Tag: Student discipline

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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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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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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Wilburn was in its fourth year of implementing Teacher Advancement Program (TAP) in 2011-12, which is designed to attract, retain, and motivate quality teachers and increase student achievement. It was in the second year of TIF funding to provide performance pay for improved student performance. Analysis of EOG reading and math test scores for 2011-12 showed increases in student performance (where different cohorts of students are compared over time) and growth (when a student is compared to him- or herself over time). All staff earned some performance pay based on the TAP model formulas (unlike the previous year). Recommendations are to provide more ways for teachers to share their perceptions of TAP, to start observations earlier in the year, and to improve training by focusing on the application of the rubric and differentiating training (for teachers new to TAP and those with experience).

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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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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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The Teacher Advancement Program (TAP) is a model for training, teacher advancement, and instructional strategies. Based on interviews and observations, the four TAP principles were implemented with fidelity during the 2010-11 school year, with one exception--teacher evaluations. Feedback was slow, and teachers had concerns about the reliability of the ratings. The impact on teachers was negative. Compared to 2009-10, reading and math proficiency improved in grades 3 and 5 in 2010-11 but not grade 4. However, compared to proficiency before TAP began, only Grade 5 had improved reading proficiency and none of the grades (3, 4, and 5) had higher proficiency in math. Grade 4 had positive trends for Academic Change (growth) in both reading and math.

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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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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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In 2009-10, 92% of WCPSS schools met Expected or High Growth as measured by the North Carolina ABCs program, a 3.5 percentage point increase from 2008-09. Fifty-four percent of the schools made High Growth and 38% made Expected Growth. All subgroups saw their percentages of students meeting growth increase to above 55% in 2009-10; with the "All Students" group above 60% (the state's definition of High Growth for a school). Slightly more than 90% of WCPSS schools were in the recognition categories Honor Schools of Excellence (5.8%), Schools of Excellence (3.2%), Schools of Distinction (40.6%), or Schools of Progress (40.6%). Yet there was a substantial decrease in the number of schools making AYP (38.4%) compared to 2008-09 (62.8%). The decrease in 2009-10 can partly be explained by the one-year effect of retests that benefitted schools in 2008-09, and the invalidation of tests for high school occupational course of study students by the U.S. Department of Education. There were a much greater proportion of schools that met High Growth among the schools that met AYP (71.7%) than among those that did not meet AYP (43.2%).

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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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In 2008-09, results from End-of-Grade (EOG) reading and mathematics tests in WCPSS continued to demonstrate an upward trend across grade levels and student subgroups. Disaggregation of results by ethnicity, income level, disability status, and English proficiency status showed that achievement gaps between historically underperforming subgroups and their peers are still significant but are closing. Results of the new EOG science test in grades 5 and 8 showed that proficiency rates in science are below those for reading and mathematics. The effect of retesting for students who fail to score proficient on the first administration of EOG tests indicated that retesting improved proficiency rates by 4-9 percentage points, and that some groups of students benefited more than others from retesting.

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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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This study examined differences in student achievement between 9th grade students who took Algebra I in a twopart, year-long sequence and those who took a one-semester Algebra I course. Results indicated higher proficiency rates and higher growth results for students in the year-long sequence, especially for students who scored below Achievement Level IV on their 8th Grade Mathematics EOG test. Schools are urged to use these results to make data-based scheduling decisions for 9th grade Algebra I students.

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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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In 2007-08, Wake County Public School System's (WCPSS) Helping Hands program served 419 students. Helping Hands is a mentoring program that targets Black/African American male students enrolled in grades 3-8 who are academically marginal. Results are based on the 385 students in grades 3-8 with available data. The mission of the Helping Hands program is to provide services to African-American male students to promote personal development and academic achievement. Helping Hands has academic, behavioral, and attendance goals. Overall, findings suggest that Helping Hands did not have a positive impact on academic success as measured by EOG proficiency or growth. However, Helping Hands did appeared to have a positive impact on suspension trends and excessive absences (10 or more days) relative to Black/African American male students.

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As a follow-up to the initial evaluation of Positive Behavior Intervention and Support (PBIS) in the Wake County Public School System, this study uses mixed methods to further investigate inconsistencies in desired outcomes and a lack of difference in results among PBIS schools and similar non-PBIS schools. Case study results supported the original findings in that additional measures of success were not identified. School staff articulated the use of schoolwide behavioral practices as an important outcome of PBIS rather than as a strategy to improve climate, behavior, and achievement. Schools using the START on Time strategy to reduce tardies during class transitions achieved significant improvement after one year. Implementation evaluation results suggest that non-PBIS schools have not implemented schoolwide behavioral practices to any great extent.

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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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2007-08 WCPSS Dropout Rate

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Positive Behavior Intervention and Support (PBIS) is a national initative to reform the learning environments of schools by establishing expectations, reducing behavioral problems, and supporting academic performance. Unlike other state evaluations, this report uses cluster analysis to identify a group of schools to serve as a comparison group. This report presents mixed results on the effectiveness of PBIS in the Wake County Public School System (WCPSS). Elementary schools achieved the highest levels of implementation in 2007-08, followed by middle schools, whereas high schools had not fully implemented PBIS. School-level analysis of outcomes offers little evidence of the success of Cohort 1 PBIS schools in producing consistent positive changes in climate, behavioral, and academic outcomes. Moreover, general trends were similar for PBIS and comparison schools, with differences most often favoring comparison schools. Participants of interviews and focus groups describe the positive impact of PBIS on promoting consistent behavior expectations and reducing tardy rates.

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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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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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This evaluation examined the implementation and effectiveness of the AVID program in middle schools throughout the Wake County Public School System (WCPSS). Survey results and school visits revealed considerable inconsistencies in implementation across schools. Specifically, selection criteria were not consistently understood and applied, all staff members implementing the program were not able to attend AVID training, and some schools emphasized enrollment in Algebra I in eighth grade more than others as a desired outcome of AVID participation. Attrition from the program was high, with 38% of those enrolled in grade 6 in 2005-06 continuing with the program through grade 8 in 2007-08. The stated goal of having all AVID students enroll in Algebra I by grade 8 was not met, although a higher percentage of AVID students in grade 8 enrolled in Algebra I than was true system wide (50% vs. 28%).

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Describes the Kindergarten Initial Assessment which all students are given as they enter kindergarten to assess their beginning skills. Also describes the kinds of skills that are helpful for students to have in kindergarten.

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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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2006-07 WCPSS Dropout Rate

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See abstracts document

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See abstracts document

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

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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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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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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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This research study developed a value-added instructional improvement analysis model. North Carolina state testing results were used in regression and residual analyses of student achievement. This analysis allowed for identification of the "most effective" and "least effective" biology teachers in Wake County Public Schools (WCPSS). The study found that the "most effective" biology teachers were focused on the delivery of biology instruction; resisted distractions from their classroom efforts; maximized student use of class time; studied and planned with other teachers using the North Carolina Biology Standard Course of Study; focused all student time on the Standard Course of Study goals; carefully planned teacher controlled student activities; and used data to guide their instructional practice.

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2004-05 Wake County Public Schools' Dropout Rate

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In December 2005 and January 2006, a parent survey was sent home with each student in Wake County Public Schools (WCPSS). The survey asked parents a variety of questions in order to measure their satisfaction with their child's school. The 2005-06 survey results indicate that a high percentage of parents are satisfied with their child's school. Responses to each question were either similar to or more positive than the 2003-04 parent survey results. Parents of elementary school students responded more favorably than all of WCPSS combined. Although the response rate of 35% was lower than in previous years, the results are largely consistent with past parent survey data. However, due to low response rates at some schools, the survey results should be generalized with caution.

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The first section of this bulletin summarizes Advanced Placement (AP) course participation and AP exam data for the Wake County Public School System for the 2004-05 school year. Overall, the percentage of high school students who took at least one AP course increased from 14.1% in 2003-04 to 15.7% in 2004-05. About 59% of students who took an AP course took the corresponding AP exam for that course, and about 78% of those exam scores were 3 or higher, which is the College Board's threshold for mastery. The second section reports on a more in-depth study of AP results for students from the 2003-04 school year that looks at the relationship between 8th-grade achievement and success in AP courses.

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The percentage of reading and mathematics tests taken by Wake County Public School System (WCPSS) students in grades 3-8 that resulted in Level III or IV scores fell slightly in 2004-05 to 90.8% from 91.1% in 2003-04. The percentage of students scoring in Level III or IV was slightly higher in mathematics (91.4%) than in reading (90.4%). The percentage of students scoring in Level III or IV in reading showed slight increases at all grade levels except grade 4, while percentages in mathematics rose slightly in grades 6 and 7 and fell in grades 3, 4, and 5. Female students out performed male students in both subjects. Disaggregation by race/ethnicity, income level, and disability status showed either no change or a small increase in the percentage of reading scores at Level III or IV and no change or a small decline in mathematics for most groups.

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

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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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The Wake County Public School System (WCPSS) met 66 out of 73 (90.4%) measurabledistrict targets in the third year of federal No Child Left Behind (NCLB) accountability standards. The 2004-05 school year was the first year that the Annual Measurable Objectivesincreased. In grades 3-8, the objectives were 76.7% proficiency in reading, up from 68.9%, and 81.0% in math, up from 74.6%. In 10th grade, the Annual Measurable Objectives were given new starting points based on past student performance on English I, 10th-grade Writing, and Algebra I tests, which were approved as the high school primary tests. In spite of the new and increased targets, 63% of all WCPSS schools made AYP in 2004-05 (83 out of 132). Twenty-seven schools missed only one or two targets. Students with disabilities and recipients of free or reduced-price meals (economically disadvantaged) were the two subgroups that most often failed to meet AYP targets.

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ABC Outcomes for WCPSS for 2004-05

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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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Dropouts from Wake County Public Schools 2003-04

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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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Adequate Yearly Progress (AYP) Results: 2003-04

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Dropouts from Wake County Public Schools 2002-03

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Dropouts from Wake County Public Schools 2002-03

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Dropouts from Wake County Public Schools 2002-03

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Dropouts from Wake County Public Schools 2002-03

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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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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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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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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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The Accelerated Learning Program (ALP) began in the Wake County Public School System (WCPSS) in 1999-2000 as an out-of-school time intervention to support students scoring below grade level. Since then, flexibility in use of these funds has increased, along with the percentage of schools using the funds to support low achievers during the school day. In 2002-03, over 70% of traditional calendar schools reported providing at least a portion of their ALP services during the school day, followed by after-school sessions (about 40%), and Saturday sessions (20%). At year-round schools, intersession continues to be the most common time for ALP at the elementary (82%). However, year-round middle schools provided ALP most commonly during the school day (83%), with only 34% using intersessions. Changes in use of ALP funds have made it increasingly difficult to clearly identify which students these funds supported. Although all schools reported that students who scored below grade level were supported through ALP, data on individual students suggests that the percentage of these students in ALP declined from 59% in 2001-02 to 35% in 2002-03. The lower participation rates are partially due to under-reporting, but clearer accountability for serving students is needed.

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Dropouts from Wake County Public Schools 2001-02

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In a study of 5,226 first-time 1995 9th-grade students, 12% of the students were students with disabilities (SWD). Academic performance indicators for the SWD group were far below the overall cohort indicators. Difficulties for students with disabilities could be observed beginning in ninth grade. The average GPA of SWD students at the end of ninth grade was 1.79(a D+ average) compared to an average GPA of 2.58 (a C+ average) for the overall cohort. Just 57% of the SWD cohort graduated (defined as completion of 12th grade with a diploma or certificate) compared to 77% of the overall cohort. Of the graduating SWD students, only 36% took the SAT with an average total score of 949, while 76% of the overall cohort took the SAT with an average total score of 1065. Black SWD students were less likely to graduate than White SWD students (45% compared to 66%). Behaviorally/Emotionally Disabled (BED) Black female students were least likely to graduate (13%). The 43% of SWD students who dropped out had a ninth grade average GPA of 0.82 (below a D average).

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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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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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To help accomplish Goal 2003, WCPSS allocated money in 1999 for supplemental instructional support through the Accelerated Learning Program (ALP). Analyses of the program's 2001-02 results suggest that ALP was effective in promoting both achievement growth and performance at grades 3-8. ALP students showed high growth based on ABCs standards, and more than half were able to move from below to above grade level between spring 2001 and spring 2002 (compared to 38% in reading and 41% in math before ALP began).

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

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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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At the end of the 2001-2002 school year, outcome goals paint a mixed picture of the effectiveness of the Safe Schools/Healthy Students grant on the Wake County Public School System (WCPSS) as a whole. However, many specific programs are being successfully implemented with positive outcomes.

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Parent Survey Results 2001-2002

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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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The Advanced Placement (AP) program offers college-level courses to high school students. Many colleges and universities provide course credit to students who earn a high score on the end-of-year exams. Almost 60% of United States high schools offer AP course work, and more than 800,000 high school students participated in AP programs during the 2000-2001 school year (College Board, 2001). All 15 comprehensive high schools in the WCPSS offer AP courses. Enrollment in Wake County Public School System (WCPSS) AP courses was approximately 6,900 in 2000-01. Many students took more than one AP course. A total of 4,320 AP examinations were taken by 2,223 WCPSS students at the end of the school year. This report examines AP exam results for the WCPSS with comparisons to other large school systems, the state of North Carolina, the South, and the United States.

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Both fourth-grade and seventh-grade writing assessment scores declined in 2002 in WCPSS. The percentage of fourth-grade students who scored at or above 2.5 dropped 23.8 percentage points from 78.1 in 2001 to 54.3 in 2002. Seventh-grade scores dropped 13.8 percentage points from 77.5 in 2001 to 63.7 in 2002

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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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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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The Accelerated Learning Program (ALP) is the major initiative that the Wake County Public School System (WCPSS) is using to help all students reach grade level performance in reading and math. In 2000-01, ALP's second year of implementation, the program expanded from grades 3-8 to K-12. This report focuses on student participation rates and the impact of the ALP program.

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Parent Survey Results 2000-2001

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Wake County Public Schools have addressed the needs of at-risk students with an array of academic and alternative programs that reflect serious commitment of funds and time. The 1999-2000 academic year witnessed the beginning of a 9 million dollar, three-year, community-wide collaboration between existing programs and agencies expressly intended to coordinate efforts to serve at-risk children and their families. The grant, entitled Safe Schools Healthy Students, was funded by the Department of Justice, the Department of Health and Human Services, and the Department of Education in an effort to promote safe, inviting, and optimal learning environments for all students. The program was built upon a broad collection of 17 strategies aimed at addressing the risk and resilience factors associated with school safety and student success. Each strategy included a three-year sequence of action steps, focused on strengthening resources or services within the school system. These services ranged from improving at risk screening and referral strategies, to mentoring, to substance abuse prevention, to improving school security.

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Wake Summerbridge is an enrichment program that has supported selected WCPSS middle school students for a number of years. This evaluation compared subsequent academic performance, suspensions and dropout rates of students who had participated in the program with a comparison group of students with similar characteristics who did not participate in the program. The main positive finding was that dropout rates were much lower for Summerbridge students than for the comparison group (1% versus 13%). Achievement scores and grade point averages showed a slight but consistent advantage in absolute terms for Summerbridge students over the comparison group. The differences were not statistically significant, although they may have some educational significance. The percentage of students receiving F's and suspension rates actually favored the comparison group. However, the higher dropout rate among comparison students may account for the lower number of F's earned by this group. Some cautions must be kept in mind when interpreting these findings. Sample sizes were relatively small which makes statistical significance more difficult to detect (about 80 per group). Groups could differ in ways that could not be determined from school system data files (e.g., attitude toward school, rigor of course selections, middle versus higher income status). Given the results, the cost of providing the service should also be considered in decisions about future funding.

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The Wake County Safe Schools/Healthy Students (SS/HS) Project is 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. Together, these departments have encouraged organizations and agencies across the country to develop initiatives that prevent violence and substance abuse in schools by addressing six major elements determined to be critical in sustaining safe and healthy schools and students. Wake County has responded to this challenge by identifying four goals that correspond with these six elements, and by adopting seventeen strategies for carrying out these goals. By focusing on collaboration and cooperation with partner agencies and the community, the Wake County project is promoting the implementation and refinement of sustainable efforts to create a safe, orderly, and drug-free learning environment within county schools.

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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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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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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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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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Dropout Report 1997-1998

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The Wake County Public School System (WCPSS) has provided an alternative school program for students with long-term (LT) suspensions since the 1995-96 year. In 1995-96, the program was operated by the WCPSS and known as the Alternative Learning Center (ALC). Since the 1996-97 year, the WCPSS has contracted with the Richard M. Milburn High School (RHMS), a private firm, to operate the program. Over these years, the WCPSS has conducted a number of evaluations of the program. This Executive Summary highlights major conclusions of these collected evaluations.

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The Impact of Poverty Upon Schools

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