Tag: Test results

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

Full Report (PDF)

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

Full Report (PDF)

AP outcomes for WCPSS students have continued an upward trend for over 18 years, out-performing the state and the nation in all measures. In 2013-14 there were 13,757 exams taken by 6,955 WCPSS test-takers with almost 76% of the exams resulting in scores at or above 3, outperforming Guilford (53.0%), Mecklenburg (49.8%), NC (57.7%), and the U.S. (53.7%). The WCPSS overall exam average was 3.37, down by 0.3 points from 2012-13 but still higher than the state (2.84) and the nation (2.87). As in past years, top popular subjects remained the same, with Environmental Science, Psychology, English Language & Composition, US History, and Statistics having over 1,000 test-takers each. In addition, Human Geography almost tripled test-takers from 412 in 2012-13 to 1,149 in 2013-14, replacing Statistics in the top five. Minority students continue to be underrepresented in AP course enrollments. Schools can use these data to benchmark themselves against their peers and past performance. Schools need to intensify supports and systems to attract and encourage additional qualified students to enroll in rigorous AP coursework.

Full Report (PDF)

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

Full Report (PDF)

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

Full Report (PDF)

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

Full Report (PDF)

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

Full Report (PDF)

The second year (2011-12) of the Formative Assessment with Technology Project in three WCPSS schools was studied to determine the fidelity of implementation of the formative assessment practices and the project's impact on student achievement. Classroom observations and surveys of teachers and students showed that implementation was moderate, and it varied widely across teachers. Certain targeted practices were reported or observed much more often than others. High turnover in the teachers participating in the project likely contributed to the uneven implementation. High school staff had the highest level of implementation of training concepts as well as the highest use of the electronic response tools for assessment. Full implementation and impact on state achievement test scores was expected to take two years to be evident. Since only nine teachers participated and had data for two years, impact could not be reliably assessed. This pilot training model would be too expensive to roll out district-wide in WCPSS. More cost effective models may be used to encourage appropriate use of formative assessment.

Full Report (PDF)

Student Achievement in WCPSS, 2011-

Full Report (PDF)

One method of delivering college-level coursework to high school students is through the Advanced Placement (AP) program. Many colleges and universities provide credit to students who earn a qualifying score on any of the 34 available AP exams1 offered by the College Board. All qualified comprehensive high schools in the Wake County Public School System (WCPSS) offer AP courses and exams, although the availability of specific courses varies from school to school.

Full Report (PDF)

The Relationship between Mid-Year Benchmark and End-of-Grade Assessments: 2010-11

Full Report (PDF)

In 2010-11, Wake County Public School System (WCPSS) was in district-wide improvement as a result of failing to meet Adequate Yearly Progress (AYP) in mathematics at the district level for the second consecutive year. This report examines overall student outcomes in 2010-11 as well as overall teacher outcomes and longitudinal results for schools targeted for three consecutive years of SIOP® training and support compared to matched schools who were not involved. SIOP® schools had a greater increase in students reaching growth targets than in the district overall. Increases in reading and mathematics proficiency at SIOP® elementary schools and reading at SIOP® middle schools were similar or slightly higher than for WCPSS. Overall mathematics results were not positive for SIOP® middle schools; however, matched school analysis by subject and school level found targeted student subgroups (i.e., Hispanic/Latino and Black/African American, Limited English Proficient, and economically disadvantaged) did benefit from attending SIOP® targeted schools. 2010-11 represented the first year of implementation of the Secondary Literacy and Secondary Mathematics Initiatives. The demographic similarity of schools implementing Secondary Mathematics with WCPSS coupled with the weak results indicates, as with Secondary Literacy, the results of this initiative could be strengthened by more selective process of targeting schools to receive training.

Full Report (PDF)

Student Achievement in WCPSS, 2010-2011

Full Report (PDF)

End-of-Course (EOC) tests are given statewide in selected courses typically taken in high school. Results for 2009-10 (and prior years, where available) are reported in terms of both average scale scores and the percentage of students scoring proficient. For the first time in 2009-10, all students who scored at Level II on EOCs were retested. Retests added 3.7 to 5.8 percentage points to the overall proficiency rates on each test. Changes in performance between 2008-09 and 2009-10 varied by group and by course, although most ethnic groups saw increases in both proficiency and average scale scores across the board. Despite gains of the last three to five years, Hispanic/Latino students, students from lower-income backgrounds, and students with limited English proficiency (LEP) scored below their corresponding NC state rates. The LEP subgroup is barely above 50% proficient. It is imperative that progress for these groups continue to accelerate.

Full Report (PDF)

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%).

Full Report (PDF)

In 2008-09, four alternate assessments were available for use in grades/courses where the state typically tests students. As in earlier years, results for WCPSS students were mixed. Student performance on the NCCLAS, an assessment designed mainly for limited English proficient (LEP) students, improved in mathematics but remained low in reading for the 141 students in grades 3 to 8 who took them. Fewer students took NCCLAS EOC exams but proficiency rates in English I and Algebra I, the two tests taken by the most students, were 81% and >95%, respectively. On the NCEXTEND1 assessments, which are taken by students with significant cognitive disabilities, proficiency rates ranged from 49-57% in reading and 46-73% in math for 461 Grade 3-8 students. The NCEXTEND2 assessments, administered to students with moderate intellectual or learning disabilities, were taken by the largest number of WCPSS students (1572). 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 (18- 41%) and mathematics (30-52%). At the high school level, 277 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 44% in English, to 50% in mathematics, and 53% in Science.

Full Report (PDF)

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.

Full Report (PDF)

WCPSS Advanced Placement (AP) Test Results, 2009-10

Full Report (PDF)

In 2009-10, students in Wake County Public Schools (WCPSS) posted average SAT scores of 543 in mathematics, 524 in critical reading and 504 in writing. The combined score for mathematics and critical reading was 1067, with a total average score of 1571.

Full Report (PDF)

Moderate to high percentages of Wake County Public School (WCPSS) students demonstrated grade-level performance on K-5 assessments in 2009-10. Results indicate very slight changes from prior years. The percentage of students proficient in reading book level and mathematics strands increased very slightly since 2007-08. Modest declines in proficiency were found in reading strands and expressive literacy assessments. Most students continue to meet unassisted writing sample standards, although the percentages of students mastering writing content or writing conventions were slightly lower than rates in 2007-08. Annual trends show modest increases in student subgroup performance. Reading book level and mathematics achievement gaps still exist yet are slowly narrowing among subgroups.

Full Report (PDF)

Student Achievement in WCPSS, 2009-2010

Full Report (PDF)

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.

Full Report (PDF)

End-of-Course (EOC) tests are given statewide in 10 courses typically taken in high school. Results for 2008-09 (and prior years, where available) are reported in terms of both average scale scores and the percentage of students scoring proficient. After the recent introduction of new EOC tests with higher standards, scores in WCPSS have begun to move back upward after an initial decline. Significant gaps in achievement are still evident, and proficiency rates have not fully recovered to the levels seen prior to these new tests. However, historically-underperforming subgroups have made significant gains, and have begun to close those gaps. Further acceleration of those gains will be important for ensuring that all students are prepared for their post-secondary futures.

Full Report (PDF)

Since the 2006-07 school year, in addition to earning a certain number of course credits, all North Carolina high school students have been required to pass the End of Course test (EOC) in five subjects in order to obtain a high school diploma. This report examines the relationship between EOC test results and course grades for Algebra I and English I, two of the subjects that are part of the new graduation requirements. Analyses are presented for two subsets of students: the students who failed the EOC test but passed the course and the students who passed the EOC test but failed the course. The size of the first subset decreased over the four-year period, while the size of the second one increased. Differences were observed among subgroups, in particular between gender, with female students having a greater chance of passing the course in comparison to male students with similar results on the EOC test.

Full Report (PDF)

ABCs and AYP Results,WCPSS: 2008-09

Full Report (PDF)

Analysis of 2008-09 WCPSS SAT Scores

Full Report (PDF)

WCPSS Advanced Placement (AP) Test Results, 2008-09

Full Report (PDF)

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.

Full Report (PDF)

End-of-Course (EOC) tests are given statewide in ten courses typically taken in high school. Results for 2007-08 (and prior years, where available) are reported in terms of both average scale scores and the percentage of students who scored proficient. After the recent introduction of new EOC tests, scores for students in WCPSS have begun to tick back upward after a decline attributable to higher standards on those new tests. However, significant gaps in achievement are still evident, and proficiency rates have not fully recovered to the levels seen prior to these new tests. Higher standards, coupled with new EOC-based graduation requirements and a changing student population continue to pose significant challenges to ensuring success for all students.

Full Report (PDF)

The North Carolina Department of Public Instruction revised the alternate assessment system for students with disabilities (SWD) and/or limited English proficiency (LEP) in 2005-06. In 2007-08, four alternate assessments were available for use in grades/courses where the state typically tests students. As in previous years, results for WCPSS students were mixed. NCEXTEND2 EOG results remained low (39% or less), and students with significant cognitive disabilities taking NCEXTEND1 assessments achieved 27-49% proficiency. More positively, high school students taking NCEXTEND2 OCS assessments achieved 66-67% proficiency (up from 22-48%), and students taking NCCLAS assessments (chiefly English language learners) achieved 17-60% in reading, 33-80% in mathematics, and 68% in English I (up from 22% and 59% in previous years). These and other outcomes are detailed in this report.

Full Report (PDF)

Elementary and middle schools in the Wake County Public School System (WCPSS) are given the opportunity to use periodic assessments throughout the year as a tool to determine how well their students are learning the curriculum. The students then take the required End-of-Grade (EOG) test at the end of the year. An analysis was conducted to determine the relationship between those two means of assessment. This study showed high correlations between the two types of assessments, emphasizing the value of using assessments year-long in order to identify students in need of extra help.

Full Report (PDF)

The percentage of mathematics tests taken by Wake County Public School System (WCPSS) students in grades 3-8 that resulted in Level III or IV scores rose slightly in 2007-08 to 78% from 76% in 2006-07. New End-of-Grade standards had a distinct impact on the results for the reading tests. The percentage of WCPSS students in grades 3-8 that scored in Level III or IV on reading tests fell to 66%, but remained ahead of state rates. Disaggregation by race/ethnicity, income level, and disability status showed an increase in learning gaps between the lowest and highest performing student groups in reading, and a decrease in the gaps in mathematics.

Full Report (PDF)

The North Carolina ABCs Accountability Model has two components: The performance composite and growth. Using those two components, each school is assigned into a recognition category and designated as having met Expected or High Growth. Under the federal No Child Left Behind (NCLB) provision, a school meets Annual Yearly Progress (AYP) if all subgroups with 40 or more students reach pre-set targets in reading and mathematics, and if the school shows progress in its graduation or attendance rate. Eighty-six percent of Wake County Public School System (WCPSS) schools met Expected or High Growth in 2007-08. Sixty percent of WCPSS schools received the designation of School of Progress. Twenty-eight out of 153 schools (18%) met AYP.

Full Report (PDF)

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

Full Report (PDF)

WCPSS Advanced Placement (AP) Test Results, 2007-08

Full Report (PDF)

In 2007-08, WCPSS K-5 assessment results were similar to past years. Some changes were implemented in the writing assessment methods. The percentage of students demonstrating proficiency was 85% for book level standards and 72% for reading strands. Mathematics mastery was 69% of students. Writing results for strands was 52%, content rubric was 69%, and conventions rubric was 57%. Differences by subject likely reflect differences in standards for the assessments. NCLB subgroup analyses revealed gaps between ethnic groups and groups with and without risk factors. Between 2006-07 and 2007-08, notable improvements were evident for Hispanic/Latino, American Indian, and Limited English Proficient populations, helping to close the achievement gaps slightly.

Full Report (PDF)

Analysis of 2007-08 WCPSS SAT Scores

Full Report (PDF)

The North Carolina Department of Public Instruction revised the alternate assessment system for students with disabilities (SWD) and/or limited English proficiency (LEP) in 2005-06. In 2006-07, five alternate assessments - two new and three continuing ones from the previous year - were available for use in grades/courses where the state typically tests students. Four options were used by WCPSS students, and results were mixed. While students with significant cognitive disabilities in grades 3-8 taking the new NCEXTEND1 assessments achieved 63-89% proficiency, only 22-48% of high school students taking the new NCEXTEND2 OCS assessments achieved proficiency. In the second year of implementation, NCEXTEND2 EOG assessment results remained low (31% or less), while students (chiefly English language learners) taking NCCLAS assessments achieved 63-88% proficiency, up from 10-65% in the previous year. These and other outcomes are detailed in this report.

Full Report (PDF)

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.

Full Report (PDF)

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.

Full Report (PDF)

This report draws together various academic performance results for middle school students in WCPSS. Generally speaking, students in grades 6-8 continue to do well on most achievement measures, but there are significant gaps in outcomes between different student subgroups, including ethnic groups, program groups, and also between male and female students. Analysis of student outcomes is provided at the grade level as well as for subgroups. This report also describes demographic trends that impact our student outcomes as well as information about students retained in grade. Finally, the report provides summaries of several research and evaluation efforts related to effective practices for promoting student achievement.

Full Report (PDF)

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

Full Report (PDF)

Analysis of Achievement Data

Full Report (PDF)

WCPSS Advanced Placement (AP) Test Results, 2006-07

Full Report (PDF)

The NC Department of Public Instruction revised the alternate assessment system for students with disabilities and/or limited English proficiency (LEP) in 2005-06. Four alternate assessments--two new and two continuing ones--were available for use in grades/courses where the state typically tests students. Results were mixed for the new NC Checklist of Academic Standards (option chiefly for English language learners new in U.S. schools): proficiency rates in language assessments were below 30%, while proficiency rates in mathematics, in some grades, were higher than those of LEP students taking standard EOG tests. Results for the other new option, NCEXTEND2 (for students without significant cognitive disabilities but with disabilities that preclude their attaining gradelevel proficiency within a single school year), were less than 30% at each grade in reading and mathematics. These and other outcomes are detailed in this report.

Full Report (PDF)

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

Full Report (PDF)

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.

Full Report (PDF)

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

Full Report (PDF)

Moderate to high percentages of Wake County Public School System (WCPSS) students demonstrated grade-level performance on most K-5 assessment measures in 2005-06. Second grade students' writing performance was considerably lower on their unassisted writing samples with only 26.6% meeting the stage-of-writing standard. Overall performance on literacy assessments remained relatively constant compared to previous years' results, whereas slight declines were apparent in mathematics mastery levels. The most striking improvement was found among reading book-level proficiency rates in which kindergarten students experienced a ten-percentage point increase. K-5 assessment results reveal reading and mathematics achievement gaps between subgroups. Hispanic/Latino students, free or reducedprice lunch (FRL) students, students with disabilities (SWD), and limited English proficiency (LEP) students had the lowest performance rates. These student subgroups did experience gains in reading book-level proficiency between 2004-05 and 2005-06; however, their mathematics proficiency decreased slightly, with the exception of LEP students. Readers should be aware that in 2005-06, the rate of missing K-5 assessment data was higher than in 2004-05.

Full Report (PDF)

WCPSS Advanced Placement (AP) Test Results 2005-06 School Year

Full Report (PDF)

SAT Scores: 2005-06

Full Report (PDF)

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.

Full Report (PDF)

End-of-Course (EOC) test results in the Wake County Public School System (WCPSS) for 2004-05 remained largely unchanged from 2003-04. Average scale scores rose slightly in four subjects and dropped slightly in three others. The percentage of students scoring proficient (Level III or IV) dropped slightly in six subjects and rose slightly in two others. Proficiency rates exceeded 85% in Algebra I, Algebra II, English I, Chemistry, and Physics. Physical Science had the lowest proficiency rate (67.2%) but showed the largest improvement for the second consecutive year. Significant gaps remain among various student subgroups based on factors such as ethnicity, disability status, and family income. Among ethnic groups, Black/African American students have demonstrated the largest proficiency gains on six of the eight EOC tests since 1998-99.

Full Report (PDF)

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.

Full Report (PDF)

This report summarizes national, state, and county SAT data for Wake County Public School System's (WCPSS) graduating seniors who took the test any time during their high school years through March 2005. The statistics presented are primarily based on reports provided by the College Board and the North Carolina Department of Public Instruction. The average total SAT score for WCPSS graduating seniors in 2004-05 was 1075, up from 1063 in 2003-04. The average score on the verbal subtest increased from 524 to 527, while the average score on the mathematics subtest increased from 539 to 548. The participation rate for WCPSS graduating seniors dipped slightly for the second consecutive year, from 77% in 2003-04 to 75% in 2004-05. Both the WCPSS total SAT score and participation rate, however, remain higher than the corresponding state and national figures.

Full Report (PDF)

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.

Full Report (PDF)

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.

Full Report (PDF)

Most Wake County Public School System (WCPSS) students showed grade-level proficiency on measures included in the K-5 literacy and mathematics assessment results for 2004-05. More than 70% of students met print concepts and reading book-level guidelines and achieved proficient writing rubric scores and mathematics strands. However, the percentages of students performing at or above grade level were considerably lower on expository (58%) and narrative (60%) assessments. Students tended to score one to two levels higher on End-of- Grade (EOG) assessments than on K-5 assessments (except Level IV). K-5 assessment results also reveal that achievement gaps exist between subgroups as early as the K-2 level.

Full Report (PDF)

ABC Outcomes for WCPSS for 2004-05

Full Report (PDF)

This report summarizes national, state, and county SAT data for Wake County Public School System's (WCPSS) graduating seniors who took the test any time during their high school years through March 2004. The statistics presented are primarily based on reports provided by the College Board and the North Carolina Department of Public Instruction. The average total SAT score for WCPSS graduating seniors in 2003-04 was 1063, down from 1067 in 2002-03. The average score on the verbal subtest stayed at 524, while the average score on the mathematics subtest dropped from 543 to 539. The participation rate for WCPSS graduating seniors also dipped slightly from 80% in 2002-03 to 77% in 2003-04. Both the WCPSS total SAT score and participation rate, however, remain higher than the corresponding state and national figures.

Full Report (PDF)

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

Full Report (PDF)

WCPSS uses K-5 assessments in literacy and mathematics to monitor student status in their learning, to guide instruction, and to assess whether students and schools are showing typical performance for their grade level. The percentage of students showing grade-level performance is generally between 77% and 87% on the reading and mathematics assessments. Percentages tend to be somewhat lower than those seen on the EOG tests. Increases in the percentage of students reaching grade-level standards in literacy and math at K-2 could help WCPSS reach Goal 2008 at grades 3 and up. WCPSS writing portfolios show more students scoring "at grade level" at K-2 (81%) than at grade 3-5 (62%). At grade 4, 57% of WCPSS students were considered at grade level based on local writing portfolios compared to 47.7% on the state assessment. Writing still appears to be the area where the most improvement is needed to reach state and local standards.

Full Report (PDF)

Adequate Yearly Progress (AYP) Results: 2003-04

Full Report (PDF)

Students at 15 Wake County Public School System (WCPSS) high schools took 5,468 Advanced Placement (AP) exams offered by the College Board in 2002-03. The percentage of all juniors and seniors in the district who took at least one AP exam rose from 19.7% in 2001-02 to 20.4% in 2002-03. However, the percentage of exams earning a score of 3 or higher (the score typically needed to qualify for college course credit) decreased by 1.1 percentage points to 79.4% in 2002-03. WCPSS' overall success rate was substantially higher than that of North Carolina (58.0%), the U.S. South (56.7%), and the nation as a whole (61.5%). As in previous years, disparities in participation and performance by high school, gender, and race were observed.

Full Report (PDF)

The North Carolina Writing Assessment was administered in March 2004 to all students in grades 4, 7, and 10. Administration and scoring procedures were identical to those used in pilot testing conducted statewide in 2003. The new procedures make comparisons inappropriate for years prior to 2003. Results in 2004 showed that a higher percentage of students in WCPSS scored in Levels III or IV at all three grade levels than did students statewide. Disaggregation showed large gaps between demographic groups, with many more female students than male students scoring in Levels III or IV and much larger proportions of White and Asian students scoring in Level III or IV than Black or Hispanic/Latino students. Overall, 47.7% of students in grade 4, 62.0% of students in grade 7, and 66.2% of students in grade 10 scored in Levels III or IV. In both WCPSS and statewide, less than 2% of grade 4 students and less than 1% of grade 7 and grade 10 students scored in Level IV.

Full Report (PDF)

In 2003-04, the Title I program was expanded to serve students in grades 3-5. Similar to the Title I K-2 program, the 3-5 program offered accelerated literacy intervention. The vast majority of students were served using the Fast Track Reading curriculum. Fast Track Reading combines explicit reading skills and phonics instruction with comprehension coaching and fluency practice. Fast Track is designed to accelerate student learning to raise students' performance to grade level standards. The demographics of Title I students served in grades 3-5 differs from Wake County Public Schools (WCPSS) grade 3-5 students due to the focus on serving students at risk of failure. The percentage of Title I students across grades 3-5 scoring at Level III or IV (grade level) on End-of-Grade (EOG) tests doubled. Students in grade 5 showed the greatest improvement, followed by students in grades 3 and 4. Increases from Spring 2003 and Spring 2004 in the percentage of students scoring at Level III or IV were strong for all Title I subgroups compared to WCPSS overall.

Full Report (PDF)

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.

Full Report (PDF)

Results on Advanced Placement Tests given during the 2003-04 School Year

Full Report (PDF)

End-of-Course (EOC) test scores in the Wake County Public School System (WCPSS) showed generally positive results when compared to prior years. Average scale scores rose in five of eight subject areas, and the percentage of students scoring in the proficient range (Level III or IV) reached new highs in four subjects: Algebra I, Algebra II, chemistry, and physics. More than 85% of students scored at Level III or IV in five subjects: Algebra I, Algebra II, English I, chemistry, and physics. The lowest percentage at Level III or IV was in physical science (65.8%); however, physical science showed the largest improvement from the previous year, rising more than four percentage points. The composite percentage of all EOC test scores at Level III or IV rose from 83.1% in 2002-03 to 83.2% for the eight courses tested in 2003-04.

Full Report (PDF)

North Carolina's 2003-04 ABCs accountability results showed that, for the first time, more than half (64) of the Wake County Public School System's (WCPSS) schools were designated as Honor School of Excellence or School of Excellence and another 35 were designated as School of Distinction. The 79% of WCPSS schools receiving one of these designations was much higher than the 56% of schools statewide. High Growth was achieved by 46% of WCPSS schools compared to 35% of schools statewide. This was a decline for both the district and the state from 2003 when the percentages were 75% and 72% respectively. Expected Growth was achieved by 38% of WCPSS schools and 40% of schools statewide. Districtwide, the Performance Composite rose to 92.1% for grades 3-5, 88.9% for grades 6-8, and 82.8% for grades 9-12.

Full Report (PDF)

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.

Full Report (PDF)

In the first year of implementation of the federal No Child Left Behind legislation in North Carolina, 51 of the 79 elementary schools, one of the 25 middle schools, and one of the 16 high schools in Wake County Public School System (WCPSS) met the requirements of Adequate Yearly Progress (AYP). Of the 48 Title I schools (all elementary) in WCPSS, 29 met AYP and 19 failed to meet AYP requirements. The number of reading and math AYP targets applicable to WCPSS schools ranged from eight to 32. Seven of the eight schools with 13 or fewer targets met the AYP requirements. All eleven schools with more than 25 targets failed to meet the AYP requirements. The two subgroups that most frequently failed to meet AYP were SWD (students with disabilities) and FRL (free or reduced-price lunch) students.

Full Report (PDF)

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.

Full Report (PDF)

The percentage of WCPSS schools meeting either high growth or expected growth standards reached a new high of 97% in 2002-03. Elementary schools performed the best, with 89% achieving high growth. No elementary or high school failed to meet expected growth standards.

Full Report (PDF)

The average total SAT score for Wake County Public School System (WCPSS) seniors in 2002-03 was 1067 (out of a possible 1600 points), matching last year's highest-ever district score. Average scores on both the math section (543) and the verbal section (524) remained the same as scores in 2001-02.

Full Report (PDF)

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.

Full Report (PDF)

Magnet Schools Assistance Program Annual Performance Report Year 2 (2002-03) From September 1, 2002, through June 30, 2003, the staff members of the Wake County Public School System (WCPSS) 2001-04 Magnet Schools Assistance Program (MSAP) grant have successfully built upon the foundation they established in Year 1. This year they have endeavored to make up for any objectives not fully achieved in Year 1 and to attain all of their Year 2 objectives. Schools participating in the project and their magnet themes are: Brooks Elementary School - Museums, Joyner Elementary School - Language Explorations, Millbrook Elementary School - International Baccalaureate, Powell Elementary School - Visual and Performing Arts, and Moore Square Middle School - Museums. The project focuses on four major purposes and has objectives related to each. Annual benchmarks have been established to measure success in achieving the objectives. The four MSAP purposes are listed below, followed by a summary of accomplishments or deficits in meeting the Year 2 benchmarks for each purpose.

Full Report (PDF)

Students at 15 Wake County Public School System (WCPSS) high schools took approximately 4,878 Advanced Placement exams offered by the College Board in 2001-02. With 20% of all juniors and seniors in the district taking at least one AP exam, the percent attaining a score of 3 or higher on a 5-point scale (the score typically needed to qualify for college course credit) reached a 10-year high of 80.5%, up 3.3 percentage points from the previous year. WCPSS' overall success rate was higher than that of comparable large school districts, and 17 percentage points higher than the rate for the nation as a whole. On the five most frequently taken AP exams, the percent of scores that were 3 or higher rose an average of 8.6 points.

Full Report (PDF)

The average total SAT score for Wake County Public School System (WCPSS) seniors in 2001-2002 was 1067, a thirteen point gain from 2000-01 and a six point gain from the previous high score of 1061 achieved in 1999-00. Both math and verbal scores in 2002 were the highest they have ever been.

Full Report (PDF)

For all WCPSS schools: 55% achieved high growth; 33% achieved expected growth but did not reach high growth; 12% did not meet expected growth but showed adequate performance

Full Report (PDF)

The percentage of students identified as needing extra support in the acquisition of reading skills at the next grade level dropped in kindergarten, first, and second grades from the 1999-2000 school year to 2000-2001. Approximately the same percentage of students in grades 1, 2, and 3 were identified as needing extra support in writing as had been reported in 1999-2000. As for mathematics performance, more kindergarten students in 2000-2001 (14%) than in 1999- 2000 (11%) remained at the pre-emergent stage of mathematics development and were identified as needing extra support in the next school year. The percent of grades 1-5 students demonstrating proficiency in none of the mathematics strands decreased from 1999-2000 but increased slightly for students demonstrating proficiency in only one of the four strands. Because of the subjective nature of the assessments, it is not clear if these results indicate a change in students' true achievement or an increased focus by teachers on requirements in some subjects. In other words, did the students really have better skills in reading and lower skills in math? Evidence from other sources will need to be considered before making changes in instruction or in allocation of resources.

Full Report (PDF)

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.

Full Report (PDF)

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.

Full Report (PDF)

This report examines students' academic success in WCPSS based on outcomes such as achievement test scores, dropout rates, and course enrollments. Gaps have been evident in the achievement of students with different backgrounds and characteristics for decades. These gaps in achievement are one of the biggest challenges facing educators across the country. In some areas, the gaps in student outcomes in WCPSS have narrowed over time.

Full Report (PDF)

2000-2001 North Carolina ABC Results

Full Report (PDF)

2000-2001 End-of-Grade Multiple-Choice Test Results

Full Report (PDF)

What Can You Do To Support High SAT Scores?

Full Report (PDF)

End-of-Course (EOC) test scores in the Wake County Public School System (WCPSS) in 2000-2001 showed generally positive results when compared to 1999-2000 data. WCPSS students showed gains in seven subject areas and no change in three subject areas on the multiple-choice tests. No multiple-choice test showed a decline in average score. On the English II writing test, 63.0% of WCPSS students showed proficiency in writing in 2001, up 4.9 percentage points from 58.1% proficient in 2000.

Full Report (PDF)

2000-2001 Scholastic Assessment Test (SAT) Results

Full Report (PDF)

This report examines Advanced Placement (AP) test results for the Wake County Public School System (WCPSS) and a group of comparable districts who participate in the Educational Benchmarking Network (EBN). The AP program offers college-level courses to high school students. Approximately 60 % of United States high schools offer AP course work, and more than 750 thousand students participated in AP programs during the 1999-2000 school year (College Board, 2000). Many colleges and universities provide course credit to students who earn a high score on the end-of-year exams.

Full Report (PDF)

The North Carolina Competency Tests Results 1999-2000

Full Report (PDF)

More kindergarten students in 2000 (37%) than in 1999 (29%) were beyond the early emergent/emergent reading stage by the end of the year. Nonetheless, almost one-fourth of both kindergarten and first-grade students, and one-third of second-grade students, were identified as needing extra reading support at the next grade level because they were behind the majority of students in the acquisition of reading skills. In contrast, fewer grade 2 students (18%) and grade 3 students (9%) were identified as needing extra support in writing. As for mathematics performance, slightly fewer kindergarten students in 2000 (11%) than in 1999 (12%) remained at the pre-emergent stage of mathematics development and were identified as needing extra support in the next school year. However, the percent of grades 1-5 students demonstrating proficiency in none of the mathematics strands or in only one of the four strands ranged from 13% at first grade to 22% at grades 3-5.

Full Report (PDF)

1999-00 Computer Skills Tests Results

Full Report (PDF)

End-of-Course (EOC) test scores in the Wake County Public School System (WCPSS) in 1999-2000 showed mixed results when compared to 1998-99 data. WCPSS students showed gains in six subject areas and slight decreases in four subject areas on the multiple choice tests. On the English II writing test, 58.1% of WCPSS students showed proficiency in writing in 2000, down 11 percentage points from 69.1% proficient in 1999.

Full Report (PDF)

1999-2000 North Carolina ABC Results

Full Report (PDF)

1999-2000 Scholastic Assessment Test (SAT) Results

Full Report (PDF)

In comparison to other NC regions, WCPSS excelled in the average exam score relative to North Carolina, the southern region, and globally. (3.41) and percent of scores 3 or more (77.8%) for exams overall, as well as for most of the 31 exams given.

Full Report (PDF)

1998-99 Computer Skills Tests Results

Full Report (PDF)

Measurement Error

Full Report (PDF)

Iowa Test of Basic Skills: A 1998-99 Update

Full Report (PDF)

1998-99 Scholastic Assessment Test (SAT) Results

Full Report (PDF)

1998-99 ABCs Results

Full Report (PDF)

End of Course (EOC) test scores in the Wake County Public School System in 1997-98 showed small improvements over 1996-97, with average scores slightly higher on all nine EOC multiple choice tests. In contrast, the percentage of students scoring at least 3.0 on a six point scale on the English II Writing test declined from 64.7% to 53.1%.

Full Report (PDF)