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Tag: Retention in grade

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Published Document Title Authors Pages Abstract
March 2015 Limited English Proficient Students: Progress of Kindergarten Cohorts Baenen, Nancy
Huebeler, Amy

60 View Abstract

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).

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July 2014 Dropout Rate for WCPSS: 2012-13 Gilleland, Kevin
McMillen, Brad
Muli, Juliana

8 View Abstract

Despite increases in student membership each year, WCPSS continues to maintain a steady decline in dropout counts. In 2012-13, the WCPSS high school dropout rate fell to 1.95%, its lowest rate ever. The WCPSS rate is lower than the state's rate, and also the lowest of the other four large school districts in North Carolina (Guilford 2.07%, Forsyth 2.72%, Mecklenburg 3.02%, and Durham 3.21%). WCPSS dropout rates by ethnicity in 2012-13 also fell for all subgroups, with Black/African-American students experiencing the largest drop of 1.8 percentage points, from 4.6% in 2011-12 to 2.8% in 2012-13.

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May 2014 WCPSS High School Graduation Rates: 2012-13 Regan, Roger

21 View Abstract

The WCPSS four-year cohort graduation rate increased slightly from 80.6% in 2011-12 to 81.0% in 2012-13. Over the past five years, the overall rate has increased 2.6 percentage points and is now at its highest point since 2005-06. In contrast to the 2011-12 cohort, graduation rates declined slightly for economically disadvantaged students (64.9%), and students with disabilities (59.6%). Four-year cohort graduation rates at the 25 WCPSS high schools with graduating classes ranged from 68.3% to more than 95% in 2012-13. Rates increased at nine schools and declined at 15 schools. Follow-up analysis of the 2012-13 cohort also shed light on the characteristics of non-graduates and the relationship between early literacy and graduation rates.

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December 2013 High School Retention Rate: 2011-12 Paeplow, Colleen

32 View Abstract

Retention means repeating one or more courses in high school, rather than a full grade. Over 3,500 high school students were retained in 2011-12 in WCPSS, with the largest numbers in grades 9 and 10. Some students enter high school below grade level. In 2011-12, half the WCPSS high schools had greater than 30% of students entering 9th grade below grade level in reading and greater than 20% below grade level in mathematics based on EOG scores from grade 8. Of retained students in grade 9: nearly two thirds failed English I; more than half failed science and social studies; and nearly half failed mathematics. In addition, 1 in 5 retained students in grade 9 passed English I, but were missing credit in another course subject. While high schools have resources for students performing below grade level (e.g.,"bridging" courses and general supports) the supports examined were limited and/or underutilized, with the exception of mathematics support courses. Fewer than 15% of students who entered high school below grade level were enrolled in a reading support course. Based on the study's findings, it is recommended that staff: identify and utilize early indicators to determine students in need of extra support; find ways to increase the availability and usage of middle and high school supports for struggling students and monitor their success; and examine practices that may help lower retention rates.

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

13 View Abstract

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

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January 2013 Promotion Retention Rates, 2011-12 Paeplow, Colleen

16 View Abstract

The vast majority of WCPSS' students are promoted to the next grade level at the end of each school year. Only 3.4% of students were retained within grade in 2011-12; however, this rate varies considerably by grade, school level, school, and student subgroup. High school students represent over three fourths of retained students with the highest retention at grades 9 and 10. For a high school student, retention may mean repeating as few as one course (rather than a full grade). Limited English proficient (LEP) students were three to four times as likely to be retained as non-LEP students in elementary, middle, and high school. This tripling of retention was most notable at the high school level, where nearly a third of LEP high school students were retained overall, including nearly 40% of LEP students in grade 9. Furthermore, approximately 20% of economically disadvantaged (ED) students and students with disabilities (SWD) were retained in high school. Given the elevated retention rates within some grades and student subgroups, further investigation into retention is merited and planned.

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January 2013 WCPSS Dropout Rate: 2011-12 Gilleland, Kevin
Muli, Juliana

3 View Abstract

On January 10, 2013 the North Carolina Department of Public Instruction (DPI) released its annual statewide Dropout Report covering the 2011-12 school year. Charts show the dropout rate for WCPSS compared to the state as a whole, to other large school districts in North Carolina, and by selected student subgroups.

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June 2011 High School Five-Year Graduation Rates, Wake County Public School System (WCPSS): 2009-10 Haynie, Glenda

7 View Abstract

In 2009-10, the North Carolina Department of Public Instruction was approved to include a five-year graduation rate as well as a four-year rate in determining if schools, districts, and the state made Adequate Yearly Progress (AYP) under the NCLB Act. This rate was based on the incoming 9th grade students of 2005-06. The denominator of the cohort remained the same for both the 2008-09 four-year and the 2009-10 five-year rate with an additional 296 graduates added to the numerator in the fifth year. The 2009-10 five-year district rate rose to 81.5% from a 2008-09 four-year rate of 78.4%. The subgroups with the largest increases were limited English proficient (9.8 percentage points), economically disadvantaged (7.8 percentage points), and students with disabilities subgroups (7.4 percentage points). Hispanic/Latino and Black/African American students had the largest rate increases among ethnic subgroups (6.6 and 5.5 percentage points, respectively).

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March 2011 2009-10 WCPSS Dropout Rate Gilleland, Kevin

5 View Abstract

On March 3rd, 2011, the North Carolina Department of Public Instruction (DPI) released its annual statewide Dropout Report covering the 2009-10 school year. Charts show the dropout rate for WCPSS compared to the state as a whole, to other large school districts in North Carolina, and by the federal No Child Left Behind (NCLB) subgroups.

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November 2010 An Evaluation Of The Wake County Public School System Alternative Educational Options Rhea, Anisa

141 View Abstract

The purpose of this study is to evaluate the Wake County Public School System (WCPSS) alternative educational options. The WCPSS options are similar to those in other North Carolina districts. WCPSS student outcomes based on state assessments and federal standards are also equivalent or higher than other districts, although the capacity for WCPSS students served at each alternative setting is generally lower. Students at WCPSS alternative schools receive benefits such as smaller classes and greater access to counseling services. Student data also indicate that these environments help build student resiliency. Base school personnel understand some aspects of the alternative schools, but greater transparency is needed, especially at the high school level. Additional alternative education sites are needed to better meet the needs of at-risk elementary students. Comprehensive services and settings for long-term suspended students and students with severe behavioral issues who are ineligible for special education services should also be created.

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March 2010 2008-09 WCPSS Dropout Rate Gilleland, Kevin

5 View Abstract

On February 5th, 2009, the North Carolina Department of Public Instruction released its annual statewide Dropout Report covering the 2007-08 school year. Charts show the dropout rate for WCPSS compared to the state as a whole, to other large school districts in North Carolina, and by race.

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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.

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June 2009 Factors Associated with Staying on Track to Graduate: Evidence from the WCPSS 9th Grade Class of 2005-06 Gilleland, Kevin
McMillen, Brad

11 View Abstract

Given that graduating from high school on time prepared for the future is the ultimate outcome of the K-12 education process, then an understanding of the factors that distinguish students who do from students who do not becomes important. This study looked at data from the WCPSS 9th grade class of 2005-06 in an effort to document some of the factors that separated students who stayed on track to graduate from those who either got behind or dropped out. Results indicated that several demographic, program, and achievement factors were associated with staying ontime to graduate during high school. These results should help schools better identify students who might be at risk for not graduating on time.

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May 2009 Wake County Public School System Promotion and Retention in Grades K-12, 2007-08 Paeplow, Colleen

6 View Abstract

Within the Wake County Public School System (WCPSS), nearly all (96%) students in grades K-12 were promoted, with 4% retained at the end of the 2007-08 school year. Although the percentage of students retained is low, it represents 5,699 students who will require added instruction. For elementary and middle school students, retention requires a full year of additional instruction at an annual cost of $7,821 per student; for high school students it requires repeating courses at a somewhat lower cost. For each of the past three years more than 90% of students in all No Child Left Behind subgroups (ethnicity, free or reduced-price lunch, limited English proficient students, and students with disabilities) in WCPSS were promoted, but retention rates varied by subgroup. Although the overall retention rate in WCPSS was 4.3%, the percentage of tudents in each subgroup retained varied from 2% to more than 9% in 2007-08.

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February 2009 2007-08 WCPSS Dropout Rate Gilleland, Kevin
Holdzkom, David

4 View Abstract

2007-08 WCPSS Dropout Rate

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

33 View Abstract

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

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January 2009 Overview of Practices to Promote High School Graduation Baenen, Nancy

2 View Abstract

Significant attention and resources have been focused on reforming high schools to enhance graduation rates. The research literature supports the following practices: For struggling students, accurate identification and intensive instructional, monitoring, and counseling support For 9th graders, transition activities, personalization, and academic support strategies For teachers, intensive training to help them provide effective instruction and support, particularly for students showing signs of risk.

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April 2008 WCPSS High School Student Outcomes: 2006-07 Baenen, Nancy

108 View Abstract

Many indicators of performance, persistence, and academic rigor for WCPSS high school students point toward the relative success of WCPSS high school students. Student achievement remains high compared to state and national results, and an increasing number of students are pursuing rigorous AP coursework in high school. The skills and abilities that WCPSS graduates obtain appear to serve them well in the University of North Carolina (UNC) system, which is the most common educational destination for WCPSS graduates. However, changing student populations and rising academic standards are challenging the system's ability to sustain and increase academic performance for all students. Gaps in achievement have increased, with higher percentages of minority students and students with academic risk factors at risk of not graduating on time, compared to other groups.

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February 2008 2006-07 WCPSS Dropout Rate Gilleland, Kevin

4 View Abstract

2006-07 WCPSS Dropout Rate

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October 2007 Project IRIS: Intensive Reading Intervention Study, A Three-Year Follow-Up Baenen, Nancy
Rhea, Anisa

21 View Abstract

In 2002-03, the Intensive Reading Intervention Study (IRIS) was implemented in six Wake County Public School System elementary schools. The intervention was designed to help 1st-grade students experiencing reading difficulty meet grade-level standards and show sufficient progress to maintain that status in future years. An initial study examined the effects on students' 1st-grade reading skills. This follow-up study investigates students' reading skills through grade 4. Results generally show strong reading outcomes for students in both experimental and control groups, with no statistically significant differences in terms of percent proficient in reading and average reading performance. A more favorable and statistically significant average reading residual was found for 3rd-grade experimental group students compared to their counterparts. Students in both groups were placed in special education, provided remedial support, or retained in grade at about the same rates between grades 1 and 4.

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August 2007 WCPSS Students with Multiple Academic Risks: Achievement Patterns and School Experiences Baenen, Nancy
Ives, Sarah
Paeplow, Colleen
Reichstetter, Rosemary

112 View Abstract

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

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

4 View Abstract

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

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

4 View Abstract

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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March 2007 WCPSS Elementary School Student Outcomes 2005-06 Baenen, Nancy
Holdzkom, David

99 View Abstract

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

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March 2007 WCPSS High School Student Outcomes 2005-06 Holdzkom, David
McMillen, Brad

93 View Abstract

Looking across various indicators of performance, persistence, and academic rigor for WCPSS high school students, many indicators point toward the relative success of WCPSS high school students. Student achievement remains high compared to state and national results, and an increasing number of students are pursuing rigorous AP coursework in high school. In addition, the skills and abilities that WCPSS graduates obtain appear to serve them well in the UNC system, which is the most common post-high school educational destination for WCPSS graduates. However, significant challenges remain related to changing student populations and rising academic standards which are challenging the system's ability to sustain and increase academic performance for all students.

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March 2007 WCPSS Middle School Student Outcomes 2005-06 Baenen, Nancy
Holdzkom, David

84 View Abstract

This report draws together various academic performance results for middle school students in WCPSS. Generally speaking, students in grades 6-8 continue to do well on most literacy measures, but there has been a decline in mathematics EOG performance, largely resulting from the State Board of Education's action to create more rigorous cut scores for achievement levels. Results for the new test of computer skills are also a concern. Analysis of student outcomes is provided at the grade level as well as for subgroups. This report describes demographic trends that impact our student outcomes as well as information about students retained in grade. Finally, the report provides summaries of several research and evaluation efforts related to effective practices for promoting student achievement.

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

72 View Abstract

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

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July 2006 High School Redesign 2004-05 Reichstetter, Rosemary

51 View Abstract

The Wake County Public School System (WCPSS) strengthened the rigor, relevance, and relationships within its high schools in 2004-05; a primary strategy was the adoption on a block schedule. This progress report found an increase in more rigorous academic opportunities. Higher numbers of enrollees engaged in advanced courses and generally stable or higher academic success was achieved with End-of-Course exams, grade point averages, and credits earned. Greater relevance in coursework was evident and a wider variety of instructional practices. Staff promoted stronger student-staff relationships by emphasizing personalization. The majority of students and teachers reported fewer discipline concerns in classes, and students felt connected with their schools. Dropout and suspension rates did not decline.

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March 2006 2004-05 Wake County Public Schools' Dropout Rate Gilleland, Kevin
McMillen, Brad

4 View Abstract

2004-05 Wake County Public Schools' Dropout Rate

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December 2005 Graduation Rates of the 1998-99 9TH-Grade Cohort Wake County Public School System Dulaney, Chuck
Haynie, Glenda

16 View Abstract

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

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December 2005 WCPSS Outcomes Summary for 2004-05, With an Emphasis on Achievement Gap Status Baenen, Nancy
Yaman, Kimberly

45 View Abstract

The Wake County Public School System (WCPSS) saw improved achievement between the late 1990s and 2003, both in overall trends and results disaggregated by subgroup. Achievement gaps began to close. The percentage of students scoring at grade level is now quite high. In the past three years, the percentage of lower income, minority, and limited-English-proficient students has increased, and the percentage of students at grade level has changed very little. Dropout and graduation rates show some closing of gaps between Black and White students, but not between Hispanic/Latino and White students. Identifying ways to further close achievement gaps and improve other student outcomes is challenging, especially in light of additional graduation requirements which will be added for students entering 9th grade in the 2006-07 school year.

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July 2005 Student Support Team Evaluation Baenen, Nancy
Harlow, Kristin2

66 View Abstract

Student Support Teams (SST) are designed to strengthen and support students who are experiencing academic, behavioral, family, and/or emotional difficulties that interfere with learning. SSTs develop and implement action plans using classroom-, school-, family-, and/or community-based strategies. In 2003-04, 80% of the 4,944 students served by SSTs were elementary students. Over half of the students referred for academic reasons scored on grade level before SST participation. Earlier SST meetings and family-based strategies were correlated with positive academic outcomes. Classroom-based strategies were correlated with fewer suspensions. Schools varied in their success in improving SST students' achievement. SST participants' growth in achievement was generally smaller than a matched comparison group over one year, but students could have differed in ways related to referral reasons. SST students closed the gap between their achievement and that of the district overall in some elementary grades but not at the secondary level.

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

8 View Abstract

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

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March 2005 Dropouts from Wake County Public Schools 2003-04 Gilleland, Kevin

57 View Abstract

Dropouts from Wake County Public Schools 2003-04

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March 2005 East Wake High School Evening Program Reichstetter, Rosemary

14 View Abstract

The East Wake High School Evening Program study focused on whether the program was meeting its original intent and was cost/beneficial. The focus changed from serving only dropouts or students likely to drop out or not graduate who participated in the extended day program to serving any student needing course grade recovery. Most attempted courses were completed with credits earned, and grade promotions of enrollees increased. However, some classes were small, which increased the cost per student. Few dropouts enrolled in 2003-04, and overall enrollment was lower than previously.

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February 2005 Block Scheduling Evaluation Baenen, Nancy
Reichstetter, Rosemary

62 View Abstract

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

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December 2004 Dropouts from Wake County Public Schools 2002-03 Gilleland, Kevin
Gilleland, Kevin
Gilleland, Kevin
Gilleland, Kevin

26 View Abstract

Dropouts from Wake County Public Schools 2002-03

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December 2004 Dropouts from Wake County Public Schools 2002-03 Gilleland, Kevin
Gilleland, Kevin
Gilleland, Kevin
Gilleland, Kevin

26 View Abstract

Dropouts from Wake County Public Schools 2002-03

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December 2004 Dropouts from Wake County Public Schools 2002-03 Gilleland, Kevin
Gilleland, Kevin
Gilleland, Kevin
Gilleland, Kevin

26 View Abstract

Dropouts from Wake County Public Schools 2002-03

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December 2004 Dropouts from Wake County Public Schools 2002-03 Gilleland, Kevin
Gilleland, Kevin
Gilleland, Kevin
Gilleland, Kevin

26 View Abstract

Dropouts from Wake County Public Schools 2002-03

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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.

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June 2004 Reassignment, School Diversity, and Student Outcomes Baenen, Nancy
Banks, Karen
Febbo-Hunt, Maria
Lindblad, Mark

23 View Abstract

The purpose of this study was to ascertain whether reassignment, when used to promote appropriate diversity in the Wake County Public School System (WCPSS), affects academic outcomes. One major finding highlights that most of the students reassigned for diversity purposes in spring of 2002 did not attend the designated schools in 2002-03. Based on the small sample of students who did attend the designated schools, achievement trends favored the reassigned students, but the sample size was too small for the differences to be statistically significant. Measures included student achievement, retention in grade, and participation in special education services. Both the sending and receiving schools' perceptions of the transition were positive. Given the small sample sizes, generalizations from these findings should be avoided.

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May 2004 Partnership for Educational Success 2002-03: Implementation and Outcomes Baenen, Nancy
Harlow, Kristin2

16 View Abstract

The Partnership for Educational Success (PES) is a collaboration between the Wake County Public School System (WCPSS) and Wake County Human Services. The primary goal of PES is for the agencies to work together to help students achieve grade-level performance. PES provides family-centered services to at-risk students and their families. In 2002-03 PES provided services to 269 at-risk students and their families. PES-funded staff also supported non-PES families, but no data was collected regarding these families. In 2002-03, over half of PES students scored at or above grade level before PES participation. These students may have been siblings of the primary referred students, who did score below grade level, although corroborative information is not available. Teacher survey data indicated that PES families are more involved with the school after PES participation. Test score outcomes of students in grades K-8 were inconclusive; results are similar to free and reduced-price lunch eligible students (FRL) as a whole. More data are necessary to provide a clear picture of the success of PES in meeting its academic goals.

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January 2004 Dropouts from Wake County Public Schools 2001-02 Dulaney, Chuck
Gilleland, Kevin

22 View Abstract

Dropouts from Wake County Public Schools 2001-02

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November 2003 Wake County Public School System Outcomes Summary for the 2002-03 School Year Baenen, Nancy
Dulaney, Chuck

18 View Abstract

Overall, the Wake County Public School System (WCPSS) has seen positive changes in patterns of achievement and dropout rates over the last several years. However, the system continues to work towards optimal achievement for all students, closing achievement gaps, and improving Annual Yearly Progress (AYP) results. Each of the sections that follow cites key findings from reports produced by the Evaluation and Research Department (E&R) during the 2002-03 school year or from reports currently in progress that will analyze student outcomes from 2002-03. Subsequent pages contain figures illustrating some of the key findings.

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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.

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

30 View Abstract

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

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May 2003 Graduation Rates, Wake County Public School System: A Study of the 1995 9TH-Grade Cohort Haynie, Glenda
Johnson, Stephen
Scudder, David

19 View Abstract

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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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.

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

72 View Abstract

The overall dropout rate continued to decline in 2000-01 for the Wake County Public School System (WCPSS). The grades 7-12 dropout rate was 2.4 percent, the lowest since the state of North Carolina and the WCPSS began reporting dropouts in 1992, using federal standards. Since 1994-95 the gap between the grades 7-12 dropout rates for Black students and White students has decreased from 4.3 to 2.1 percentage points. The largest number of dropouts has always occurred at the high school level. Of the 1,038 dropouts in the WCPSS for 2000-01, 1,024 (98.7%) were in grades 9-12. The WCPSS high school dropout rate decreased from 5.5% in 1995-96 to 3.7% in 2000-01 (see Figure 1). The WCPSS high school dropout has been lower than the rate for North Carolina and paralleled the trend of a decreasing rate of dropouts since the state began reporting high school dropout rates in 1998-99.

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

12 View Abstract

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

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May 2001 Wake County Safe Schools/Healthy Students Project Year Two - Mid-Year Performance Report October 1, 2000 - March 31, 2001 Reichstetter, Rosemary

65 View Abstract

Evidence exists of positive progress toward meeting interim benchmarks as the project works toward achieving its major goals. In almost all instances where concerns were noted, appropriate corrective actions are in place or in process. SS/HS staff, partners and contacts meet regularly as appropriate to review progress and receive project updates.

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February 2001 Annual Progress Report on Students who Drop Out 1999-2000 Baenen, Nancy
Carwile, Stephanie
Kitts, Doris
Knott, Donna
Scudder, David

55 View Abstract

The high school dropout rate during 1999-2000 in the Wake County Public School System (WCPSS) was 4.1 percent (2.7% for grades 7-12), the lowest since the start of annual reporting by WCPSS. The WCPSS dropout rate has steadily declined from 1994 to 2000, as displayed in Figure 1. The decline was interrupted in the 1998-1999 school year, the year that students going directly to junior or community college GED programs began to be included as dropouts. The decline resumed during the 1999-2000 school year. The decrease in the WCPSS dropout rate corresponded to a similar decrease in dropouts reported across the state.

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

51 View Abstract

The 1998-99 duplicated dropout rate is the percent of first-time dropouts (those who dropped out for the first time in 1998-99) and previous year dropouts (those who dropped out before 1998-99, returned to school in 1998-99, and dropped out again). There had been a steady decline in the WCPSS dropout rate for grades 7-12 from 1993-94 to 1997-98. However, the percentage of WCPSS dropouts increased between 1997-98 and 1998-99. The WCPSS dropout increase also corresponded to a dramatic increase in dropouts reported across the state. (Figure 1). These increases may be due to a rule change in the assessment of dropout rates which now reports students who transfer to community colleges to receive their GED as dropouts. In the past, these students were referred to as transfers.

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November 1999 Dropout Report 1997-1998 Gilleland, Kevin
Howard, Daniel

49 View Abstract

Dropout Report 1997-1998

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