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Published Document Title Authors Pages Abstract
October 2019 Nurturing for a Bright Tomorrow: Experimental Evidence for Two Kindergarten Cohorts Harris, Angel
Hill, Darryl
Lenard, Matthew

24 View Abstract

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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February 2019 WCPSS High School Graduation Rates by Gender and Race over 10 Years: 2009-2018 Regan, Roger

5 View Abstract

Wake County Public School's (WCPSS) strategic plan “Vision 2020” set a district goal of annually graduating at least 95% of its students ready for productive citizenship as well as higher education or a career. In 2018, for the sixth year in a row, the district’s four-year cohort graduation rate rose again. Over the past 10 years, WCPSS’ graduation rate has increased over 10 percentage points, from 78.4% in 2009 to 89.1% in 2018. Impressive gains have been made by most student subgroups, and have led to a narrowing of the graduation gap between subgroups. For example, gaps between White and Hispanic/Latino students and White and Black students are now half of what they were in 2009, with the largest increases in graduation rates shown by Hispanic/Latino male and female students.

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December 2018 How Do Students Feel About Their Schools? WCPSS Student Survey Results: 2017-18 Huang, Haigen

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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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July 2015 Advanced Placement Results, 2013-14 Gilleland, Kevin
Muli, Juliana

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AP outcomes for WCPSS students have continued an upward trend for over 18 years, out-performing the state and the nation in all measures. In 2013-14 there were 13,757 exams taken by 6,955 WCPSS test-takers with almost 76% of the exams resulting in scores at or above 3, outperforming Guilford (53.0%), Mecklenburg (49.8%), NC (57.7%), and the U.S. (53.7%). The WCPSS overall exam average was 3.37, down by 0.3 points from 2012-13 but still higher than the state (2.84) and the nation (2.87). As in past years, top popular subjects remained the same, with Environmental Science, Psychology, English Language & Composition, US History, and Statistics having over 1,000 test-takers each. In addition, Human Geography almost tripled test-takers from 412 in 2012-13 to 1,149 in 2013-14, replacing Statistics in the top five. Minority students continue to be underrepresented in AP course enrollments. Schools can use these data to benchmark themselves against their peers and past performance. Schools need to intensify supports and systems to attract and encourage additional qualified students to enroll in rigorous AP coursework.

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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

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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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May 2013 Formative Assessment with Technology 2011-12: Second Year of Implementation Bulgakov-Cooke, Dina
Talbot, Troy

30 View Abstract

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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March 2013 Evaluation of the Teacher Incentive Fund (TIF) Program: Wilburn Elementary School, Year 2 2011-12 Baenen, Nancy

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

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

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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 Promotion Retention Rates, 2011-12 Paeplow, Colleen

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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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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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December 2011 WCPSS Magnet Schools Assistance Program Final Performance Report 2010-2011 Baenen, Nancy
Henderson, Margaret
Regan, Roger
Reichstetter, Rosemary
Van Dyk, Pam

57 View Abstract

The Magnet Schools Assistance Program (MSAP) is a federal grant initiative designed to reduce or eliminate minority group isolation in K-12 schools where minority groups comprise a substantial population. This report reflects the success of the two middle schools and one high school involved in the grant across Years 1-3 plus Year 4, the "no cost extension" (NCE) year. The three goal areas include Desegregation and Choice, Building Capacity, and Academic Achievement. Schools had the most success with the measures that were under their most direct control--implementing the magnet strategies funded through the grant, adding curriculum and resources, and enhancing the offerings and attractiveness of the schools. While EOG/EOC proficiency improved compared to before the grant, the increase was not sufficient to reach the lofty achievement goals.

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August 2011 Student Achievement in WCPSS, 2010-2011 McMillen, Brad

703 View Abstract

Student Achievement in WCPSS, 2010-2011

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July 2011 Teacher Advancement Program (TAP) at Wilburn Elementary School: Year 3 Evaluation Report Baenen, Nancy

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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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July 2011 Title I Preschool Program in the Wake County Public School System (WCPSS): Short- and Long-Term Outcomes Baenen, Nancy

22 View Abstract

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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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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April 2011 High School Four-Year Graduation Rates, Wake County Public School System (WCPSS): 2009-10 Haynie, Glenda
Regan, Roger

9 View Abstract

High School Four-Year Graduation Rates, Wake County Public School System (WCPSS): 2009-10

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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 End-of-Course (EOC) Multiple-Choice Test Results, 2009-10 Haynie, Glenda

51 View Abstract

End-of-Course (EOC) tests are given statewide in selected courses typically taken in high school. Results for 2009-10 (and prior years, where available) are reported in terms of both average scale scores and the percentage of students scoring proficient. For the first time in 2009-10, all students who scored at Level II on EOCs were retested. Retests added 3.7 to 5.8 percentage points to the overall proficiency rates on each test. Changes in performance between 2008-09 and 2009-10 varied by group and by course, although most ethnic groups saw increases in both proficiency and average scale scores across the board. Despite gains of the last three to five years, Hispanic/Latino students, students from lower-income backgrounds, and students with limited English proficiency (LEP) scored below their corresponding NC state rates. The LEP subgroup is barely above 50% proficient. It is imperative that progress for these groups continue to accelerate.

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

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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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January 2011 Academy of Reading® (AoR) 2008-09 and 2009-10 Evaluation Baenen, Nancy
Lougée, Aimee

68 View Abstract

Academy of READING (AoR) is designed to improve students' foundational reading skills; it is used in almost all Wake County Public Schools (WCPSS) secondary schools. Central staff recommended students with prior End of Grade/Course (EOG/EOC) scale scores placing them high in Level II or low in Level III have first priority for service; many students served scored below this range (second priority). Program completion rates increased from 2008-09 (26%) to 2009-10 (41%), but were still considerably lower than desired (100%). Growth for 2009-10 AoR participants on End of Grade reading/English tests was strong (with the percentage of students reaching their growth targets increasing from 37.5% before service to 60.1% afterwards). This improvement is educationally important. Program completion gave students only a slight advantage in terms of EOG growth. The program appeared to be helpful, with patterns generally favoring middle school over high school students.

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

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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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November 2010 WCPSS Professional Learning Teams (PLTs): 2009-10 School-Based Policy Implementation Study Baenen, Nancy

122 View Abstract

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

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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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June 2010 End-of-Grade (EOG) Multiple-Choice Test Results, 2008-09 McMillen, Brad

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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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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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May 2010 End-of-Course Multiple-Choice Test Results, 2008-09 McMillen, Brad

23 View Abstract

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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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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March 2010 The Relationship between High School Course Grades and Exam Scores Boykin, Anne-Sylvie

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Since the 2006-07 school year, in addition to earning a certain number of course credits, all North Carolina high school students have been required to pass the End of Course test (EOC) in five subjects in order to obtain a high school diploma. This report examines the relationship between EOC test results and course grades for Algebra I and English I, two of the subjects that are part of the new graduation requirements. Analyses are presented for two subsets of students: the students who failed the EOC test but passed the course and the students who passed the EOC test but failed the course. The size of the first subset decreased over the four-year period, while the size of the second one increased. Differences were observed among subgroups, in particular between gender, with female students having a greater chance of passing the course in comparison to male students with similar results on the EOC test.

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

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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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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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October 2009 Intervention Months Grades 6-8: Elective Results 2008-09 Paeplow, Colleen

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North Carolina Student Accountability Standards require targeted intervention be provided to students who fail to meet statewide accountability standards. Intervention Months of employment were allotted to middle schools to help them provide intervention to students who are struggling academically. In 2008-09, Intervention Months 6-8 allotted Wake County Public School System's (WCPSS) 32 middle schools 762 months of employment to be used along with other resources to provide targeted supplementary assistance to students requiring academic intervention beyond that provided in the regular classroom. In 2008-09, 3,155 students participated in an intervention elective. Findings suggest that participation in an intervention elective did not have a positive impact on reading achievement as measured by EOG proficiency or growth. The percentage of intervention elective participants at or above grade level increased more for mathematics than reading. A statistically significant higher percentage of students who participated in a mathematics intervention only made growth than did academically similar students not enrolled in the intervention elective.

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June 2009 End-of-Course Multiple-Choice Test Results, 2007-08 McMillen, Brad
Stevens, Wendy

21 View Abstract

End-of-Course (EOC) tests are given statewide in ten courses typically taken in high school. Results for 2007-08 (and prior years, where available) are reported in terms of both average scale scores and the percentage of students who scored proficient. After the recent introduction of new EOC tests, scores for students in WCPSS have begun to tick back upward after a decline attributable to higher standards on those new tests. However, significant gaps in achievement are still evident, and proficiency rates have not fully recovered to the levels seen prior to these new tests. Higher standards, coupled with new EOC-based graduation requirements and a changing student population continue to pose significant challenges to ensuring success for all students.

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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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March 2009 End-of-Grade Multiple-Choice Test Results, 2007-08 Stevens, Wendy

27 View Abstract

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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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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February 2009 North Carolina Virtual Public School in WCPSS Update for Fall 2007, Spring 2008, and Summer 2008 Baenen, Nancy
Bulgakov-Cooke, Dina

33 View Abstract

North Carolina Virtual Public School (NCVPS) has changed since summer 2007, with more traditional courses and fewer credit-recovery courses. Total NCVPS initial enrollments of Wake County Public School System (WCPSS) students were much lower in Fall 2007 (139), Spring 2008 (198), and Summer 2008 (430) than in Summer 2007 (1,378). Students were more likely to complete courses after Summer 2007. However, students enrolled in Fall 2007 and Spring 2008 were more likely to drop courses with failure after the deadline than to do so before the cutoff date. Percentages of final enrollments with passing NCVPS course grades increased from 47% in Summer 2007 to 64%, 84%, and 70% in the fall, spring, and summer, respectively. In Summer 2008, pass rates for EOC courses were somewhat lower than for other courses, with relatively low pass rates on EOC tests.

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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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November 2008 High School Graduation Rates, Wake County Public School System: 2007-08 Haynie, Glenda

6 View Abstract

The North Carolina Department of Public Instruction has reported a four-year on-time cohort graduation rate for each high school and district for three years. This rate is based on the number of first-time 9th grade students who graduate four years later. The graduation rate for 2007-08 is based on incoming 9th grade students of 2004-05. While the overall 2007-08 WCPSS rate of 78.8% was relatively high compared to the state and other school districts, large discrepancies exist between student subgroups. Black/African American students, Hispanic/Latino students, and students from three identified academic risk groups (students with disabilities, students eligible for free or reduced-price lunch, and students with limited English proficiency) had graduation rates below that of other students.

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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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October 2008 Wake County Public School System K-5 Assessment Results 2007-08 Districtwide Summary Jackl, Andrew

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

26 View Abstract

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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April 2008 Advancement Via Individual Determination (AVID): WCPSS Program Evaluation Baenen, Nancy
Lougée, Aimee

57 View Abstract

This evaluation examined the implementation and effectiveness of the AVID program in middle schools throughout the Wake County Public School System (WCPSS). Survey results and school visits revealed considerable inconsistencies in implementation across schools. Specifically, selection criteria were not consistently understood and applied, all staff members implementing the program were not able to attend AVID training, and some schools emphasized enrollment in Algebra I in eighth grade more than others as a desired outcome of AVID participation. Attrition from the program was high, with 38% of those enrolled in grade 6 in 2005-06 continuing with the program through grade 8 in 2007-08. The stated goal of having all AVID students enroll in Algebra I by grade 8 was not met, although a higher percentage of AVID students in grade 8 enrolled in Algebra I than was true system wide (50% vs. 28%).

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April 2008 Facts for Families No.2 Your Child and the Kindergarten Initial Assessment Baenen, Nancy

2 View Abstract

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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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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April 2008 WCPSS Middle School Student Outcomes: 2006-07 McMillen, Brad

81 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 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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April 2008 Wake County Public Schools (WCPSS) Elementary School Student Outcomes: 2006-07 Holdzkom, David

92 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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February 2008 2006-07 WCPSS Dropout Rate Gilleland, Kevin

4 View Abstract

2006-07 WCPSS Dropout Rate

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February 2008 Public Issues Confronting the WCPSS Board of Education as Perceived by Focus Group Interview Participants Baenen, Nancy
Holdzkom, David

6 View Abstract

In an effort to understand the issues that the citizens of Wake County believe confront the Board of Education, two focus group interviews were conducted in November 2007 with the Community Relations Committee (CRC). The two groups both identified population growth as a major root cause of many of the issues confronting the school system. Many of the issues identified by the interviewed groups may be thought of as nested, or embedded. The focus group interviews identified three major impacts of this rapid growth on the school district: providing high quality facilities and educational programs, creating a student assignment plan that is fair and provides some measure of predictability, and coping with the increasing diversity of the student population.

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January 2008 Research on Poverty and School Achievement: An Annotated Bibliography Holdzkom, David

6 View Abstract

Research on Poverty and School Achievement: An Annotated Bibliography

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

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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

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

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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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April 2007 Professional Learning Community (PLC) Implementation WCPSS 2006-07 Baseline Survey Results Baenen, Nancy
Reichstetter, Rosemary

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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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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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February 2007 High School Graduation Rates: 2005-06 Haynie, Glenda
McMillen, Brad

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For the first time, the North Carolina Department of Public Instruction is reporting a four-year ontime graduation rate for each high school and district across the state based on the incoming 9th grade class of 2002-03. This rate is based on the number of those 9th grade students who graduated four years later (by the Spring of 2006). While the overall WCPSS rate of 82.6% was relatively high compared to the state and other school districts, large discrepancies exist between student subgroups. Black/African American students, Hispanic/Latino students, and students from three identified risk groups (students with disabilities, students eligible for free or reduced-price lunch, and students with limited English proficiency) had graduation rates below that of other students.

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October 2006 Effective Practices for At-Risk Elementary and Middle School Students Baenen, Nancy
Gilewicz, Ed
Ives, Sarah
Lynn, Amy
Warren, Tom
Yaman, Kimberly

72 View Abstract

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

2 View Abstract

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

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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 End-of-Grade Multiple-Choice Test Results, 2004-05 McMillen, Brad

42 View Abstract

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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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

66 View Abstract

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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May 2005 A Study of Student Mobility: Wake County Public School System 2002-03 Haynie, Glenda

43 View Abstract

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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May 2005 Student Outcomes After Reassignment for School Socioeconomic Diversity: Year Two Follow-Up Baenen, Nancy

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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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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 Block Scheduling Evaluation Baenen, Nancy
Reichstetter, Rosemary

62 View Abstract

In 2003-04, 11 Wake County Public School System (WCPSS) high schools moved from a traditional student schedule of six full-year courses to a block schedule of four courses each semester (4x4). Implementation went fairly smoothly, with 90% of teachers trained prior to the change. Academic course opportunities and course enrollment numbers increased substantially (by 24% and 46% respectively) compared to 2002-03, key desired outcomes. Academic success was marked by increases in credits earned, grade promotion rates, and twelfth grade graduation rates as desired. Maintenance of prior status was desired for other outcomes this first year. End-of-course performance and grade point averages of 3.0 or higher actually increased slightly, while Advanced Placement (AP) scores of 3 and greater decreased slightly. Student attendance and suspension rates remained the same. Generally, most of those surveyed and interviewed expressed satisfaction with the change. Exploring modified schedule options for some courses as well as continued professional development are recommended.

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February 2005 Early Start Evaluation: Summer 2004 Paeplow, Colleen

23 View Abstract

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

14 View Abstract

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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December 2004 Title V Evaluation Report 2003-04: E&R Section Page, Bethany

9 View Abstract

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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November 2004 Fast Forword Evaluation: 2003-04 Baenen, Nancy
Germuth, Amy

22 View Abstract

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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November 2004 North Carolina Writing Assessment Results 2003-04 Dulaney, Chuck

15 View Abstract

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

6 View Abstract

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 Partnership for Educational Success 2002-03: Implementation and Outcomes Baenen, Nancy
Harlow, Kristin2

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

33 View Abstract

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

52 View Abstract

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

36 View Abstract

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

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Dropouts from Wake County Public Schools 2001-02

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January 2004 Free and Reduced-Price Lunch Participation in the Wake County Public School System 1993-2004 Dulaney, Chuck
O’Flaherty, Daniel

7 View Abstract

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

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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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December 2003 Summary of Graduate Intentions: 2002-03 Dulaney, Chuck
Wildman, Wanda

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Summary of Graduate Intentions: 2002-03

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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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October 2003 Summary of Graduate Intentions: 2001-02 Dulaney, Chuck
Wildman, Wanda

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Summary of Graduate Intentions: 2001-02

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September 2003 Fast ForWord Evaluation, 2002-03 Baenen, Nancy
Overbay, Amy

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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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July 2003 Annual Performance Report 2002-2003 Magnet Schools Assistance Program Grant Penta, Mary

180 View Abstract

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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July 2003 Free and Reduced-Price Lunch Participation in the Wake County Public School System 1993-2003 Dulaney, Chuck
O’Flaherty, Daniel

5 View Abstract

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

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July 2003 Has ALP Helped Low-Achieving Students? Baenen, Nancy
Yaman, Kimberly

2 View Abstract

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

30 View Abstract

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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May 2003 High School Support to Meet Graduation Requirements 2001-02 Baenen, Nancy

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Overall, 2,422 high school students who were at risk of not graduating received some instructional assistance in 2001-02. However, the number of students who might struggle with one or more graduation requirements was high (7,810), and many were not identified as receiving instructional support beyond their regular classes. Compared to state ABC standards, those who received support showed high growth between spring 2001 and 2002. A two-year follow-up of students who had not passed the Minimum Competency requirement in spring 2000 reveals close to 60% of those still in the Wake County Public School System (WCPSS) were able to meet this requirement by spring 2002. However, the percentage able to attain grade level scores between spring 2001 and 2002 was similar (23-28%) regardless of whether they received instructional assistance.

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May 2003 Safe Schools/Healthy Students Grant Year 4 Mid-Year Performance Report Project Status October 1, 2002 - April 30, 2003 Baenen, Nancy
Harlow, Kristin2

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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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March 2003 Accelerated Learning Program (ALP): Grade 3-8 Evaluation 2001-02 Baenen, Nancy
Lindblad, Mark
Yaman, Kimberly

107 View Abstract

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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February 2003 Class-Size Reduction Program 2001-02 Speas, Carol

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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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February 2003 NovaNET Student Outcomes 2001-2002 Baenen, Nancy
Harlow, Kristin2

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In the 2001-02 school year, NovaNET students earned significantly higher GPAs and fewer F's than before participating in NovaNET. NovaNET students did not show significantly greater gains than students in a comparison group that had similar demographic and academic characteristics; however, analyses revealed that the two groups varied somewhat in terms of prior suspensions, so results should be interpreted with caution. Some schools had much greater participation and student success than others. Strategies used by successful NovaNET programs include individualizing coursework; supplemental counseling and behavior modification; selecting the most appropriate students; requiring students to sign a contract promising to complete the course; and giving offline assignments to supplement NovaNET. Extending successful school practices to all schools could increase overall program impact.

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

71 View Abstract

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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February 2003 Title VI: Annual Evaluation Report 2001-2002 Overbay, Amy
Speas, Carol

25 View Abstract

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

40 View Abstract

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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June 2002 Advanced Placement Exam Results 2000-2001 Kaase, Kristopher
Paeplow, Colleen

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The Advanced Placement (AP) program offers college-level courses to high school students. Many colleges and universities provide course credit to students who earn a high score on the end-of-year exams. Almost 60% of United States high schools offer AP course work, and more than 800,000 high school students participated in AP programs during the 2000-2001 school year (College Board, 2001). All 15 comprehensive high schools in the WCPSS offer AP courses. Enrollment in Wake County Public School System (WCPSS) AP courses was approximately 6,900 in 2000-01. Many students took more than one AP course. A total of 4,320 AP examinations were taken by 2,223 WCPSS students at the end of the school year. This report examines AP exam results for the WCPSS with comparisons to other large school systems, the state of North Carolina, the South, and the United States.

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May 2002 Class-Size Reduction Program Evaluation, 2000-2001 Speas, Carol

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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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May 2002 Gaps in Academic Achievement: WCPSS Status 2001-02 Baenen, Nancy
Banks, Karen
Dulaney, Chuck
Yaman, Kimberly

49 View Abstract

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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May 2002 Title VI: Annual Evaluation Report 2000-2001 Speas, Carol

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

72 View Abstract

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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February 2002 NovaNET 2000-2001: Analyses of Student Outcomes Relative to a Comparison Group Baenen, Nancy
Harlow, Kristin2

12 View Abstract

NovaNET is an on-line computerized instructional system that provides students with self-paced instruction for many North Carolina high school courses. This evaluation looks at outcomes for students participating in the NovaNET program and compares them with outcomes for a group of students with similar characteristics who did not participate in NovaNET. The primary positive finding was that the number of failing grades decreased significantly for students who participated in NovaNET, while a slight increase occurred for matched students. The GPA for NovaNET students showed a significant increase, but the comparison group increased about the same amount (difference between increases were not significant). NovaNET appeared to have more of a positive impact on math and social studies course grades than on English and science course grades. The pass rate for NovaNET science courses was only 50%. NovaNET did not appear to impact suspensions in 2000-2001; rates for NovaNET and matched students were statistically similar. NovaNET students were more likely to drop out of school in 2000-2001 than the comparison students who had a lower dropout rate than WCPSS overall; the change in drop-out rates should be examined again over the next few years. Overall, NovaNET seems to help students pass classes. However, more specific findings are difficult to obtain due to the newness of the program, and the difficulty of creating an accurately matched comparison group.

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February 2002 The Accelerated Learning Program (ALP) 2000-01: Student Participation and Effectiveness Baenen, Nancy
Lindblad, Mark
Yaman, Kimberly

71 View Abstract

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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January 2002 Promotion/Retention of Students in Grades K-8 2000-2001 Kaase, Kristopher

29 View Abstract

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

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December 2001 Progress Toward the 95% Goal: 2001 Dulaney, Chuck

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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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December 2001 Strategy 17: NovaNET Online Learning System Year 2 Program Evaluation Baenen, Nancy

29 View Abstract

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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August 2001 2000-2001 End-of-Course Multiple-Choice and English II Testing Results Burch, Glenda
Dulaney, Chuck

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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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June 2001 2000-2001 North Carolina Writing Assessment Results Burch, Glenda
Dulaney, Chuck

18 View Abstract

2000-2001 North Carolina Writing Assessment Results

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March 2001 Gaps in Academic Achievement: WCPSS Status 2000-01 Baenen, Nancy
Banks, Karen
Burch, Glenda
Dulaney, Chuck
Yaman, Kimberly

47 View Abstract

On almost all academic measures reviewed for this report, White females in WCPSS were the most successful group, and Black males were the least successful group. The gap between White and Black students' achievement has decreased over time in some areas but has not in others. Within WCPSS, many students within each subgroup excel. However, smaller proportions of low income and minority students show on-grade-level performance than higher income and White students. Gaps in achievement by income, race, or gender are due to myriad factors, including correlations with personal, school, family, societal, and other factors. Gaps can be closed with appropriate resources, but it is not easy. Accomplishment of the 95% goal will require nearly eliminating the socioeconomic and demographic gaps described in this report.

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March 2001 The Effect of School Poverty Concentration in WCPSS Banks, Karen

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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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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 2001 The North Carolina Competency Tests Results 1999-2000 Tyler, Doris

7 View Abstract

The North Carolina Competency Tests Results 1999-2000

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December 2000 1999-00 Computer Skills Tests Results Tyler, Doris

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1999-00 Computer Skills Tests Results

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November 2000 1999-2000 End-of-Course Multiple-Choice and English II Testing Results Burch, Glenda
Dulaney, Chuck
Gilleland, Kevin

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End-of-Course (EOC) test scores in the Wake County Public School System (WCPSS) in 1999-2000 showed mixed results when compared to 1998-99 data. WCPSS students showed gains in six subject areas and slight decreases in four subject areas on the multiple choice tests. On the English II writing test, 58.1% of WCPSS students showed proficiency in writing in 2000, down 11 percentage points from 69.1% proficient in 1999.

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October 2000 Progress Towards the 95% Goal: 2000 Dulaney, Chuck

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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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August 2000 1999-2000 End-of-Grade Multiple Choice Test Results Burch, Glenda
Dulaney, Chuck

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

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July 2000 Annual Performance Report 1999-2000 Magnet Schools Assistance Program Grant Penta, Mary

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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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July 2000 Results from the 1999 WCPSS Parent Survey How Do Parent Opinions About WCPSS Compare to Local and National Attitudes Toward the Public Schools? Speas, Carol

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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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June 2000 1999-2000 North Carolina Writing Assessment Results Dulaney, Chuck
Sharpe, Nartarshia

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1999-2000 North Carolina Writing Assessment Results

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March 2000 1998-99 Computer Skills Tests Results Tyler, Doris

7 View Abstract

1998-99 Computer Skills Tests Results

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

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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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July 1999 Collected Evaluations on the WCPSS Alternative School Program for Students with Long-Term Suspensions Carruthers, Bill

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The Wake County Public School System (WCPSS) has provided an alternative school program for students with long-term (LT) suspensions since the 1995-96 year. In 1995-96, the program was operated by the WCPSS and known as the Alternative Learning Center (ALC). Since the 1996-97 year, the WCPSS has contracted with the Richard M. Milburn High School (RHMS), a private firm, to operate the program. Over these years, the WCPSS has conducted a number of evaluations of the program. This Executive Summary highlights major conclusions of these collected evaluations.

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March 1999 The Impact of Poverty Upon Schools Banks, Karen

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The Impact of Poverty Upon Schools

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