Tag: Suspensions

Wake County Public School System (WCPSS) SCORE Academy is an alternative learning high school composed of two distinct programs. SCORE Academy Re-engagement (A) serves students who are 16 to 21 years old and need to earn between one and 10 credits toward graduation. SCORE Academy Reassignment (B) serves students who have been reassigned by the WCPSS Discipline Review Committee (DRC) in lieu of receiving a long-term suspension. This report evaluates each program’s outcomes. Qualitative data collected from staff and students within each program show evidence of strong, positive relationships. An examination of credit accumulation across school years shows evidence of the program’s established goals being partially met. SCORE Academy A students who were enrolled in the program for five months or less in 2020-21 or 2021-22 earned, on average, two credits, thereby meeting the semester goal. Students who were enrolled for more than five months did not, on average, meet the yearly goal of four credits earned. In 2021-22, most of the students (86%) in SCORE Academy B were enrolled for five months or less and earned, on average, two credits, missing the goal of three or more credits. The official graduation rates for SCORE Academy in 2020 (48.9%) and 2022 (44.0%) exceeded the goal of 40%, and five-year graduation rates were higher, hovering around 60%. SCORE Academy B students who returned to their base high schools had comparatively lower graduation rates with no added value in examining the five-year rate. Based on these findings, recommendations are given to improve program transparency and adjust program goals.

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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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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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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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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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High School Four-Year Graduation Rates, Wake County Public School System (WCPSS): 2009-10

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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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The North Carolina Department of Public Instruction revised the alternate assessment system for students with disabilities (SWD) and/or limited English proficiency (LEP) in 2009-10. On the three alternate assessments that were given in 2009-10, results for WCPSS students were mixed. On the NCEXTEND1 assessments, which are taken by students with significant cognitive disabilities, proficiency rates for 479 Grade 3-8 students ranged from 46-70% in reading and from 48-79% in math, both up from last year but still generally lower than statewide rates. The NCEXTEND2 EOG assessments, administered to students with moderate intellectual or learning disabilities, were taken by the largest number of WCPSS students (2,106). Results on these modified EOG exams were slightly higher than those of the two previous years but proficiency rates across grade levels remained low in both reading (25-42%) and mathematics (43-54%). At the high school level, 412 students took NCEXTEND2 OCS assessments, which are based on the Occupational Course of Study and serve as alternates for required assessments in reading, mathematics, and science. The percentage of students achieving proficiency on the exams ranged from 68% in English, to 70% in mathematics, and 61% in Science, all up significantly from last year and closer to statewide rates.

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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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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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NovaNET is a technology-based teacher-facilitated educational approach used at schools to support students at risk of not meeting graduation requirements to accrue credits in a variety of subjects. NovaNET contributes to the WCPSS goal of closing achievement gaps and creating opportunities for all students to graduate on time. In 2008-09, 38 NovaNET courses were offered districtwide. All high schools offered credit recovery (CR) courses. Six schools offered remediation opportunities, and 11 offered new credits. Based on summer courses, NovaNET had a high success rate in helping students earn credits towards graduation. Based on high summer pass rates, it is recommended to encourage use of NovaNET to earn course credits, examine ways to enhance EOC performance, designate use of NovaNET within course codes, streamline reporting methods, and enhance monitoring of success. Consider expanded use of NovaNET as a supplement for regular courses. Based on cost-effectiveness, expand student access to NovaNET in summer if feasible.

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

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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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The North Carolina Department of Public Instruction has reported a four-year on-time cohort graduation rate for each high school and district for three years. This rate is based on the number of first-time 9th grade students who graduate four years later. The graduation rate for 2007-08 is based on incoming 9th grade students of 2004-05. While the overall 2007-08 WCPSS rate of 78.8% was relatively high compared to the state and other school districts, large discrepancies exist between student subgroups. Black/African American students, Hispanic/Latino students, and students from three identified academic risk groups (students with disabilities, students eligible for free or reduced-price lunch, and students with limited English proficiency) had graduation rates below that of other students.

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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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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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For the first time, the North Carolina Department of Public Instruction is reporting a four-year ontime graduation rate for each high school and district across the state based on the incoming 9th grade class of 2002-03. This rate is based on the number of those 9th grade students who graduated four years later (by the Spring of 2006). While the overall WCPSS rate of 82.6% was relatively high compared to the state and other school districts, large discrepancies exist between student subgroups. Black/African American students, Hispanic/Latino students, and students from three identified risk groups (students with disabilities, students eligible for free or reduced-price lunch, and students with limited English proficiency) had graduation rates below that of other students.

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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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2004-05 Wake County Public Schools' Dropout Rate

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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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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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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 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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Dropouts from Wake County Public Schools 2001-02

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The percentage of reading and math 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 to 91.1% from 91.3% in 2003. However, the percentage of students scoring in Level IV remained stable at 60.4%. The percentage of students scoring in Level III or IV was slightly higher in Math (92.1%) than in Reading (90.0%). Average reading scale scores showed slight declines at all grade levels except grade 5, while average math scale scores rose slightly in grades 4, 5, 6, and 7 and fell slightly in grades 3 and 8. Disaggregation of scores by race/ethnicity showed a small decline (down about two percentage points) in the percentage of Hispanic scores on grade level in both reading and math, a small rise (less than one point) for Asian and Black students in both reading and math, and mixed results for White and Multi-ethnic groups. Students from low-income families and students with disabilities showed small improvements in both reading and math.

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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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End-of-Course (EOC) test scores in the Wake County Public School System (WCPSS) in 2002-03 showed generally positive results when compared to prior years. Average scale scores rose in six out of ten subject areas, and the percentage of students scoring in the proficient range (Level III or Level IV) reached new highs in five out of ten subjects.

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For the first time in the WCPSS history, the percentage of all EOG exam scores at or above grade level (Level III or IV) surpassed 90% in 2003. The composite percentage, which includes reading and math scores for all grade 3-8 students, rose from 89.4% in 2002 to 91.3% this year.

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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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End-of-Course (EOC) test scores in the Wake County Public School System (WCPSS) in 2001- 2002 showed generally positive results when compared to prior years. Both mean scale scores and the percentage of students scoring at Level III or Level IV reached new highs in eight out of ten subject areas.

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WCPSS EOG multiple-choice results for 2001- 2002 show increases at all grade levels in both reading and math. Both the percentage of students scoring at or above grade level and average scale scores reached new highs.

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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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Report Summary Analysis of EOG test results for 2000-2001 shows that: Scores on all four tests targeted by the 2003 Goal were higher than ever before. As reported in 2000, current rates of improvement are still inadequate to reach the goal. Groups that have the highest percentage of students scoring below grade level (students from low-income families, African-American and Hispanic students) have made the largest gains since 1998. ALP interventions appear to be benefiting all demographic groups. The strongest predictor of low achievement is income, as measured by eligibility for free or reduced price lunch. Approximately 46% of students tested who participated in the school lunch program scored in Levels I or II.

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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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Report Summary Analysis of EOG test results for 1999-2000 shows that: Scores on all four tests targeted by the 2003 Goal were higher than ever before. Current rates of improvement are inadequate to reach the goal. The groups which have the highest percentage of students scoring below grade level are students from low income families, African-American and Hispanic students, and students identified as learning disabled or behaviorally/emotionally handicapped. The strongest predictor of low achievement is income, as measured by eligibility for free or reduced price lunch. Approximately 52% of students qualifying for the school lunch program scored in Levels I or II. On average, students who qualify for the free or reduced lunch program (FRL) show smaller academic gains than other students and are three years behind their non-FRL peers in middle school.

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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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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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ALP and other assistance appeared to have some positive impact on achievement, primarily at the elementary level.

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Dropout Report 1997-1998

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Progress Towards the 95% Goal

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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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