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Tag: School climate

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Published Document Title Authors Pages Abstract
March 2018 How Do Students Feel About Their Schools? WCPSS Student Survey Results, 2016-17 Huang, Haigen

21 View Abstract

The WCPSS Student Survey is administered each year to measure students’ perceptions about their learning experiences. Over 28,000 students in grades 5, 8, and 9 responded to the 50-item survey in the spring of 2017. Results by grade were very similar to 2016 survey results. The majority of students had positive perceptions of their schools and teachers, were hopeful about their future, felt supported by their family, and had friends at school. Rates of agreement declined from 5th grade to 9th grade, particularly in response to items about Control and Relevance of School Work.

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December 2016 WCPSS Student Survey Results: 2015-16 Regan, Roger
Townsend, Megan

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The WCPSS Student Survey is administered each year to measure students’ perceptions about their learning experiences. Over 30,000 students in grades 5, 8, and 9 responded to the 50-item survey in the spring of 2016. Results by grade and subgroup were very similar to 2015 survey results. The vast majority of students had positive perceptions of their schools and teachers, were hopeful about their future, felt supported by their family, and had friends at school. Rates of agreement declined from 5th grade to 9th grade, particularly in response to items about Control and Relevance of School Work. Significant differences in response patterns among subgroups were identified on some survey items, and the responses of proficient and non-proficient students differed significantly on some items as well.

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October 2014 WCPSS Student Survey Results: 2013-14 Townsend, Megan

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The WCPSS Student Survey is administered each year to measure students' impressions of their school and their learning experiences. 2013-14 results indicate that elementary school students had a more positive impression of their learning environment than middle or high school students. Results were similar to those of recent years except for a lower percentage of 7th and 10th grade students reporting that they are learning about other cultures and countries. Another exception was a decline in the percentage of 10th grade students agreeing that the information they are learning will help them beyond high school.

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September 2014 North Carolina Youth Risk Behavior Survey: 2013 WCPSS High School Results Townsend, Megan

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The 2013 North Carolina Youth Risk Behavior Survey was administered to a sample of Wake County Public School System (WCPSS) students in the spring of 2013 to measure behaviors relating to drugs and alcohol use, personal safety and violence, physical health and activity, and nutrition. High school students in WCPSS and high school students across the state responded similarly to nearly all North Carolina Youth Risk Behavior Survey items with the exception of wearing a helmet when riding a bicycle, carrying a weapon within the last 30 days, getting eight hours of sleep on an average school night, and being alone for three or more hours on an average school day. Within WCPSS, responses to some items varied by gender, grade level, and race/ethnicity.

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September 2014 North Carolina Youth Risk Behavior Survey: 2013 WCPSS Middle School Results Townsend, Megan

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The 2013 North Carolina Youth Risk Behavior Survey was administered to a sample of Wake County Public School System (WCPSS) middle school students in the spring of 2013 to measure behaviors relating to drugs and alcohol use, personal safety and violence, physical health and activity, and nutrition. Middle school students in WCPSS and middle school students across the state responded similarly to nearly all North Carolina Youth Risk Behavior Survey items. Some differences by subgroup were identified, although no significant differences were detected among 8th grade students, Black students, or Hispanic/Latino students within WCPSS and across NC. Within WCPSS, responses to some items varied by gender, grade level, and race/ethnicity.

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May 2013 High Five PLT Survey Results, 2007-08 to 2012-13 Jackl, Andrew

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WCPSS PLT survey responses have been positive over time, remaining at high levels for the past six school years. Analyses of High Five PLT Survey data from 2007-08 to 2012-13 show: The percentage of positive agreement to each of the High Five PLT Survey themes increased between 4 and 11 percentage points since baseline data was first collected in the 2007-08 school year. When the survey data were disaggregated by the six PLT themes, only "collaborative culture/team processes" showed a decline (two percentage points). When the survey items are examined individually, the percentage of respondents marking that they "strongly agree" almost universally decreased from 2011-12, while the percentage marking "agree" showed a corresponding increase. Administering the High Five PLT Survey at less frequent intervals is recommended, as well as standardized PLT training for all new staff.

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May 2013 Teacher Satisfaction and Turnover in WCPSS Halstead, Elizabeth

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During the spring of 2010, over 9,000 educators across Wake County Public Schools (WCPSS) took the North Carolina Teacher Working Conditions (TWC) survey. Survey responses were then compared to turnover data to see if there is any relationship between the two. Results indicated that teachers' satisfaction with their working conditions were positively associated with the percentage of teachers who stayed at their school the following year. These findings are discussed in terms of implications for improving staff retention rates at schools.

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January 2013 WCPSS Student Survey Results: 2011-12 Baenen, Nancy
Simmons, Brandon

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The overall results from the 2011-12 student survey were positive. The most positive results pertained to overall satisfaction with the participants' school, with the most unfavorable results centered on the consistency of challenging work being assigned to students and bullying. In general, 4th grade students responded more favorably than 7th and 10th grade students. Students also tended to pick the second most positive response rather than the most positive, indicating room for improvement. Items related to rigor, relevance, and relationships provided findings of interest in implementing the WCPSS strategic plan. Recommendations include improving rigor and support for student learning, considering expectations for schools with and without STEM (Science, Technology, Engineering, and Math) and Global themes for exposure to these areas, and discussing ways to address bullying in schools.

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October 2012 WCPSS Teacher Working Conditions Survey Results: 2011-12 Halstead, Elizabeth

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During the spring of 2012, over 100,000 educators across the state took the North Carolina Teacher Working Conditions (TWC) survey. WCPSS teachers responded more positively to 46 of the 85 survey items in 2012 than did teachers statewide. On 14 items, WCPSS teachers' responses were less favorable than those of teachers statewide, and on the remaining 25, there was no statistically significant difference. Results from this survey are discussed.

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July 2012 High Five PLT Survey Results, 2007-12 Jackl, Andrew

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Summary - WCPSS PLT survey responses have been positive over time, reaching a high plateau for the last three years. Analyses of High Five PLT Survey data from 2007-12 show: In 2011-12, high percentages (87.2%) of WCPSS teachers responding to the High Five PLT Survey provided positive responses to the items. Responses have been positive from 2007-08 to 2011-12, with small increases over time. Overall, WCPSS has shown an improvement in its PLT Performance Index of 5.7 percentage points over five years. The elementary, middle, and high schools have shown gains of 4.2, 7.5, and 9.1 percentage points, respectively. The implementation of dedicated time for PLT work (Wake Wednesdays) correlated to slight increases in PLT indices at the elementary and middle school levels; only the elementary level saw a slight decline when dedicated time was no longer provided.

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April 2012 Wake County Public School System (WCPSS) Professional Learning Teams (PLTs): 2010-11 to 2011-12 School-Based Policy Study Jackl, Andrew
Lougée, Aimee

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Professional Learning Teams were first introduced in WCPSS in 2003. Implementation checks, first done in 2007-08, showed most teachers (81.5%) reported involvement in PLT work. These high percentages improved slowly over time, with 87% positive responses to items by fall of 2011. In terms of impact, 81% of teachers indicated students learned more because of their PLT work. Student retention rates, classroom grades, state test performance, and graduation rates have all improved over time. Regression analyses indicated those schools who utilized PLTs the most had greater decreases in student retention rates than those with lower implementation. Similar analyses for student growth on test results just missed statistical significance. While it is difficult to separate out the impact of PLT work from other initiatives, these analyses suggest PLTs have contributed to improvements in WCPSS outcomes despite tough economic times and increasing challenges for teachers.

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

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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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April 2011 WCPSS 2010-11 High Five Professional Learning Teams (PLT) Survey Results: Implementation Over Time Jackl, Andrew

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The Wake County Public School System (WCPSS) continues to implement Professional Learning Teams (PLTs) as a research-based method of improving teacher effectiveness and increasing student achievement. Over each of the last four years, a survey of educators was conducted in WCPSS and the other four High Five districts. As in previous years, this year's data showed strong support among teachers for the PLT model; between 73% and 91% of respondents indicating that they "strongly agree" or "agree" with the statements pertaining to the six PLT themes. Viewed longitudinally, positive responses for each theme have increased between four and eight percentage points since 2007-08. When 2010-11 results were compared with 2009-10, the results were less dramatic, with smaller changes in the percentage of positive responses.

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November 2010 WCPSS Professional Learning Teams (PLTs): 2009-10 School-Based Policy Implementation Study Baenen, Nancy

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As a result of Board Policy 3610, PLTs were implemented across WCPSS in a consistent fashion in 2009-10. Data show that implementation improved and teachers spent more time engaged in collaborative work. School staff cited numerous benefits for teachers and students. Regression analyses showed a reasonably strong correlation between high levels of PLT implementation and students' academic achievement, attendance, and their overall level of satisfaction with their schools. Essential characteristics of PLTs were illustrated in case studies of high-performing PLTs' in the district. While collaborative cultures have been well-established, most teams could benefit from additional training on ways to use data, and on ways to evaluate the success of their efforts. Communications with school communities could also be more consistent across schools.

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November 2010 Year 3 Magnet Schools Assistance Program Annual Progress Report Brasfield, Jon
Cárdenas, Virginia

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The three MSAP schools; East Garner International Baccalaureate Magnet Middle School (EGMMS), Garner International Baccalaureate Magnet High School (GMHS), and Southeast Raleigh Leadership and Technology Magnet High School (SRMHS) showed progress on MSAP performance measures during the 3rd year of the grant. Data on 16 performance measures collected relate to "Desegregation and Choice" (6), "Building Capacity" (2), and "Academic Achievement of Students" (8). Overall, half the targets were met, with the most variability across schools for the Desegregation and Choice measures. Observations and survey results revealed increased efforts to implement innovative educational methods and programs at all three MSAP schools. Each school established strategic processes to address targets in each goal area. Although progress was made, much work remained to be done to achieve the original goals of the MSAP grant. The district requested and received a no-cost extension to run through the 2010-2011 school year.

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May 2010 WCPSS 2009-10 High Five PLT Survey Results: Professional Learning Team (PLT) Implementation Over Time Jackl, Andrew

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The Wake County Public School System (WCPSS) continues to implement Professional Learning Teams (PLTs) as a research-based method of improving teacher effectiveness and increasing student achievement. High Five PLT Survey results from 2007-08 through 2009-10 showed a strong level of support for the PLT oncept. The 2009-10 results revealed 73% to 92% of the respondents agreed or strongly agreed with all statements pertaining to each of the six core PLT themes. Generally, teachers responded more positively to the survey items in 2009-10 than in previous years. The percentage of teachers meeting weekly for over an hour increased greatly over prior years after implementation of the Board policy on PLTs. In short, survey results suggest strong implementation, with slow but measureable progress towards full functioning of all components of the model.

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October 2009 Year 2 Magnet Schools Assistance Program (MSAP) Brasfield, Jon

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In Year 2 of the MSAP grant, significant progress was made by each school and its community to implement the grant objectives. Year 2 represented an amalgamation of Year 1 activities that were not implemented due to a delay in hiring key personnel, original objectives assigned to Year 2, and several activities that arose from improvement sessions. Each school had a blue print that captured their performance measures, target outcomes, yearly activities, staff development activities, and resources along with a customized yearly time line. The 16 performance measures were grouped into three categories. The "Desegregation and Choice" category was the most difficult for schools to attain (with three or four of the six measures met by each school). All schools achieved both "Building Capacity" performance measures. In the "Academic Achievement" category, SRMHS achieved 5/8 targets, GMHS achieved 4/8, and EGMMS achieved 6/7 (4-year graduation rate is measured for the two high schools, but not for the middle school). In all, SRMHS achieved the stated target on 10/16 performance measures, GMHS on 10/16, and EGMMS met 12/15.

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June 2009 PLC Survey Results by Years of Experience Baenen, Nancy

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On the High Five PLC Survey, most teachers, regardless of years of experience, viewed PLCs as having a positive impact on their work environment and student learning. Beginning teachers tended to have the highest percentage of agreement. The percentage of teachers agreeing that PLCs were having the desired impact increased between 2007-08 and 2008-09 for both beginning teachers and those with more experience. Thus, trends were in the desired direction.

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

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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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May 2009 Professional Learning Community (PLC) Implementation: WCPSS 2008-09 High Five PLC Survey Results Jackl, Andrew

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The Wake County Public School System (WCPSS) continues to implement Professional Learning Communities (PLCs) as a research-based method of increasing student achievement and improving teaching effectiveness. Teachers were surveyed in 2007-08 and again in 2008-09 to obtain data about the status of PLC implementation efforts within the district. The 2008-09 results showed a strong level of support for the PLC concept (71% to 89% of the survey respondents agreed or strongly agreed with statements pertaining to each of the six core PLC themes). In most instances, teachers responded more positively to the survey items in 2008-09 than they did the year before. In short, survey results suggest that the district is making progress towards its goal of full PLC implementation.

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January 2009 Best Practices to Promote High School Graduation Baenen, Nancy

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

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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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October 2008 Helping High-Performing Students Achieve at Higher Levels: A Review of the Literature Yaman, Kimberly

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Helping High-Performing Students Achieve at Higher Levels: A Review of the Literature

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May 2008 WCPSS Professional Learning Communities: 2007-08 Implementation Status Reichstetter, Rosemary

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Professional Learning Communities (PLCs) are in the implementation stages throughout the Wake County Public School System (WCPSS). Results from the 2007-08 High Five PLC Survey of teachers throughout the school system, as well as observations and focus group interviews in selected schools, show that strong support continues for PLC implementation overall, (66% to 87% of respondents agreed or strongly agreed with statements about each PLC element). Results suggest PLC concepts and work efforts are well underway and are growing in implementation. Challenges cited include finding time for PLC team work and remediation of student skills, increasing the understanding of all staff of PLC concepts, and increasing teachers' skills in developing and using quality formative assessments.

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

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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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February 2008 Public Issues Confronting the WCPSS Board of Education as Perceived by Focus Group Interview Participants Baenen, Nancy
Holdzkom, David

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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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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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May 2007 Student Survey Results: 2005-06 Huebeler, Amy

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In May 2006, a student survey was distributed to each 4th-, 7th-, and 10th-grade student in Wake County Public Schools (WCPSS). The survey asked a variety of questions in order to measure students' overall feelings about their school. Most students at each grade level (90% of 4th-grade students, 78% of 7th-grade students, and 72% of 10th-grade students) participated in the survey. In general, 4th-grade students responded more favorably to the survey questions than students in 7th and 10th grades. The results are most meaningful when summarized within each grade level or when compared across grade levels.

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April 2007 Professional Learning Community (PLC) Implementation WCPSS 2006-07 Baseline Survey Results Baenen, Nancy
Reichstetter, Rosemary

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Professional Learning Communities (PLCs) are being developed in the Wake County Public School System (WCPSS) to promote continuous improvement and student success. Baseline results from a 2006-07 survey show strong support for PLC concepts/expectations among school staff (at least 88% rated themes as medium or high priority), with lower implementation levels (60-73%) per theme. Sustained implementation of PLCs was reported by 24-30% of staff for each theme. Results suggest training in PLC concepts and strategies should be well received in WCPSS, and that increased implementation is clearly possible.

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October 2006 Defining a Professional Learning Community: A Literature Review Reichstetter, Rosemary

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Summarizing a nonexhaustive review of the literature, the following definition is suggested for a professional learning community: A professional learning community is made up of team members who regularly collaborate toward continued improvement in meeting learner needs through a shared curricular-focused vision. Facilitating this effort are: supportive leadership and structural conditions, collective challenging, questioning, and reflecting on team-designed lessons and instructional practices/experiences, and team decisions on essential learning outcomes and intervention/enrichment activities based on results of common formative student assessments.

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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

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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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July 2006 High School Redesign 2004-05 Reichstetter, Rosemary

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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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February 2006 Project Achieve Evaluation: Year Four, 2004-05 Baenen, Nancy
Carpenter, Megan
Dudley, Kristy

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Project Achieve, a local instructional initiative used by Wake County Public School System (WCPSS), was adapted from a Brazosport, Texas model. The program grew from eight to 19 WCPSS schools over four years, and all 16 continuing schools had a higher percentage of students at or above grade level in spring 2005 than prior to the program. Fourth-year results were relatively positive. Nine of 19 (47%) participating schools met the state ABCs High Growth standard (including two of the new schools), compared to 40% of other WCPSS elementary and middle schools. Eleven of 19 schools (58%) -- compared to 35% of other WCPSS elementary and middle schools -- increased the percentage of students at or above grade level between spring of 2004 and spring 2005.

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February 2005 Block Scheduling Evaluation Baenen, Nancy
Reichstetter, Rosemary

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

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Adequate Yearly Progress (AYP) Results: 2003-04

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December 2004 Title V Evaluation Report 2003-04: E&R Section Page, Bethany

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For the 2003-04 school year, WCPSS applied for and received Title V funding for "education reform and school improvement." WCPSS used funds to support two International Baccalaureate (IB) programs: the Middle Years Programme (MYP) at Broughton High School and the Diploma Programme (DP) at Garner Senior High School. Additional funds were used to fund a senior evaluator for school accountability to provide data to inform school improvement and student achievement. The report provides evidence of implementation and outcomes.

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October 2004 Annual Performance Report 2003-2004 Magnet Schools Assistance Program Grant Penta, Mary

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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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June 2004 Input on 2005-06 School Calendar Survey Baenen, Nancy

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

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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 Parent, Student, and Staff Survey Results 2002-03 Dulaney, Chuck
Wildman, Wanda

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In April 2003, parent surveys were sent to 28% of Wake County Public Schools (WCPSS) membership with a return rate of 49%. Student surveys were provided to 29% of membership with a return rate of 80%. Staff Survey forms were provided for all teachers, teacher assistants, and office staff and 74% were returned. There were only small changes in the responses of parents and students when the 2002-03 surveys were compared to the 2001-02 surveys. Satisfaction of parents, students, and staff regarding school safety remained high and parents and students continued to give a high percentage of good or excellent ratings to their schools' teaching of all subject areas. 88% of parents overall rated their child's school good or excellent in its support of student achievement. 84% of parents gave their child's school an A or B; 61% of students gave their own school an A or B. While nearly all staff respondents (97%) agreed or strongly agreed they enjoyed their work, there was a significant increase in the percentage of staff agreeing that they spend too much instructional time disciplining students.

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

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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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April 2004 From Complacency to Excellence Through School District Reform: A Case Study of the WCPSS Banks, Karen

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

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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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January 2004 Project Achieve Evaluation: Year Two, 2002-03 Speas, Carol

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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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December 2003 Small School Initiatives Survey Overbay, Amy

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During 2002-03, surveys of Wake County Public Schools (WCPSS) middle school principals and high school assistant principals for instruction (APIs) indicated that all middle and high schools implemented at least one strategy for creating smaller learning communities using the schools-within-schools mode. Nearly all middle schools implemented two or more strategies within existing school structures. High school responses were more varied in terms of strategies used and the extensiveness of use compared to middle schools. APIs' responses also indicated that WCPSS high schools use a broad range of support services to personalize the school environment for students, though some strategies were not directly related to the creation of smaller learning communities, and others targeted specific groups of students and not the entire student body.

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

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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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July 2003 Annual Performance Report 2002-2003 Magnet Schools Assistance Program Grant Penta, Mary

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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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May 2003 Safe Schools/Healthy Students Grant Year 4 Mid-Year Performance Report Project Status October 1, 2002 - April 30, 2003 Baenen, Nancy
Harlow, Kristin2

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

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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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February 2003 Project Achieve Evaluation Report: Year One, 2001-2002 Speas, Carol

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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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February 2003 School Size: A Review of the Literature Overbay, Amy

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Many discussions of school size tend to concentrate on secondary sources, such as other literature reviews; although this review does examine some secondary sources, it focuses on empirical research. Recent research suggests that smaller schools may be linked to improved attendance and participation in school activities. Some studies claim that smaller schools may also be associated with higher achievement, although other studies indicate that school size does not have a significant impact on student performance, and cite other variables such as district and school affluence as more reliable predictors of achievement. In fact, some studies suggest that students in more affluent districts may benefit from larger schools. Given the lack of consensus in the field over these issues, as well as practical issues related to rapid growth, limited funds, and the cost-effectiveness of smaller schools, many administrators and policymakers may prefer to pursue alternative reforms. It may be possible to achieve the desired student outcomes by reorganizing school populations, or by creating smaller learning communities within existing facilities.

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February 2003 Title VI: Annual Evaluation Report 2001-2002 Overbay, Amy
Speas, Carol

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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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October 2002 Staff Survey Results 2001-2002 Wildman, Wanda

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Staff Survey Results 2001-2002

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October 2002 Student Survey Results 2001-2002 Wildman, Wanda

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Student Survey Results 2001-2002

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

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

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

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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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December 2001 Staff Survey Results 2000-2001 Wildman, Wanda

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Staff Survey Results 2000-2001

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December 2001 Student Survey Results 2000-2001 Wildman, Wanda

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Student Survey Results 2000-2001

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October 2000 Wake County Safe Schools/Healthy Students Year One - End of Year Performance Report June 1, 2000 - September 30, 2000 Paeplow, Colleen
Reichstetter, Rosemary

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This is the Year One - End-of-Year Performance Report for the Wake County Safe Schools/Healthy Students Project. The Wake County Safe Schools/Healthy Students Project is a part of a federal initiative. The Department of Education, the Department of Juvenile Justice, and the Department of Health and Human Services have joined together in an initiative to stop violence and substance abuse within schools. Each of the three departments has challenged organizations and agencies over the country to develop projects that address six elements. Wake County has done so through developing four goals and seventeen strategies. Within this reporting period, training has taken place, programs have been designed and set up, and full implementation is scheduled to begin during fall 2000. Overall, county partners and agencies involved with the project show pride in the enormous accomplishments that so many have made within the short period of one year. The subsequent outcome as well as eventual impact of the project's efforts are of increasing interest to the stakeholders in the endeavor.

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July 2000 Results from the 1999 WCPSS Parent Survey How Do Parent Opinions About WCPSS Compare to Local and National Attitudes Toward the Public Schools? Speas, Carol

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Results from the 1999 WCPSS Parent Survey How Do Parent Opinions About WCPSS Compare to Local and National Attitudes Toward the Public Schools?

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