Tag: Mobility

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

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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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Research on Poverty and School Achievement: An Annotated Bibliography

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

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

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

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

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

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The Wake County Public School System (WCPSS) Board of Education, in considering the best start date for the school calendar, questioned how important certain factors in the calendar are for high schools. If factors assumed to be important were not in fact important, a later start date would be considered. In the spring of 2004, input on the 2005-06 school calendar was secured from high school students, parents, and professional staff. In addition to rating the importance of various scheduling factors, respondents were asked to look at three specific calendars. The most popular specific option for all three groups was the calendar with the earliest start date beginning August 9, 2005, and ending May 24, 2006. About half of the parents (51%), 42% of the staff, and 34% of the students picked one of the other two options. The second-favored option overall was a start date of August 24, 2005, with a start date of September 6, 2005 selected least often. Factors most often cited in support of the August 9 start date included vacation schedules, exam completion before winter break, and the number of instructional days before Advanced Placement (AP) exams.

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

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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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2000-2001 North Carolina ABC Results

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

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

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

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