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|Limited English Proficient Students: Progress of Kindergarten Cohorts
We examined the progress of kindergarteners who entered the Wake County Public School System (WCPSS) in 2008-09 and in 2010-11 who were identified as limited in English proficiency (LEP). For the 2008-09 cohort, English proficiency increased steadily over time. Few were able to exit LEP status in their first three years in WCPSS (10.5%); this jumped to 44.5% after four years. Retention rates were higher than for other subgroups, but declined from kindergarten to grade 3. Proficiency on the grade 3 Reading End of Grade (EOG) exam for the full LEP cohort was below that of WCPSS (50.4% vs. 69.6%). Those who exited LEP status before grade 3 had higher proficiency than the district on the EOG, and those exiting in grade 3 came close to district proficiency percentages. Patterns were similar for the 2010-11 cohort. A qualitative comparison of schools with the most and least success in improving literacy between kindergarten and second grade revealed the more successful schools served fewer LEP students, had fewer ESL teachers, and had traditional or modified calendars. They tended to provide more time for ESL instruction to newcomers and transitional students, had greater collaboration between ESL and classroom teachers, promoted community involvement more proactively, and exposed LEP students to more grade level materials (higher expectations).
|Impact of Instructional Assistance 1998-99: Accountability Report
WCPSS has had efforts in place to support low achieving students for many years. However, about 20% of WCPSS students do not score high enough to be considered "on grade level" on the End-Of-Grade (EOG) tests given across North Carolina in grades 3-8. WCPSS and the community have adopted the goal that 95% of our students will score on grade level in grades 3 and 8 by 2003. Staff recognized that the 95% achievement goal could not be accomplished unless we tried new ways to help low achieving students and provided additional resources to schools. For the 1998-99 school year, previously funded efforts such as special education, Title I, English as a Second Language, and Student Support Teams continued, but approximately $5 million in additional funds (some grant and some local) were also allocated to schools to support low achieving students. This report focuses on whether the additional funds made a difference in the progress of low achieving students and what techniques seemed to make the most positive difference for students.