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Tag: Student achievement

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Published Document Title Authors Pages Abstract
June 2022 Middle School Competency-Based Grading Initiative: 2018-19 to 2020-21 Bulgakov-Cooke, Dina
Paeplow, Colleen

40 View Abstract

This report focuses on a competency-based grading initiative at Carroll Middle School. The initiative was implemented from 2018-19 to 2020-21 to address the lack of alignment between report card grades and End-of-Grade (EOG) test results and was designed to ensure consistent delivery of standards-based instruction, formative assessment, and grading. The report addresses changes in stakeholder perceptions over time and describes the instructional approaches used. The results show that while students’ and teachers’ satisfaction with the grading system improved, some parents remained unsure of how to interpret competency-based grades. Since EOGs were not administered in 2019-20 and results were influenced by low participation rates in 2020-21, we were unable to examine possible proficiency changes during the initiative’s implementation. However, we were able to identify Carroll graduates in high school to examine their performance. We compared the grade point averages (GPAs), first quarter grades, and grade 9 retention rates of Carroll Middle School graduates to that of other freshmen in the same high school in Fall 2021. Results show that Carroll graduates did as well as students from other middle schools. These results suggest that Carroll should consider providing more support to parents to build understanding of the standards and grades, discuss ways for parents to support their children’s learning in the competency-grading environment, and address parents’ concerns about the interpretability of grades. School administrators should continue to support teachers in their competency-based grading efforts.

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November 2018 Measuring Critical Thinking Skills in WCPSS: An Update with 2017-18 Data Huang, Haigen

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How well are WCPSS students prepared for problem-solving, scientific reasoning, and critical thinking? Are WCPSS' 15-year-olds able to apply what they have learned to unfamiliar settings? PISA and CWRA+ assessments give us a glimpse of how WCPSS students are doing compared to national and international benchmarks. PISA: In 2018, a sample of WCPSS students in 5 high schools out-performed both the U.S. national and international students in each core subject (science, math, and reading). CWRA+: In Spring 2018, 1,570 WCPSS high school juniors participated in the CWRA+ assessments. CWRA+ measures students' skills in problem-solving, scientific reasoning, and critical thinking. Overall, 51% of WCPSS students performed at either "proficient, accomplished, or advanced" levels.

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August 2018 Building Bridges to Life after High School: Contemporary Career Academies and Student Outcomes Hemelt, Steven
Lenard, Matthew
Paeplow, Colleen

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Career academies serve an increasingly wide range of students. This paper examines the contemporary profile of students entering career academies in a large, diverse school district and estimates causal effects of participation in one of the district’s well-regarded academies on a range of high school and college outcomes. Exploiting the lottery-based admissions process of this technology-focused academy, we find that academy enrollment increases the likelihood of high school graduation by about 8 percentage points and boosts rates of college enrollment for males but not females. Analysis of intermediate outcomes suggests that effects on attendance and industry-relevant certification at least partially mediate the overall high school graduation effect.

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April 2017 Measuring Critical Thinking Skills in WCPSS Huang, Haigen

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How well are Wake County Public Schools (WCPSS) students prepared for problem-solving, scientific reasoning, and critical thinking? (a) WCPSS schools out-performed both the U.S., national, and international averages in each core subject of the Program for International Student Assessment (PISA): mathematics, reading, and science. (b) Overall, 60% of WCPSS high school students in 2016 performed at a proficient level or above in problem-solving, scientific reasoning, and critical thinking in the College and Work Readiness Assessment (CWRA+). WCPSS juniors’ overall performance in CWRA+ was near the middle point between the averages of freshmen and seniors in the national CWRA+ sample. However, the WCPSS scores on the performance task and selected-response items diverged.

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November 2014 SAT Scores, 2013-14: Wake County Public School System Gilleland, Kevin
Muli, Juliana

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In 2013-14, students in WCPSS continued to score 60-70 points higher on the SAT compared to students in NC and across the nation. All major WCPSS ethnic groups also continued to score significantly higher than their peers. Fifty-four percent of WCPSS students met the College Board's College and Career Readiness Benchmark. North Carolina had 41% of its students meeting the benchmark, while the nation had 43%. Continued improvements on college entrance exams are likely to be driven by student exposure to rigorous curriculum and high-level coursework. Schools are encouraged to find ways to prepare all students to engage in rigorous experiences in high school.

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May 2014 SAT Scores, 2012-13: Wake County Public School System (WCPSS) Gilleland, Kevin
McMillen, Brad
Muli, Juliana

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In 2012-13, students in WCPSS continued to score 50-60 points higher on the SAT compared to students in NC and across the nation. Most major WCPSS ethnic groups also continued to score significantly higher than their peers. Trends in performance on college entrance exams such as the SAT represent important metrics for monitoring how well the system is preparing all students for post- secondary success.

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March 2014 Advanced Placement Results, 2011-12 and 2012-13 McMillen, Brad
Muli, Juliana

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Students in Wake County Public Schools (WCPSS) continue to score well on AP exams with an increased percentage of students enrolling in the courses. As in past years, in 2013 the district had higher average AP exam scores compared to the state and the nation. WCPSS had 76.6% of scores 3 or higher in 2013 (qualified and above). Again in both 2012 and 2013, a high number of students took exams in Environmental Science, English Language & Composition, Psychology, and Statistics. Schools can use these data to benchmark themselves against their own past performance as well as their peers across the district. Encouraging more students to participate in AP classes and take the exams, in addition to other high-level coursework, should help WCPSS graduates be college and career-ready.

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August 2013 2011-12 WCPSS SAT Scores Gilleland, Kevin
Muli, Juliana

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WCPSS students continue to fare well on the SAT test compared to students in the state and nation. While there was a slight decline in the overall average score in 2012 compared to the previous year, the scores continue a trend of measurable improvement over time. In addition, most major ethnic groups continue to have average scores significantly higher than comparable groups in the state and nation. In 19 of the last 21 years, the WCPSS participation rate has remained above 70%, suggesting that a large majority of WCPSS seniors are intending to continue their education by going to college. In the same 21-year time frame, participation rates for the state have mostly been in the 60% range, while national rates have been in the high 40s.

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February 2013 Academic Achievement Academy (AAA), 2011-12 Rhea, Anisa

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The Academic Achievement Academy (AAA) was initiated in 2010-11. It provided short-term, after-school tutoring in reading and mathematics for students in grades 3-8 with the goal of increasing the performance composites of participating schools to at least 70%. In 2011-12, AAA supported 1,185 students at 20 schools, 13 of which also participated in AAA in 2010-11. By the end of 2011-12, four first-year and four second-year schools had met the program goal. Findings indicate less of a positive impact on reading outcomes than mathematics, based on comparisons to a matched group of students. AAA cost about $500 per student served in 2011-12, increasing to $864 for each student who made academic growth. AAA was discontinued for the 2012-13 school year. Recommendations for future after-school program implementation efforts are offered.

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March 2010 A Digest of UNC System Reports on Freshman Performance: 2006-07 Holdzkom, David

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A Digest of UNC System Reports on Freshman Performance: 2006-07

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August 2009 Analysis of 2008-09 WCPSS SAT Scores Gilleland, Kevin
Holdzkom, David

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Analysis of 2008-09 WCPSS SAT Scores

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

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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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August 2000 1999-2000 Scholastic Assessment Test (SAT) Results Dulaney, Chuck
Sharpe, Nartarshia

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1999-2000 Scholastic Assessment Test (SAT) Results

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September 1999 1998-99 Scholastic Assessment Test (SAT) Results Gay Fejoku, Caroline

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1998-99 Scholastic Assessment Test (SAT) Results

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