Tag: Literacy

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

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

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

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

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

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

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

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

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

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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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The Wake County Public School System (WCPSS) has numerous programs and strategies to support students who are underachieving. Given the variety of support sources and the different ways in which WCPSS schools keep track of the type of support provided to students, it is often difficult at the district level to discern the full extent to which these students are supported beyond regular instruction, particularly by whom and through what funding source. Information on the types of services provided to students that extend beyond large supplemental programs such as Title I, English as a Second Language (ESL), and Special Education can be most reliably obtained from classroom teachers. To systemically collect data on the amount of need and support services given to K-5 students in 2009-10, elementary school teachers were asked to answer questions about whether their students were having frequent difficulty in literacy and mathematics, and if so, whether they received at least 30 hours of assistance and who provided it. These data were requested in the spring of 2010 as part of the annual K-5 Assessment Data survey completed by elementary school teachers. This report on the instructional assistance data for 2009-10 provides a brief look at the extent to which students had frequent difficulty in literacy and/or mathematics, whether these students received support beyond regular instruction and by whom, and whether the pattern of support differed at Title I elementary schools compared to non-Title I elementary schools.

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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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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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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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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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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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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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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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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.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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