a comparison group, and investigated factors that predict success on reading EOG tests. Results for 2002-03 participants indicate that participants made significant gains on EOGs, but that their achievement growth pattern was not significantly different than that of matched non-participants. The short and long versions of the Teacher Observation Survey (TOS) predicted success equally well, and no demographic characteristics predicted success consistently. Thus, no simple means of selecting the most appropriate participants were identified.

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Magnet Schools Assistance Program Annual Performance Report Year 2 (2002-03) From September 1, 2002, through June 30, 2003, the staff members of the Wake County Public School System (WCPSS) 2001-04 Magnet Schools Assistance Program (MSAP) grant have successfully built upon the foundation they established in Year 1. This year they have endeavored to make up for any objectives not fully achieved in Year 1 and to attain all of their Year 2 objectives. Schools participating in the project and their magnet themes are: Brooks Elementary School - Museums, Joyner Elementary School - Language Explorations, Millbrook Elementary School - International Baccalaureate, Powell Elementary School - Visual and Performing Arts, and Moore Square Middle School - Museums. The project focuses on four major purposes and has objectives related to each. Annual benchmarks have been established to measure success in achieving the objectives. The four MSAP purposes are listed below, followed by a summary of accomplishments or deficits in meeting the Year 2 benchmarks for each purpose.

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Free and Reduced-Price Lunch Participation in the Wake County Public School System 1993-2003

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To help accomplish Goal 2003, WCPSS allocated money in 1999 for supplemental instructional support through the Accelerated Learning Program (ALP). Analyses of the program's 2001-02 results suggest that ALP was effective in promoting both achievement growth and performance at grades 3-8. ALP students showed high growth based on ABCs standards, and more than half were able to move from below to above grade level between spring 2001 and spring 2002 (compared to 38% in reading and 41% in math before ALP began).

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At the end of the 2001-02 school year, 90.5% percent of students in grades K-8 were promoted, 3.6% were retained, and 5.9% withdrew from Wake County Public Schools. Of the 48,874 students in grades 3-8, 95% took at least one End-of-Grade (EOG) test. The retention rate was higher among students in grades 3-8 who did not take EOG tests (6.1%) than for students who took EOG tests (2.4%). The rate of retention for male students was consistently higher than that of female students. Students receiving free or reduced lunch, students with Limited English Proficiency status, and students with Special Education status had lower promotion rates and higher retention rates than their counterparts. Kindergarten (8%) and 1st-grade (7%) students had the highest rate of retention. One percent of White students were retained compared to 5% of Black and Hispanic/Latino students.

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The Wake County Public School System (WCPSS) is currently in the extension year, or Year 4, of the Safe Schools/Healthy Students grant. This report outlines the activities continued in the extension year, and a status report on each activity for the first part of Year 4.

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WCPSS initiated the Accelerated Learning Program (ALP) in 1999-2000 as the major new intervention to help all students reach grade-level performance in reading and math. Analyses of the program's third year results show that overall, changes in both achievement growth and performance support the effectiveness of ALP and other assistance at grades 3-8.

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In 2001-02, 23 schools were provided with 40 teacher positions through the Class Size Reduction (CSR) Program. Achievement results for students in reduced class sizes were compared to those of similar students in other CSR schools who did not choose the same grade for the project (keeping school and student demographics similar). At grades 1 and 2, WCPSS K-2 Literacy and Mathematics Assessments were compared pre (spring 2001) and post (spring 2002). These analyses yielded mixed results: (a) an increase in the percentage of students meeting the reading-book-level standards was greater for students in the reduced-size classes at grade 2 but not at grade 1, and (b) an increase in the percentage of students meeting the mathematics standards was greater for students in the reduced-size classes at grade 1 but not at grade 2. As in the previous year at grade 3, the NC End-of-Grade fall pretest and spring post-test data indicate that, controlling for differences in pre-test scores and free and reduced-price lunch status of students, there were no significant differences in reading and mathematics achievement between students in reduced-size classes and those in regular-sized classes. As in previous years, WCPSS generally did not reach a class size of 18, the goal of the enabling legislation, and it was again recommended that schools receiving two CSR teacher positions should place two teachers at the same grade level to reduce class sizes at a single grade.

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This is an evaluation of the pilot year of Project Achieve, a major local instructional initiative at six elementary schools and two middle schools to help reach the WCPSS goal of 95% of students at or above grade level. Participating schools had a higher percentage of low-income students and low-achieving students and slightly less stable student populations than the district as a whole. The initiative is based on the same principles and instructional process applied in the Brazosport, Texas school district, with modifications tailored to local needs and based on the NC Standard Course of Study. Project training and development did occur as planned from early 2001 to implementation in the 2001-02 school year. Participating schools did exceed ABCs growth and performance standards of the previous (baseline) year, as evidenced by annual NC ABCs Accountability System reports. Additionally, parents and staff expressed more positive opinions about the academic program in participating schools.

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Many discussions of school size tend to concentrate on secondary sources, such as other literature reviews; although this review does examine some secondary sources, it focuses on empirical research. Recent research suggests that smaller schools may be linked to improved attendance and participation in school activities. Some studies claim that smaller schools may also be associated with higher achievement, although other studies indicate that school size does not have a significant impact on student performance, and cite other variables such as district and school affluence as more reliable predictors of achievement. In fact, some studies suggest that students in more affluent districts may benefit from larger schools. Given the lack of consensus in the field over these issues, as well as practical issues related to rapid growth, limited funds, and the cost-effectiveness of smaller schools, many administrators and policymakers may prefer to pursue alternative reforms. It may be possible to achieve the desired student outcomes by reorganizing school populations, or by creating smaller learning communities within existing facilities.

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In the 2001-02 school year, Wake County Public School System (WCPSS) implemented a project within an innovative assistance program area of Title VI- the provision of performing arts teachers within magnet elementary schools to provide arts education - under the "promising educational reform projects" category. Twelve arts teachers, representing between 0.3 and 1.0 FTE each, served in six elementary magnet schools: Fuller, Powell, Washington, Wendell, Conn, and Wiley. Also, in spring 2001, funding was allocated for planning and training activities for a new school improvement/reorganization effort at eight schools. WPSS Instructional Services Division identified a set of six schools showing historical patterns of below-expectation growth, and two schools volunteered to participate in "Project Achieve." Training and development for the eight schools did occur as planned in July - October, 2001. Results are shared.

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The Wake County Public School System (WCPSS) provides a comprehensive program of extra support for students in grades K-8 who have not yet reached grade level standards. In the summer of 2002, the Voyager Summer Academy was offered in WCPSS at grades 2-8 to students scoring at Level I or II (below grade level) in reading or math. (The State of North Carolina required a summer intervention at grades 3, 5, and 8, and WCPSS offered the program at the other grade levels as well.) WCPSS utilized the Voyager Time Warp series, which is a summer reading intervention program. Designed to decrease summer learning loss and reduce the achievement gap, Voyager Time Warp is based on the premise that lessons generating high student interest, combined with academically challenging material, will increase student motivation and improve student achievement. The Time Warp reading program is a four-hour-a day, four-week program. WCPSS also adopted Voyager's one-hour-per-day V-Math series for use in combination with the reading intervention. A variety of methods were used to assess the Voyager program including student, parent, teacher, and site coordinator surveys, a quality assurance checklist, in-depth interviews, and a focus group. Voyager pre/post assessments designed by the publisher and results on pre/post North Carolina End-of-Grade (EOG) tests were also used to evaluate Voyager's effectiveness.

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Staff Survey Results 2001-2002

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Student Survey Results 2001-2002

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End-of-Course (EOC) test scores in the Wake County Public School System (WCPSS) in 2001- 2002 showed generally positive results when compared to prior years. Both mean scale scores and the percentage of students scoring at Level III or Level IV reached new highs in eight out of ten subject areas.

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For all WCPSS schools: 55% achieved high growth; 33% achieved expected growth but did not reach high growth; 12% did not meet expected growth but showed adequate performance

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The percentage of students identified as needing extra support in the acquisition of reading skills at the next grade level dropped in kindergarten, first, and second grades from the 1999-2000 school year to 2000-2001. Approximately the same percentage of students in grades 1, 2, and 3 were identified as needing extra support in writing as had been reported in 1999-2000. As for mathematics performance, more kindergarten students in 2000-2001 (14%) than in 1999- 2000 (11%) remained at the pre-emergent stage of mathematics development and were identified as needing extra support in the next school year. The percent of grades 1-5 students demonstrating proficiency in none of the mathematics strands decreased from 1999-2000 but increased slightly for students demonstrating proficiency in only one of the four strands. Because of the subjective nature of the assessments, it is not clear if these results indicate a change in students' true achievement or an increased focus by teachers on requirements in some subjects. In other words, did the students really have better skills in reading and lower skills in math? Evidence from other sources will need to be considered before making changes in instruction or in allocation of resources.

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WCPSS EOG multiple-choice results for 2001- 2002 show increases at all grade levels in both reading and math. Both the percentage of students scoring at or above grade level and average scale scores reached new highs.

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In 2001-02, WCPSS Magnet Schools Assistance Program (MSAP) grant began implementation for three schools in the project and planned for two others. Schools in their first implementation year were: Joyner Elementary School, Language Explorations Millbrook Elementary School, International Baccalaureate Primary Years Programme Powell Elementary School ,Visual and Performing Arts Schools in their planning year included Brooks Elementary School ( Museums), and Moore Square Middle School ( Museums). Objective accomplishment as of the end of year 1 is described.

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Both fourth-grade and seventh-grade writing assessment scores declined in 2002 in WCPSS. The percentage of fourth-grade students who scored at or above 2.5 dropped 23.8 percentage points from 78.1 in 2001 to 54.3 in 2002. Seventh-grade scores dropped 13.8 percentage points from 77.5 in 2001 to 63.7 in 2002

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The Wake County Safe Schools/Healthy Students (SS/HS) Project was a three-year federal cooperative effort sponsored by the Department of Education, the Department of Juvenile Justice, and the Department of Health and Human Services. This report focuses on year 3 results. While all students were impacted indirectly, 3,315 individual students were served directly by SS/HS intervention programs, and 16,100 students participated in group prevention activities; SS/HS disproportionately served the higher risk students in the system directly as intended. The grant had many positive benefits in Year 3. A safe school environment was promoted by security system installation, and use of the WAVE Line. Alcohol, drug, and violence prevention and early intervention programs were promoted through a Communities in Schools (CIS/CLP) mentoring program, which had a positive effect on student achievement. Teen Court expanded the number of youth served, as well as the range of programs available for those youth. In terms of school and community mental health preventive and treatment intervention services, Children of Substance Abuse (COSA) groups drastically reduced the number of students reporting that they would use violence in the future. The preschool Second Step program resulted in teachers spending less time disciplining students. Five different curricula related to SS/HS reached over 15,000 WCPSS students. NovaNET improved students' ability to pass courses and get back on track to graduation.

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This report examines the impact of the second year of the federal Class-Size Reduction (CSR) program in the Wake County Public School System (WCPSS) on student achievement.

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This report examines students' academic success in WCPSS based on outcomes such as achievement test scores, dropout rates, and course enrollments. Gaps have been evident in the achievement of students with different backgrounds and characteristics for decades. These gaps in achievement are one of the biggest challenges facing educators across the country. In some areas, the gaps in student outcomes in WCPSS have narrowed over time.

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The Wake County Public School System developed a project within an innovative assistance program area of Title VI--the provision of performing arts teachers within magnet elementary schools to provide arts education--under the "promising educational reform projects" category. Funding provided to private non-profit schools was used primarily for curricular materials. In the spring of 2001, Title VI funding was allocated for planning and training activities for new school improvement/reorganization efforts at seven schools under the "3a. Promising Educational Reform Programs: Effective Schools" category. This report provides information on implementation and attainment of objectives.

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The Accelerated Learning Program (ALP) is the major initiative that the Wake County Public School System (WCPSS) is using to help all students reach grade level performance in reading and math. In 2000-01, ALP's second year of implementation, the program expanded from grades 3-8 to K-12. This report focuses on student participation rates and the impact of the ALP program.

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Promotion/Retention of Students in Grades K-8 2000-2001

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Summer Academy in the Wake County Public Schools: An Evaluation of the 2001 Program

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Parent Survey Results 2000-2001

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Report Summary Analysis of EOG test results for 2000-2001 shows that: Scores on all four tests targeted by the 2003 Goal were higher than ever before. As reported in 2000, current rates of improvement are still inadequate to reach the goal. Groups that have the highest percentage of students scoring below grade level (students from low-income families, African-American and Hispanic students) have made the largest gains since 1998. ALP interventions appear to be benefiting all demographic groups. The strongest predictor of low achievement is income, as measured by eligibility for free or reduced price lunch. Approximately 46% of students tested who participated in the school lunch program scored in Levels I or II.

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Staff Survey Results 2000-2001

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Wake County Public Schools have addressed the needs of at-risk students with an array of academic and alternative programs that reflect serious commitment of funds and time. The 1999-2000 academic year witnessed the beginning of a 9 million dollar, three-year, community-wide collaboration between existing programs and agencies expressly intended to coordinate efforts to serve at-risk children and their families. The grant, entitled Safe Schools Healthy Students, was funded by the Department of Justice, the Department of Health and Human Services, and the Department of Education in an effort to promote safe, inviting, and optimal learning environments for all students. The program was built upon a broad collection of 17 strategies aimed at addressing the risk and resilience factors associated with school safety and student success. Each strategy included a three-year sequence of action steps, focused on strengthening resources or services within the school system. These services ranged from improving at risk screening and referral strategies, to mentoring, to substance abuse prevention, to improving school security.

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Student Survey Results 2000-2001

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2000-2001 North Carolina ABC Results

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2000-2001 End-of-Grade Multiple-Choice Test Results

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The Wake County Safe Schools/Healthy Students (SS/HS) Project is a three-year federal cooperative effort sponsored by the Department of Education, the Department of Juvenile Justice, and the Department of Health and Human Services. Together, these departments have encouraged organizations and agencies across the country to develop initiatives that prevent violence and substance abuse in schools by addressing six major elements determined to be critical in sustaining safe and healthy schools and students. Wake County has responded to this challenge by identifying four goals that correspond with these six elements, and by adopting seventeen strategies for carrying out these goals. By focusing on collaboration and cooperation with partner agencies and the community, the Wake County project is promoting the implementation and refinement of sustainable efforts to create a safe, orderly, and drug-free learning environment within county schools.

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End-of-Course (EOC) test scores in the Wake County Public School System (WCPSS) in 2000-2001 showed generally positive results when compared to 1999-2000 data. WCPSS students showed gains in seven subject areas and no change in three subject areas on the multiple-choice tests. No multiple-choice test showed a decline in average score. On the English II writing test, 63.0% of WCPSS students showed proficiency in writing in 2001, up 4.9 percentage points from 58.1% proficient in 2000.

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This report focuses on the structure of instructional assistance available through ALP to students who show low achievement. Information is also provided on other programs available to these students. For many years, WCPSS has had instructional support available through a variety of grant-funded programs to students with special needs. However, student needs could not be fully met through these original resources. To help accomplish goal 2003 (for 95% of students to score proficient on EOG tests), local dollars were allocated for supplemental instructional support.

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2000-2001 North Carolina Writing Assessment Results

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2000-2001 Iowa Test of Basic Skills

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This evaluation provides an overview of demographic characteristics and student achievement outcomes among Wake County Public School System elementary schools, when these schools are categorized as schools of choice (program magnets and calendar magnets) or traditional schools (non-magnets). Data were drawn from school-level outcomes reported in the 2000-2001 Wake County School Profiles. Central to the study is the conclusion that there are no significant differences in schools' ABCs Performance Composites when they are statistically adjusted to equalize differences in race and socioeconomic status. Through the WCPSS Magnet Program, families can take advantage of opportunities for school choice without sacrificing the level of academic performance their students can expect to achieve. The school system also benefits because magnet schools promote diversity and help to optimize the use of facilities throughout the system.

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Evidence exists of positive progress toward meeting interim benchmarks as the project works toward achieving its major goals. In almost all instances where concerns were noted, appropriate corrective actions are in place or in process. SS/HS staff, partners and contacts meet regularly as appropriate to review progress and receive project updates.

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An Introduction to CLAS

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Summary Data compiled on the impact of school poverty in WCPSS support the current policy that sets 40% as a target maximum percentage of low-income students that would be assigned to a school. Major findings include: Previous actions of the district have created a system of schools in which relatively few campuses have a high concentration of poverty. Given the variations in WCPSS schools' performance, many factors beyond school poverty are affecting the achievement growth in each school. Analysis of EOG test scores showed that small reductions in the concentration of poverty at a school are unlikely to have a meaningful effect on student achievement growth, although the differences might be statistically significant. Larger changes in the concentration of poverty in a school would likely produce changes in student achievement growth that would be both statistically and educationally significant.

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More kindergarten students in 2000 (37%) than in 1999 (29%) were beyond the early emergent/emergent reading stage by the end of the year. Nonetheless, almost one-fourth of both kindergarten and first-grade students, and one-third of second-grade students, were identified as needing extra reading support at the next grade level because they were behind the majority of students in the acquisition of reading skills. In contrast, fewer grade 2 students (18%) and grade 3 students (9%) were identified as needing extra support in writing. As for mathematics performance, slightly fewer kindergarten students in 2000 (11%) than in 1999 (12%) remained at the pre-emergent stage of mathematics development and were identified as needing extra support in the next school year. However, the percent of grades 1-5 students demonstrating proficiency in none of the mathematics strands or in only one of the four strands ranged from 13% at first grade to 22% at grades 3-5.

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Small classes have always had an intuitive appeal for parents. To many, it seems obvious that smaller classes should be associated with greater achievement. Still, all other things remaining equal, small classes are more expensive than large classes. Recent research suggests that smaller classes actually do significantly improve achievement. This report examines these and other important issues as they relate to the first year of the federal Class-Size Reduction Program (CSRP) in the Wake County Public School System (WCPSS)

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Report Summary Analysis of EOG test results for 1999-2000 shows that: Scores on all four tests targeted by the 2003 Goal were higher than ever before. Current rates of improvement are inadequate to reach the goal. The groups which have the highest percentage of students scoring below grade level are students from low income families, African-American and Hispanic students, and students identified as learning disabled or behaviorally/emotionally handicapped. The strongest predictor of low achievement is income, as measured by eligibility for free or reduced price lunch. Approximately 52% of students qualifying for the school lunch program scored in Levels I or II. On average, students who qualify for the free or reduced lunch program (FRL) show smaller academic gains than other students and are three years behind their non-FRL peers in middle school.

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1999-2000 North Carolina ABC Results

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1999-2000 End-of-Grade Multiple Choice Test Results

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The first purpose of both the new and revised magnet themes is to eliminate minority group isolation and promote broad participation and interaction among diverse groups of students. Year 2 results for this purpose are disappointing. However, results in achieving the other three purposes of the project are very good.

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Results from the 1999 WCPSS Parent Survey How Do Parent Opinions About WCPSS Compare to Local and National Attitudes Toward the Public Schools?

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1999-2000 North Carolina Writing Assessment Results

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WCPSS has had efforts in place to support low achieving students for many years. However, about 20% of WCPSS students do not score high enough to be considered "on grade level" on the End-Of-Grade (EOG) tests given across North Carolina in grades 3-8. WCPSS and the community have adopted the goal that 95% of our students will score on grade level in grades 3 and 8 by 2003. Staff recognized that the 95% achievement goal could not be accomplished unless we tried new ways to help low achieving students and provided additional resources to schools. For the 1998-99 school year, previously funded efforts such as special education, Title I, English as a Second Language, and Student Support Teams continued, but approximately $5 million in additional funds (some grant and some local) were also allocated to schools to support low achieving students. This report focuses on whether the additional funds made a difference in the progress of low achieving students and what techniques seemed to make the most positive difference for students.

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Measurement Error

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ALP and other assistance appeared to have some positive impact on achievement, primarily at the elementary level.

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Iowa Test of Basic Skills: A 1998-99 Update

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1998-99 ABCs Results

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Progress Towards the 95% Goal

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The Impact of Poverty Upon Schools

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