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Tag: English Language Learner

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Published Document Title Authors Pages Abstract
March 2015 Limited English Proficient Students: Progress of Kindergarten Cohorts Baenen, Nancy
Huebeler, Amy

60 View Abstract

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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July 2014 Dropout Rate for WCPSS: 2012-13 Gilleland, Kevin
McMillen, Brad
Muli, Juliana

8 View Abstract

Despite increases in student membership each year, WCPSS continues to maintain a steady decline in dropout counts. In 2012-13, the WCPSS high school dropout rate fell to 1.95%, its lowest rate ever. The WCPSS rate is lower than the state's rate, and also the lowest of the other four large school districts in North Carolina (Guilford 2.07%, Forsyth 2.72%, Mecklenburg 3.02%, and Durham 3.21%). WCPSS dropout rates by ethnicity in 2012-13 also fell for all subgroups, with Black/African-American students experiencing the largest drop of 1.8 percentage points, from 4.6% in 2011-12 to 2.8% in 2012-13.

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May 2014 WCPSS High School Graduation Rates: 2012-13 Regan, Roger

21 View Abstract

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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December 2013 Limited English Proficient Students: Progress of 2008-09 High School Cohort Baenen, Nancy

33 View Abstract

Students with Limited English Proficiency (LEP) entering U.S. schools in grade 9 face a tight timeline to simultaneously learn English and graduate from high school in four or five years. Based on the cohort of LEP students who entered WCPSS for the first time in grade 9 in 2008-09 and did not transfer out, 46% graduated within 4.5 years. Some (17%) graduated while still LEP. Cohort graduates tended to start ninth grade with greater initial English proficiency, strong educational backgrounds obtained elsewhere, or high motivation and support. Unfortunately, 41% of the cohort dropped out of high school. Early warning indicators include not passing required courses and being retained (only one third of the cohort was able to be promoted every year). Only 20% participated in ESL support programs outside of school (36% of those with the lowest English proficiency participated).

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March 2013 Limited English Proficient Students: Exit Rates for 2008-09 Cohort Baenen, Nancy

14 View Abstract

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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March 2013 WCPSS High School Graduation Rates 4-Year and 5-Year Cohort Rates 2011-12 Regan, Roger

13 View Abstract

The WCPSS four-year cohort graduation rate declined slightly to 80.6% in 2011-12 from 80.9% in the previous year. At the same time, the five-year rate rose substantially from 81.6% to 84.4%.

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January 2013 2011-12 District Improvement Initiatives Evaluation Bulgakov-Cooke, Dina

85 View Abstract

Seven District Improvement initiatives were implemented in 2011-12 in WCPSS. All were well designed and coordinated, with common goal setting processes and use of common monitoring tools. All initiatives either met or partially met 2011-12 goals. Some were more successful in showing student outcomes, with the most positive initiatives being elementary mathematics and adolescent literacy. These results should be used to influence future decisions about continuation or strengthening of these efforts. New components that were well received and implemented by those trained (but which did not have achievement results as yet) should also be considered for future funding.

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January 2013 WCPSS Dropout Rate: 2011-12 Gilleland, Kevin
Muli, Juliana

3 View Abstract

On January 10, 2013 the North Carolina Department of Public Instruction (DPI) released its annual statewide Dropout Report covering the 2011-12 school year. Charts show the dropout rate for WCPSS compared to the state as a whole, to other large school districts in North Carolina, and by selected student subgroups.

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December 2011 District Improvement Outcomes: 2010-11 Paeplow, Colleen

38 View Abstract

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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December 2011 WCPSS District Improvement Implementation 2010-11 Baenen, Nancy
Bulgakov-Cooke, Dina

94 View Abstract

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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June 2011 High School Five-Year Graduation Rates, Wake County Public School System (WCPSS): 2009-10 Haynie, Glenda

7 View Abstract

In 2009-10, the North Carolina Department of Public Instruction was approved to include a five-year graduation rate as well as a four-year rate in determining if schools, districts, and the state made Adequate Yearly Progress (AYP) under the NCLB Act. This rate was based on the incoming 9th grade students of 2005-06. The denominator of the cohort remained the same for both the 2008-09 four-year and the 2009-10 five-year rate with an additional 296 graduates added to the numerator in the fifth year. The 2009-10 five-year district rate rose to 81.5% from a 2008-09 four-year rate of 78.4%. The subgroups with the largest increases were limited English proficient (9.8 percentage points), economically disadvantaged (7.8 percentage points), and students with disabilities subgroups (7.4 percentage points). Hispanic/Latino and Black/African American students had the largest rate increases among ethnic subgroups (6.6 and 5.5 percentage points, respectively).

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June 2011 Outcomes for Supplemental Education Services (SES): 2009-10 Paeplow, Colleen

37 View Abstract

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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March 2011 2009-10 WCPSS Dropout Rate Gilleland, Kevin

5 View Abstract

On March 3rd, 2011, the North Carolina Department of Public Instruction (DPI) released its annual statewide Dropout Report covering the 2009-10 school year. Charts show the dropout rate for WCPSS compared to the state as a whole, to other large school districts in North Carolina, and by the federal No Child Left Behind (NCLB) subgroups.

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March 2011 Implementation of Supplemental Education Services: 2009-10 Paeplow, Colleen

39 View Abstract

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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February 2011 Supplemental Education Services: 2008-09 & 2009-10 Paeplow, Colleen

25 View Abstract

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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December 2010 Foundations of Algebra: 2009-10 Paeplow, Colleen

26 View Abstract

This report examined the implementation of Foundations of Algebra, a course designed to provide high school students with low mathematics performance an extra opportunity to review and study foundational mathematics concepts prior to enrolling in Introductory Mathematics and subsequently Algebra I. In the fall of 2009, 877 high school students participated in Foundations of Algebra while another 774 students were enrolled directly into Introductory Mathematics in the spring of 2010. 1,600 students enrolled in Introductory Mathematics in 2008-09 were used as a comparison group. Eighty-two percent of Foundations of Algebra students were Level I or II; however, less than two-thirds of students (63%) scored Level I or low Level II--the program's criteria. Twenty-seven percent of students enrolled directly into Introductory Mathematics met the recommended criteria of high Level II scores. A higher percentage of students who participated in Foundations of Algebra enrolled in Algebra I and Algebra I Part I than did comparison students.

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September 2010 WCPSS District Improvement: 2009-10 Implementation Status Bulgakov-Cooke, Dina

46 View Abstract

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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June 2010 Middle School Mathematics: 2006-07 to 2008-09 Paeplow, Colleen

38 View Abstract

In 2006-07, seven Wake County Public School System (WCPSS) middle schools piloted Algebraic Thinking as an alternate approach to teaching middle school mathematics. Algebraic Thinking was developed to help students in grade 6 reach higher mathematics courses by combining the regular and advanced middle school mathematics courses into one heterogeneously grouped class and differentiating instruction. Of the 1,493 grade 6 students enrolled in one of the five pilot schools, 1,087 were still enrolled in Algebraic Thinking in 2008-09 and were therefore included in the study. A comparison cohort of 1,078 grade 6 students enrolled from 2006-07 to 2008-09 was selected from five matched schools. While both cohorts of students improved academically, overall findings suggest that participation in Algebraic Thinking did not have a greater positive impact on students' mathematics achievement as measured by EOG proficiency or growth. However, a significantly higher percentage of Algebra I students at the Algebraic Thinking schools met their Algebra I growth target.

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March 2010 2008-09 WCPSS Dropout Rate Gilleland, Kevin

5 View Abstract

On February 5th, 2009, the North Carolina Department of Public Instruction released its annual statewide Dropout Report covering the 2007-08 school year. Charts show the dropout rate for WCPSS compared to the state as a whole, to other large school districts in North Carolina, and by race.

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January 2010 NovaNET 2008-09 Evaluation Bulgakov-Cooke, Dina

29 View Abstract

NovaNET is a technology-based teacher-facilitated educational approach used at schools to support students at risk of not meeting graduation requirements to accrue credits in a variety of subjects. NovaNET contributes to the WCPSS goal of closing achievement gaps and creating opportunities for all students to graduate on time. In 2008-09, 38 NovaNET courses were offered districtwide. All high schools offered credit recovery (CR) courses. Six schools offered remediation opportunities, and 11 offered new credits. Based on summer courses, NovaNET had a high success rate in helping students earn credits towards graduation. Based on high summer pass rates, it is recommended to encourage use of NovaNET to earn course credits, examine ways to enhance EOC performance, designate use of NovaNET within course codes, streamline reporting methods, and enhance monitoring of success. Consider expanded use of NovaNET as a supplement for regular courses. Based on cost-effectiveness, expand student access to NovaNET in summer if feasible.

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December 2009 Effective Teaching Practices in English I (Summary) Bowen, Kim
Haynie, Glenda
Merritt, Sherri

1 View Abstract

This study analyzed the instructional practices of the most effective English I teachers identified by a multiple regression model. Using both quantitative and qualitative analysis of test data, surveys, observations, and focus-group interviews, the study found that the goal of the most effective teachers was effective communication skills for all students. These teachers focused on building capacity in students by addressing transition into high school and success across all curricular areas. Their classrooms were well-managed and activity-based, using at least the middle level thinking skills of application and analysis. Most effective teachers used Marzano research-based strategies, particularly reinforcing effort and providing recognition, non-linguistic representation, and cooperative learning. These results can be used to motivate teacher and school improvement efforts.

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October 2009 Accelerated Learning Program (ALP) Grades 3-5: Evaluation 2007-08 Baenen, Nancy
Lougée, Aimee

34 View Abstract

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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June 2009 Factors Associated with Staying on Track to Graduate: Evidence from the WCPSS 9th Grade Class of 2005-06 Gilleland, Kevin
McMillen, Brad

11 View Abstract

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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June 2009 Helping Hands Results 2007-08: Grades 3-8 Paeplow, Colleen

18 View Abstract

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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May 2009 Wake County Public School System Promotion and Retention in Grades K-12, 2007-08 Paeplow, Colleen

6 View Abstract

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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February 2009 2007-08 WCPSS Dropout Rate Gilleland, Kevin
Holdzkom, David

4 View Abstract

2007-08 WCPSS Dropout Rate

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February 2009 ABCs and AYP Results, Wake County Public School System: 2007-08 Boykin, Anne-Sylvie

10 View Abstract

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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January 2009 Best Practices to Promote High School Graduation Baenen, Nancy

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Significant attention and resources have been focused on reforming high schools to enhance graduation rates. The research literature supports the following practices: For struggling students, accurate identification and intensive instructional, monitoring, and counseling support For 9th graders, transition activities, personalization, and academic support strategies For teachers, intensive training to help them provide effective instruction and support, particularly for students showing signs of risk.

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January 2009 Overview of Practices to Promote High School Graduation Baenen, Nancy

2 View Abstract

Significant attention and resources have been focused on reforming high schools to enhance graduation rates. The research literature supports the following practices: For struggling students, accurate identification and intensive instructional, monitoring, and counseling support For 9th graders, transition activities, personalization, and academic support strategies For teachers, intensive training to help them provide effective instruction and support, particularly for students showing signs of risk.

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October 2008 Middle School Grading: Wake County Public School System (WCPSS) 2006-07 and 2007-08 Paeplow, Colleen

34 View Abstract

This study examined the distribution of middle school reading and mathematics grades in 2006-07 and 2007-08 and the correlation of students' classroom grades and End-of-Grade (EOG) scores in 2006-07. Most students (80% or more) received an A, B, or C in reading and mathematics. Among Level IV students, the percentage with an A in the classroom varied by ethnicity. Mathematics grades had a slightly stronger correlation to the newly revised mathematics EOG scores than did reading grades to the 2006-07 reading EOG scores. Middle school grades of A-F had a weaker correlation to EOG scores than that found for standards-based grading and EOG scores at the elementary school level. Schools varied considerably in terms of the percentage of students receiving an A or B who scored at or above grade level on the EOG.

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June 2008 Standards-Based Grading 2005-06 and 2006-07 Paeplow, Colleen

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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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June 2008 WCPSS Alternate Assessment Results, 2006-07 McMillen, Brad
Speas, Carol

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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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April 2008 WCPSS High School Student Outcomes: 2006-07 Baenen, Nancy

108 View Abstract

Many indicators of performance, persistence, and academic rigor for WCPSS high school students 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. The skills and abilities that WCPSS graduates obtain appear to serve them well in the University of North Carolina (UNC) system, which is the most common educational destination for WCPSS graduates. However, changing student populations and rising academic standards are challenging the system's ability to sustain and increase academic performance for all students. Gaps in achievement have increased, with higher percentages of minority students and students with academic risk factors at risk of not graduating on time, compared to other groups.

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February 2008 2006-07 WCPSS Dropout Rate Gilleland, Kevin

4 View Abstract

2006-07 WCPSS Dropout Rate

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November 2007 Analysis of Achievement Data Boykin, Anne-Sylvie
Holdzkom, David

4 View Abstract

Analysis of Achievement Data

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August 2007 WCPSS Students with Multiple Academic Risks: Achievement Patterns and School Experiences Baenen, Nancy
Ives, Sarah
Paeplow, Colleen
Reichstetter, Rosemary

112 View Abstract

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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June 2007 Effective Practices for Elementary School Students with Multiple Needs Baenen, Nancy

4 View Abstract

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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June 2007 Effective Practices for Middle School Students with Multiple Needs Baenen, Nancy

4 View Abstract

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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June 2007 WCPSS Alternate Assessment Results, 2005-06 McMillen, Brad
Speas, Carol

19 View Abstract

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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March 2007 WCPSS Elementary School Student Outcomes 2005-06 Baenen, Nancy
Holdzkom, David

99 View Abstract

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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March 2007 WCPSS High School Student Outcomes 2005-06 Holdzkom, David
McMillen, Brad

93 View Abstract

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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March 2007 WCPSS Middle School Student Outcomes 2005-06 Baenen, Nancy
Holdzkom, David

84 View Abstract

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 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. Results for the new test of computer skills are also a concern. 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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October 2006 Evaluation of Supplemental Educational Services at Hodge Road Elementary 2005-06 Paeplow, Colleen

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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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May 2006 Predictive Assessment of Reading (PAR) and Accelerated Learning Program (ALP) K-2 Literacy Program 2004-05 Paeplow, Colleen

29 View Abstract

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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March 2006 2004-05 Wake County Public Schools' Dropout Rate Gilleland, Kevin
McMillen, Brad

4 View Abstract

2004-05 Wake County Public Schools' Dropout Rate

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February 2006 Project Achieve Evaluation: Year Four, 2004-05 Baenen, Nancy
Carpenter, Megan
Dudley, Kristy

35 View Abstract

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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December 2005 Graduation Rates of the 1998-99 9TH-Grade Cohort Wake County Public School System Dulaney, Chuck
Haynie, Glenda

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A study of 6,037 first-time Wake County Public Schools (WCPSS) 1998-99 9th-grade students found that their overall four-year graduation rate was 80% and a five-year graduation rate was 83%. Female students (87%) were more likely to graduate than male students (79%). Asian (92%) and White (88%) students were more likely to graduate than Black/African American (68%) and Hispanic/Latino (72%) students. Black/African American male students were least likely to graduate (60%). The 1998 rate is six percentage points higher than a comparable 1995 rate. All ethnic subgroups improved, with Hispanic/Latino students increasing four points, Black/African American students increasing eight points, and Asian students increasing nine points.

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December 2005 WCPSS Outcomes Summary for 2004-05, With an Emphasis on Achievement Gap Status Baenen, Nancy
Yaman, Kimberly

45 View Abstract

The Wake County Public School System (WCPSS) saw improved achievement between the late 1990s and 2003, both in overall trends and results disaggregated by subgroup. Achievement gaps began to close. The percentage of students scoring at grade level is now quite high. In the past three years, the percentage of lower income, minority, and limited-English-proficient students has increased, and the percentage of students at grade level has changed very little. Dropout and graduation rates show some closing of gaps between Black and White students, but not between Hispanic/Latino and White students. Identifying ways to further close achievement gaps and improve other student outcomes is challenging, especially in light of additional graduation requirements which will be added for students entering 9th grade in the 2006-07 school year.

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July 2005 Student Support Team Evaluation Baenen, Nancy
Harlow, Kristin2

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Student Support Teams (SST) are designed to strengthen and support students who are experiencing academic, behavioral, family, and/or emotional difficulties that interfere with learning. SSTs develop and implement action plans using classroom-, school-, family-, and/or community-based strategies. In 2003-04, 80% of the 4,944 students served by SSTs were elementary students. Over half of the students referred for academic reasons scored on grade level before SST participation. Earlier SST meetings and family-based strategies were correlated with positive academic outcomes. Classroom-based strategies were correlated with fewer suspensions. Schools varied in their success in improving SST students' achievement. SST participants' growth in achievement was generally smaller than a matched comparison group over one year, but students could have differed in ways related to referral reasons. SST students closed the gap between their achievement and that of the district overall in some elementary grades but not at the secondary level.

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March 2005 Dropouts from Wake County Public Schools 2003-04 Gilleland, Kevin

57 View Abstract

Dropouts from Wake County Public Schools 2003-04

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February 2005 Early Start Evaluation: Summer 2004 Paeplow, Colleen

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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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January 2005 WCPSS K-5 Assessment Results 2003-04 Baenen, Nancy
Lindblad, Mark
Yaman, Kimberly

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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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December 2004 Dropouts from Wake County Public Schools 2002-03 Gilleland, Kevin
Gilleland, Kevin
Gilleland, Kevin
Gilleland, Kevin

26 View Abstract

Dropouts from Wake County Public Schools 2002-03

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December 2004 Dropouts from Wake County Public Schools 2002-03 Gilleland, Kevin
Gilleland, Kevin
Gilleland, Kevin
Gilleland, Kevin

26 View Abstract

Dropouts from Wake County Public Schools 2002-03

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December 2004 Dropouts from Wake County Public Schools 2002-03 Gilleland, Kevin
Gilleland, Kevin
Gilleland, Kevin
Gilleland, Kevin

26 View Abstract

Dropouts from Wake County Public Schools 2002-03

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December 2004 Dropouts from Wake County Public Schools 2002-03 Gilleland, Kevin
Gilleland, Kevin
Gilleland, Kevin
Gilleland, Kevin

26 View Abstract

Dropouts from Wake County Public Schools 2002-03

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November 2004 Title I End-of-Grade Test Results 2003-04: Grades 3-5 Paeplow, Colleen

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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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October 2004 Annual Performance Report 2003-2004 Magnet Schools Assistance Program Grant Penta, Mary

146 View Abstract

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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October 2004 WCPSS Outcomes Summary for 2003-04, With an Emphasis on Achievement Gap Status Baenen, Nancy
Dulaney, Chuck
Yaman, Kimberly

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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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May 2004 21st Century Grant Summer Program Evaluation: 2003 Baenen, Nancy
Paeplow, Colleen

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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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April 2004 Accelerated Learning Program (ALP) K-2 Evaluation 2002-03 Baenen, Nancy
Harlow, Kristin2
Paeplow, Colleen

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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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April 2004 From Complacency to Excellence Through School District Reform: A Case Study of the WCPSS Banks, Karen

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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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April 2004 Project Achieve: Adapting the Brazosport Model to a Large LEA Baenen, Nancy
Speas, Carol

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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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January 2004 Accelerated Learning Program (ALP) Grades 3-8: Evaluation 2002-03 Baenen, Nancy

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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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January 2004 Dropouts from Wake County Public Schools 2001-02 Dulaney, Chuck
Gilleland, Kevin

22 View Abstract

Dropouts from Wake County Public Schools 2001-02

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January 2004 Project Achieve Evaluation: Year Two, 2002-03 Speas, Carol

38 View Abstract

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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November 2003 Adequate Yearly Progress (AYP) Results: 2002-03 Dulaney, Chuck
Paeplow, Colleen

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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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November 2003 Wake County Public School System Outcomes Summary for the 2002-03 School Year Baenen, Nancy
Dulaney, Chuck

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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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October 2003 North Carolina ABC Results: 2002-03 Dulaney, Chuck
Regan, Roger

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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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June 2003 Promotion/Retention of Students In Grades K-8: 2001-02 Paeplow, Colleen

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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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May 2003 Graduation Rates, Wake County Public School System: A Study of the 1995 9TH-Grade Cohort Haynie, Glenda
Johnson, Stephen
Scudder, David

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A study of 5,226 first-time 1995 9th-grade students found their overall graduation rate was 77%. Female students (80%) were more likely to graduate than male students (69%). Asian (83%) and White (83%) were more likely to graduate than Black (60%) and Hispanic/Latino students (68%). Black males were least likely to graduate (53%).

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February 2003 Project Achieve Evaluation Report: Year One, 2001-2002 Speas, Carol

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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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November 2002 Voyager Summer Academy 2002 Results Baenen, Nancy
Banks, Karen
Paeplow, Colleen

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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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September 2002 2001-2002 North Carolina ABC Results Dulaney, Chuck
Kaase, Kristopher
Regan, Roger

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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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April 2002 Annual Progress Report on Students who Drop Out 2000-2001 Gilleland, Kevin
Kaase, Kristopher

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The overall dropout rate continued to decline in 2000-01 for the Wake County Public School System (WCPSS). The grades 7-12 dropout rate was 2.4 percent, the lowest since the state of North Carolina and the WCPSS began reporting dropouts in 1992, using federal standards. Since 1994-95 the gap between the grades 7-12 dropout rates for Black students and White students has decreased from 4.3 to 2.1 percentage points. The largest number of dropouts has always occurred at the high school level. Of the 1,038 dropouts in the WCPSS for 2000-01, 1,024 (98.7%) were in grades 9-12. The WCPSS high school dropout rate decreased from 5.5% in 1995-96 to 3.7% in 2000-01 (see Figure 1). The WCPSS high school dropout has been lower than the rate for North Carolina and paralleled the trend of a decreasing rate of dropouts since the state began reporting high school dropout rates in 1998-99.

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November 2001 The Effectiveness of the Wake Summerbridge Summer Enrichment Program Baenen, Nancy
Harlow, Kristin2

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Wake Summerbridge is an enrichment program that has supported selected WCPSS middle school students for a number of years. This evaluation compared subsequent academic performance, suspensions and dropout rates of students who had participated in the program with a comparison group of students with similar characteristics who did not participate in the program. The main positive finding was that dropout rates were much lower for Summerbridge students than for the comparison group (1% versus 13%). Achievement scores and grade point averages showed a slight but consistent advantage in absolute terms for Summerbridge students over the comparison group. The differences were not statistically significant, although they may have some educational significance. The percentage of students receiving F's and suspension rates actually favored the comparison group. However, the higher dropout rate among comparison students may account for the lower number of F's earned by this group. Some cautions must be kept in mind when interpreting these findings. Sample sizes were relatively small which makes statistical significance more difficult to detect (about 80 per group). Groups could differ in ways that could not be determined from school system data files (e.g., attitude toward school, rigor of course selections, middle versus higher income status). Given the results, the cost of providing the service should also be considered in decisions about future funding.

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February 2001 Annual Progress Report on Students who Drop Out 1999-2000 Baenen, Nancy
Carwile, Stephanie
Kitts, Doris
Knott, Donna
Scudder, David

55 View Abstract

The high school dropout rate during 1999-2000 in the Wake County Public School System (WCPSS) was 4.1 percent (2.7% for grades 7-12), the lowest since the start of annual reporting by WCPSS. The WCPSS dropout rate has steadily declined from 1994 to 2000, as displayed in Figure 1. The decline was interrupted in the 1998-1999 school year, the year that students going directly to junior or community college GED programs began to be included as dropouts. The decline resumed during the 1999-2000 school year. The decrease in the WCPSS dropout rate corresponded to a similar decrease in dropouts reported across the state.

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February 2000 Dropout Report 1998-1999 Gilleland, Kevin
Howard, Daniel

51 View Abstract

The 1998-99 duplicated dropout rate is the percent of first-time dropouts (those who dropped out for the first time in 1998-99) and previous year dropouts (those who dropped out before 1998-99, returned to school in 1998-99, and dropped out again). There had been a steady decline in the WCPSS dropout rate for grades 7-12 from 1993-94 to 1997-98. However, the percentage of WCPSS dropouts increased between 1997-98 and 1998-99. The WCPSS dropout increase also corresponded to a dramatic increase in dropouts reported across the state. (Figure 1). These increases may be due to a rule change in the assessment of dropout rates which now reports students who transfer to community colleges to receive their GED as dropouts. In the past, these students were referred to as transfers.

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November 1999 Dropout Report 1997-1998 Gilleland, Kevin
Howard, Daniel

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Dropout Report 1997-1998

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