WCPSS Logo

Tag: Language arts

Your search found 99 reports. Refine your search.

If you need assistance finding a specific report, please contact wcpss-data-accountability@wcpss.net.

Published Document Title Authors Pages Abstract
March 2015 Read to Achieve Traditional Calendar School Reading Camps: Summer 2014 Rhea, Anisa

58 View Abstract

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

Full Report (PDF)

November 2014 SAT Scores, 2013-14: Wake County Public School System Gilleland, Kevin
Muli, Juliana

11 View Abstract

In 2013-14, students in WCPSS continued to score 60-70 points higher on the SAT compared to students in NC and across the nation. All major WCPSS ethnic groups also continued to score significantly higher than their peers. Fifty-four percent of WCPSS students met the College Board's College and Career Readiness Benchmark. North Carolina had 41% of its students meeting the benchmark, while the nation had 43%. Continued improvements on college entrance exams are likely to be driven by student exposure to rigorous curriculum and high-level coursework. Schools are encouraged to find ways to prepare all students to engage in rigorous experiences in high school.

Full Report (PDF)

August 2013 2011-12 WCPSS SAT Scores Gilleland, Kevin
Muli, Juliana

7 View Abstract

WCPSS students continue to fare well on the SAT test compared to students in the state and nation. While there was a slight decline in the overall average score in 2012 compared to the previous year, the scores continue a trend of measurable improvement over time. In addition, most major ethnic groups continue to have average scores significantly higher than comparable groups in the state and nation. In 19 of the last 21 years, the WCPSS participation rate has remained above 70%, suggesting that a large majority of WCPSS seniors are intending to continue their education by going to college. In the same 21-year time frame, participation rates for the state have mostly been in the 60% range, while national rates have been in the high 40s.

Full Report (PDF)

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.

Full Report (PDF)

September 2012 Student Achievement in WCPSS, 2011-12 McMillen, Brad

594 View Abstract

Student Achievement in WCPSS, 2011-

Full Report (PDF)

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.

Full Report (PDF)

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.

Full Report (PDF)

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

703 View Abstract

Student Achievement in WCPSS, 2010-2011

Full Report (PDF)

June 2011 Comprehensive Assessment Systems: Purposes and Implementation Talbot, Troy

13 View Abstract

Comprehensive Assessment Systems: Purposes and Implementation

Full Report (PDF)

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).

Full Report (PDF)

April 2011 Assessing the Value of the Arts: Looking Beyond Traditional Achievement Measures Baenen, Nancy
Brasfield, Jon

13 View Abstract

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

Full Report (PDF)

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).

Full Report (PDF)

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

25 View Abstract

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

Full Report (PDF)

January 2011 ABCs and AYP Results, WCPSS: 2009-10 Haynie, Glenda

9 View Abstract

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

Full Report (PDF)

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.

Full Report (PDF)

December 2010 WCPSS Alternate Assessment Results, 2009-10 Holdzkom, David
Regan, Roger

20 View Abstract

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

Full Report (PDF)

September 2010 Analysis of 2009-10 WCPSS SAT Scores Gilleland, Kevin
Holdzkom, David

9 View Abstract

In 2009-10, students in Wake County Public Schools (WCPSS) posted average SAT scores of 543 in mathematics, 524 in critical reading and 504 in writing. The combined score for mathematics and critical reading was 1067, with a total average score of 1571.

Full Report (PDF)

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

46 View Abstract

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

Full Report (PDF)

August 2010 Student Achievement in WCPSS, 2009-2010 McMillen, Brad

678 View Abstract

Student Achievement in WCPSS, 2009-2010

Full Report (PDF)

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

28 View Abstract

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.

Full Report (PDF)

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

22 View Abstract

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.

Full Report (PDF)

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

29 View Abstract

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

Full Report (PDF)

December 2009 ABCs and AYP Results, WCPSS: 2008-09 Boykin, Anne-Sylvie

8 View Abstract

ABCs and AYP Results,WCPSS: 2008-09

Full Report (PDF)

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

26 View Abstract

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.

Full Report (PDF)

August 2009 Analysis of 2008-09 WCPSS SAT Scores Gilleland, Kevin
Holdzkom, David

7 View Abstract

Analysis of 2008-09 WCPSS SAT Scores

Full Report (PDF)

June 2009 Algebra I Performance in Year-Long versus Semester-Long Courses Holdzkom, David

5 View Abstract

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

Full Report (PDF)

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.

Full Report (PDF)

May 2009 Comprehensive List of WCPSS Programs 2008-09 Baenen, Nancy
Lougée, Aimee

90 View Abstract

WCPSS needed a consistent system for creating an inventory of programs to build capacity to evaluate all program efforts. For this inventory, "program" was defined as any planned and sustained educational effort designed to improve learning outcomes or school/classroom conditions. Overall, 29 centrally coordinated and 187 school-based programs were identified. Supports targeting academic achievement were more common than those for behavior or climate. Centrally-coordinated academic interventions at the elementary level impacted a greater number of students in literacy than in mathematics; these counts were more evenly distributed at both the middle and high school level. School-based programs tend to address literacy and mathematics at similar levels.

Full Report (PDF)

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.

Full Report (PDF)

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.

Full Report (PDF)

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.

Full Report (PDF)

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

21 View Abstract

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.

Full Report (PDF)

August 2008 Analysis of 2007-08 WCPSS SAT Scores Gilleland, Kevin
Holdzkom, David

10 View Abstract

Analysis of 2007-08 WCPSS SAT Scores

Full Report (PDF)

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.

Full Report (PDF)

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.

Full Report (PDF)

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.

Full Report (PDF)

February 2008 Helping Improve Achievement for Students with Multiple Academic Risk Factors Baenen, Nancy

2 View Abstract

See abstracts document

Full Report (PDF)

January 2008 Facts for Families No.1 What Research Suggests to Help Your Student Achieve Baenen, Nancy

2 View Abstract

See abstracts document

Full Report (PDF)

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

4 View Abstract

Analysis of Achievement Data

Full Report (PDF)

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.

Full Report (PDF)

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.

Full Report (PDF)

October 2006 Evaluation of Supplemental Educational Services at Hodge Road Elementary 2005-06 Paeplow, Colleen

16 View Abstract

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.

Full Report (PDF)

September 2006 SAT Scores: 2005-06 Gilleland, Kevin

8 View Abstract

SAT Scores: 2005-06

Full Report (PDF)

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

29 View Abstract

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

Full Report (PDF)

April 2006 Effective Biology Teaching: A Value-Added Instructional Improvement Analysis Model Haynie, Glenda

17 View Abstract

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

Full Report (PDF)

December 2005 Advanced Placement (AP) Course-Taking, Exam Participation, and Exam Results, 2004-05 Dulaney, Chuck
McMillen, Brad

28 View Abstract

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

Full Report (PDF)

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.

Full Report (PDF)

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.

Full Report (PDF)

October 2005 Adequate Yearly Progress (AYP) Results: 2004-05 Dulaney, Chuck
Haynie, Glenda

12 View Abstract

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

Full Report (PDF)

August 2005 ABC Outcomes for WCPSS for 2004-05 Dulaney, Chuck

11 View Abstract

ABC Outcomes for WCPSS for 2004-05

Full Report (PDF)

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.

Full Report (PDF)

December 2004 Adequate Yearly Progress (AYP) Results: 2003-04 Dulaney, Chuck
Haynie, Glenda

16 View Abstract

Adequate Yearly Progress (AYP) Results: 2003-04

Full Report (PDF)

November 2004 Advanced Placement Exam Results, 2002-03 Regan, Roger

25 View Abstract

Students at 15 Wake County Public School System (WCPSS) high schools took 5,468 Advanced Placement (AP) exams offered by the College Board in 2002-03. The percentage of all juniors and seniors in the district who took at least one AP exam rose from 19.7% in 2001-02 to 20.4% in 2002-03. However, the percentage of exams earning a score of 3 or higher (the score typically needed to qualify for college course credit) decreased by 1.1 percentage points to 79.4% in 2002-03. WCPSS' overall success rate was substantially higher than that of North Carolina (58.0%), the U.S. South (56.7%), and the nation as a whole (61.5%). As in previous years, disparities in participation and performance by high school, gender, and race were observed.

Full Report (PDF)

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.

Full Report (PDF)

November 2004 Project Achieve Evaluation: Year Three, 2003-04 McMillen, Brad
Speas, Carol

48 View Abstract

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

Full Report (PDF)

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.

Full Report (PDF)

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.

Full Report (PDF)

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

22 View Abstract

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.

Full Report (PDF)

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

11 View Abstract

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

Full Report (PDF)

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.

Full Report (PDF)

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.

Full Report (PDF)

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

18 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 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.

Full Report (PDF)

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.

Full Report (PDF)

January 2004 End-of-Grade Multiple-Choice Test Results for 2003-04 Haynie, Glenda
Regan, Roger

39 View Abstract

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

Full Report (PDF)

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.

Full Report (PDF)

December 2003 A Study of the 1995 WCPSS 9TH - Grade Students with Disabilities Cohort Haynie, Glenda

27 View Abstract

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

Full Report (PDF)

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

13 View Abstract

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.

Full Report (PDF)

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

12 View Abstract

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.

Full Report (PDF)

October 2003 Scholastic Assessment Test (SAT) Results: 2002-03 Dulaney, Chuck
Regan, Roger

14 View Abstract

The average total SAT score for Wake County Public School System (WCPSS) seniors in 2002-03 was 1067 (out of a possible 1600 points), matching last year's highest-ever district score. Average scores on both the math section (543) and the verbal section (524) remained the same as scores in 2001-02.

Full Report (PDF)

October 2003 Wake County Safe Schools/Healthy Students Grant Final Report 1999-2003 Baenen, Nancy
Harlow, Kristin2

51 View Abstract

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

Full Report (PDF)

September 2003 2002-03 End-of-Course Multiple-Choice Test Results Dulaney, Chuck
Haynie, Glenda
Regan, Roger

22 View Abstract

End-of-Course (EOC) test scores in the Wake County Public School System (WCPSS) in 2002-03 showed generally positive results when compared to prior years. Average scale scores rose in six out of ten subject areas, and the percentage of students scoring in the proficient range (Level III or Level IV) reached new highs in five out of ten subjects.

Full Report (PDF)

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

18 View Abstract

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.

Full Report (PDF)

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.

Full Report (PDF)

July 2003 End-of-Grade Multiple-Choice Test Results: 2002-03 Dulaney, Chuck
Regan, Roger

40 View Abstract

For the first time in the WCPSS history, the percentage of all EOG exam scores at or above grade level (Level III or IV) surpassed 90% in 2003. The composite percentage, which includes reading and math scores for all grade 3-8 students, rose from 89.4% in 2002 to 91.3% this year.

Full Report (PDF)

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).

Full Report (PDF)

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.

Full Report (PDF)

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

6 View Abstract

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.

Full Report (PDF)

April 2003 Advanced Placement Exam Results 2001-2002 Regan, Roger

30 View Abstract

Students at 15 Wake County Public School System (WCPSS) high schools took approximately 4,878 Advanced Placement exams offered by the College Board in 2001-02. With 20% of all juniors and seniors in the district taking at least one AP exam, the percent attaining a score of 3 or higher on a 5-point scale (the score typically needed to qualify for college course credit) reached a 10-year high of 80.5%, up 3.3 percentage points from the previous year. WCPSS' overall success rate was higher than that of comparable large school districts, and 17 percentage points higher than the rate for the nation as a whole. On the five most frequently taken AP exams, the percent of scores that were 3 or higher rose an average of 8.6 points.

Full Report (PDF)

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.

Full Report (PDF)

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

24 View Abstract

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.

Full Report (PDF)

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

23 View Abstract

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.

Full Report (PDF)

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.

Full Report (PDF)

December 2002 2001-2002 SAT Results Dulaney, Chuck
Regan, Roger

9 View Abstract

The average total SAT score for Wake County Public School System (WCPSS) seniors in 2001-2002 was 1067, a thirteen point gain from 2000-01 and a six point gain from the previous high score of 1061 achieved in 1999-00. Both math and verbal scores in 2002 were the highest they have ever been.

Full Report (PDF)

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.

Full Report (PDF)

September 2002 2001-2002 End-of-Course Test Results Dulaney, Chuck
Regan, Roger

16 View Abstract

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

Full Report (PDF)

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

16 View Abstract

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

Full Report (PDF)

July 2002 2001-2002 End-of-Grade Multiple-Choice Test Results Dulaney, Chuck
Regan, Roger

34 View Abstract

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

Full Report (PDF)

July 2002 Annual Performance Report 2001-2002 Magnet Schools Assistance Program Grant Penta, Mary

123 View Abstract

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

Full Report (PDF)

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

32 View Abstract

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.

Full Report (PDF)

June 2002 North Carolina Writing Assessment Results 2001-2002 Dulaney, Chuck
Regan, Roger

20 View Abstract

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

Full Report (PDF)

June 2002 Wake County Safe Schools/Healthy Students Project Year Three - Mid-Year Performance Report October 1, 2001 - May 31, 2002 Baenen, Nancy
Harlow, Kristin2
Overbay, Amy

41 View Abstract

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

Full Report (PDF)

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

22 View Abstract

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.

Full Report (PDF)

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

18 View Abstract

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.

Full Report (PDF)

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.

Full Report (PDF)

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

Full Report (PDF)

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

20 View Abstract

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.

Full Report (PDF)

July 2001 Structure of Accelerated Learning Program (ALP) Efforts 2000-01 Baenen, Nancy
Yaman, Kimberly

105 View Abstract

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

Full Report (HTML)  |  Full Report (PDF)

August 2000 1999-2000 Scholastic Assessment Test (SAT) Results Dulaney, Chuck
Sharpe, Nartarshia

7 View Abstract

1999-2000 Scholastic Assessment Test (SAT) Results

Full Report (PDF)

September 1999 1998-99 Scholastic Assessment Test (SAT) Results Gay Fejoku, Caroline

32 View Abstract

1998-99 Scholastic Assessment Test (SAT) Results

Full Report (PDF)