ethanporcaro/eric-fulltext-meta huggingface dataset:
A Brief Look at: 2008-09 WCPSS Dropout Rate. E&amp;R Report No. 10.03
Author: Wake County Public School System (WCPSS), Evaluation and Research Department
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Dropout Rate,Dropout Research,Educational Assessment,Educational Indicators,Ethnicity,Educational Legislation,Federal Legislation,Secondary School Students,School Districts

On March 4th, 2010, the North Carolina Department of Public Instruction released its annual statewide Dropout Report covering the 2008-09 school year. The charts in this report show the dropout rate for Wake County Public School System (WCPSS) compared to the state as a whole, to other large school districts in North Carolina, and by federal No Child Left Behind subgroups. Note that rates are rounded to one decimal place in the charts with normal rounding rules applied, but in the text, two decimal places are used. These analyses reveal the following: (1) Posting the lowest dropout rate since 2003-04, the WCPSS dropout rate in 2008-09 for grades 9-12 was 3.47%; (2) Other large school districts in North Carolina, including Durham (4.26), Forsyth (4.76), and Mecklenburg (4.99), had higher dropout rates in 2008-09 than did WCPSS, while Guilford (3.13) remained lower. Of those districts, only WCPSS and Guilford have had a rate below the state average in each of the past eleven years; (3) For the first time since 2000-01, the dropout rates for each race/ethnic group declined as compared to the previous year. The largest percentage point declines were for Hispanic/Latino students (1.4 points), Black students (1.1), and Multi-racial students (1.0). No data are reported for Native American students due to very low numbers in that group; and (4) WCPSS dropout rates also declined in 2008-09 among limited English proficient students (0.8 percentage points), students with disabilities (1.2), and students eligible for free or reduced-price lunch (1.4). This represented the second consecutive year of declining rates for limited English proficient students and students eligible for free or reduced-price lunch.
Advancement via Individual Determination (AVID): WCPSS Program Evaluation. E&amp;R Report No. 08.07
Author: Lougee, Aimee
Date: 2008-04-00
Type: Tests/Questionnaires
Subjects: Program Evaluation,Elective Courses,Administrator Attitudes,Algebra,Enrollment,Program Effectiveness,Program Implementation,Middle School Students,Selection Criteria,Faculty Development,Outcomes of Education,Educational Objectives,Grade 8,Administrator Surveys,Teacher Surveys,Teacher Attitudes,Middle School Teachers,School Districts,Mathematics Achievement,Educational Strategies

This evaluation examined the implementation and effectiveness of the AVID program in middle schools throughout the Wake County Public School System (WCPSS). Survey results and school visits revealed considerable inconsistencies in implementation across schools. Specifically, selection criteria were not consistently understood and applied, all staff members implementing the program were not able to attend AVID training, and some schools emphasized enrollment in Algebra I in eighth grade more than others as a desired outcome of AVID participation. Attrition from the program was high, with 38% of those enrolled in grade 6 in 2005-06 continuing with the program through grade 8 in 2007-08. The stated goal of having all AVID students enroll in Algebra I by grade 8 was not met, although a higher percentage of AVID students in grade 8 enrolled in Algebra I than was true systemwide (50% vs. 28%). The following appendices are included: (1) Review of Relevant Literature; (2) Survey Taken by AVID Coordinators; and (3) Survey Taken by AVID Elective Class Teachers.
ABCs and AYP Results, Wake County Public School System (WCPSS): 2009-10. Measuring Up. E&amp;R Report No. 10.20
Author: Haynie, Glenda
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,School Districts,Educational Indicators,Federal Programs,Accountability,School District Autonomy,Academic Standards,Pretests Posttests,Scores,High School Students,School Effectiveness

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 &quot;All Students&quot; 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%).
Best Practices to Promote High School Graduation. Research Watch. E&amp;R Report No. 08.15
Author: Baenen, Nancy, Ed.
Date: 2009-01-00
Type: Reports - Evaluative
Subjects: Best Practices,High School Graduates,Academic Support Services,Educational Change,High School Students,Identification,Teacher Education,Instructional Effectiveness,Counseling Services,School Districts,Dropouts,Focus Groups,Prevention,At Risk Students,Intervention,Hispanic American Students,Academic Achievement,Educational Strategies,Faculty Development,Career Education,Technical Education,Program Descriptions,Block Scheduling

Significant attention and resources have been focused on reforming high schools to enhance graduation rates. The research literature supports the following practices: (1) For struggling students, accurate identification and intensive instructional, monitoring, and counseling support; (2) For 9th graders, transition activities, personalization, and academic support strategies; and (3) For teachers, intensive training to help them provide effective instruction and support, particularly for students showing signs of risk. Contains a bibliography. [This summary highlights key findings from a more extensive literature review prepared under contract to the Wake County Public School System (WCPSS) Evaluation &amp; Research Dept. (Donley, 2008).]
Effective Practices for At-Risk Elementary and Middle School Students, 2002-03 through 2004-05. E&amp;R Report No. 06.03
Author: Baenen, Nancy
Date: 2006-10-00
Type: Reports - Research
Subjects: Educational Practices,Interviews,Surveys,Elementary School Students,Middle School Students,Lunch Programs,At Risk Students,Disabilities,Student Characteristics,Statistical Analysis,Qualitative Research,Academic Achievement,School Effectiveness,Expectation,Accountability,Academic Standards,Student Needs,Cooperation,Limited English Speaking,Achievement Tests,Teaching Methods,Barriers,School Districts,Instructional Leadership,Teacher Student Relationship,Educational Environment

The students who have the most difficulty reaching accountability standards in Wake County Public Schools are those with more than one of the following characteristics: recipients of free or reduced-price lunch, students with disabilities, and/or students with limited English proficiency. The Evaluation and Research Department identified elementary and middle schools that differed in their effectiveness in promoting achievement growth for these students. Quantitative and qualitative analyses suggest differences in both attitudes and practices. The more effective schools had higher expectations for these students, and greater confidence in their ability to meet students' needs. Evidence suggested more effective administrative leadership/support, training, and utilization of resources. Higher-growth middle schools utilized assessments to inform instruction more frequently, and higher-growth elementary schools had more structured collaboration around student needs. Further research is planned. The following are appended: (1) Literature Review for Each Group of Interest; (2) Highlights from Longview School; and (3) Interview and Survey Instruments.
Assessing the Value of the Arts: Looking beyond Traditional Achievement Measures. Research Watch. E&amp;R Report No. 11.02
Author: Brasfield, Jon
Date: 2011-04-00
Type: Reference Materials - Bibliographies
Subjects: Art Education,Learner Engagement,Communication Skills,Critical Thinking,At Risk Students,Outcomes of Education,Correlation,Reading Achievement,Attribution Theory,Academic Achievement,Research Needs,Drama,Music Education,Dance Education,School Districts,Scores,Evaluation Methods,Annotated Bibliographies

Courses in the arts develop skills specific to the discipline. Research also suggests that the arts contribute to enhanced attentiveness, engagement in school, communication skills, and critical and divergent thinking. Other studies point out benefits for at-risk students in reducing negative outcomes such as dropout and crime rates. Studies report a correlational relationship between arts education and reading achievement, but a causal link has not been established. Thus, there is evidence of benefits of the arts that can support students' success in school, but more high quality causal studies are needed.
Effective Teaching Practices in U.S. History. Research Watch. E&amp;R Report No. 07.05
Author: Haynie, Glenda
Date: 2008-03-20
Type: Reports - Research
Subjects: Instructional Effectiveness,Educational Practices,United States History,Multiple Regression Analysis,Interviews,Focus Groups,Teacher Characteristics,Teacher Qualifications,Teacher Evaluation,High Schools,Teacher Surveys,Academic Achievement,Educational Indicators,Comparative Analysis,Teaching Experience,Classroom Observation Techniques,Time Management,Intellectual Development,Teacher Attitudes,Evaluation Methods

This study analyzed the instructional practices of more versus less effective U.S. History teachers identified by a multiple regression model. Using surveys, observations, and focus-group interviews, the study found that the most effective teachers had a more complete package of rigor, relevance, and relationship strategies than less effective teachers. Effective teachers had strong content knowledge, prepared their own materials, taught reading and note-taking skills, used time wisely, and connected history to themes across time. Relationships with students were of utmost importance to effective teachers. They gave frequent positive feedback and believed that all students could succeed. Effective teachers created an atmosphere of mutual respect, in which both teachers and students were enthusiastic. These results can be used to motivate teacher and school improvement efforts in a number of ways.
Effective Integration of Technology and Instruction. Q&amp;A with Michael Jay. REL Mid-Atlantic Educator Effectiveness Webinar Series
Author: Regional Educational Laboratory Mid-Atlantic (ED)
Date: 2015-12-03
Type: Reports - Descriptive
Subjects: Technology Integration,Technology Uses in Education,Teaching Methods,Seminars,Web Based Instruction,Student Needs,Teacher Competencies,Technological Literacy,Educational Finance,Family Role,School Policy,Barriers,English Language Learners,Disabilities,Blended Learning,Video Technology

In this webinar, long-time educator and developer of education technology Michael Jay discussed the importance of using technology to support learning and gave examples of how teachers can integrate technology into their instruction based on the Common Core State Standards and the Next Generation Science Standards. The PowerPoint presentation and webinar recording are also available.
2011-12 District Improvement Initiatives Evaluation. Eye on Evaluation. D&amp;A Report No.12.12
Author: Bulgakov-Cooke, Dina
Date: 2013-01-00
Type: Numerical/Quantitative Data
Subjects: Educational Improvement,Improvement Programs,Program Implementation,Program Evaluation,Literacy,Language Proficiency,Secondary School Mathematics,Elementary School Mathematics,Faculty Development,Individualized Instruction,Special Education,Teacher Aides,Educational Practices,Educational Strategies,Coaching (Performance),Student Characteristics,Academic Achievement,Outcome Measures,Comparative Analysis,Achievement Gains,Learning Modules

Seven district improvement initiatives were implemented in 2011-12 in the Wake County Public School System (WCPSS). All were well designed and coordinated, with common goal setting processes and use of common monitoring tools. All initiatives either met or partially met 2011-12 goals. Some were more successful in showing student outcomes, with the most positive initiatives being elementary mathematics and adolescent literacy. These results should be used to influence future decisions about continuation or strengthening of these efforts. New components that were well received and implemented by those trained (but which did not have achievement results as yet) should also be considered for future funding. Appended are: (1) SIOP® Training and 6 Tables; (2) LEA AYP Results; (3) Elementary Math Coach Initiative with Results and Elementary Math Outcomes; (4) Differentiation Training Modules; (5) Implementation of the 2010-11 Evaluation Recommendations.
Effective Instruction of English Language Learners. Q&amp;A with Dr. Esther Geva. REL Mid-Atlantic Educator Effectiveness Webinar Series
Author: Regional Educational Laboratory Mid-Atlantic (ED)
Date: 2015-11-12
Type: Reports - Descriptive
Subjects: English Language Learners,Seminars,Web Based Instruction,Computer Software,Literacy Education,Second Language Learning,Parents,Educational Resources,Reading Comprehension,Direct Instruction,Teaching Methods,Vocabulary Development,Early Childhood Education,Elementary Education,High Schools,Educational Games

This webinar provided an overview of the research behind literacy for second language learners, the different variables that influence a second language learners' reading abilities, and strategies to improve instruction for these students. Drawing from her research and experience, Dr. Esther Geva discussed the different skills and variables that must be addressed when teaching literacy to English learners. The PowerPoint presentation and webinar recording are also available.
Academy of Reading® (AoR) 2008-09 and 2009-10 Evaluation. E&amp;R Report No. 10.23
Author: Baenen, Nancy
Date: 2011-01-00
Type: Reports - Evaluative
Subjects: Counties,Public Schools,Secondary Schools,Reading Programs,Reading Skills,Scores,Program Evaluation,Reading Tests,Reading Achievement,Middle School Students,High School Students,Program Effectiveness,Cost Effectiveness,Observation,Surveys

Academy of READING (AoR) is designed to improve students' foundational reading skills; it is used in almost all Wake County Public Schools (WCPSS) secondary schools. Central staff recommended students with prior End of Grade/Course (EOG/EOC) scale scores placing them high in Level II or low in Level III have first priority for service; many students served scored below this range (second priority). Program completion rates increased from 2008-09 (26%) to 2009-10 (41%), but were still considerably lower than desired (100%). Growth for 2009-10 AoR participants on End of Grade reading/English tests was strong (with the percentage of students reaching their growth targets increasing from 37.5% before service to 60.1% afterwards). This improvement is educationally important. Program completion gave students only a slight advantage in terms of EOG growth. The program appeared to be helpful, with patterns generally favoring middle school over high school students. Three appendixes are included: (1) Evaluation Methodology; (2) Coach Observation Form for Teachers; and (3) Survey Form and Responses.
High Five PLT Survey Results, 2007-12. Data Trends. D&amp;A Report No. 12.09
Author: Jackl, Andrew
Date: 2012-07-00
Type: Reports - Research
Subjects: Teacher Surveys,Teacher Attitudes,Effect Size,Achievement Gains,Bayesian Statistics,Trend Analysis,County School Districts,Thematic Approach,Educational Improvement,Response Rates (Questionnaires),Instructional Program Divisions,Collegiality,Intervention,Teaching Methods,Formative Evaluation,School Support,Resource Allocation

Wake County Public School System (WCPSS) Professional Learning Teams (PLTs) survey responses have been positive over time, reaching a high plateau for the last three years. Analyses of High Five PLT Survey data from 2007-12 show that in 2011-12, high percentages (87.2%) of WCPSS teachers responding to the High Five PLT Survey provided positive responses to the items. Responses were positive from 2007-08 to 2011-12, with small increases over time. Overall, WCPSS has shown an improvement in its PLT Performance Index of 5.7 percentage points over five years. The elementary, middle, and high schools showed gains of 4.2, 7.5, and 9.1 percentage points, respectively. The implementation of dedicated time for PLT work (Wake Wednesdays) correlated to slight increases in PLT indices at the elementary and middle school levels; only the elementary level saw a slight decline when dedicated time was no longer provided. Appended are: High Five PLT Survey Results 2011-12.
Improving Student Success in High School Algebra I by Identifying Successful Teachers and Schools. Research Watch. E&amp;R Report No. 06.10
Author: Haynie, Glenda
Date: 2008-02-00
Type: Reports - Research
Subjects: High School Students,Secondary School Mathematics,Mathematics Achievement,Algebra,Teacher Effectiveness,School Effectiveness,Multiple Regression Analysis,Standardized Tests,Mathematics Tests,Teacher Surveys,Observation,Focus Groups,Mathematics Teachers,Feedback (Response),Teacher Expectations of Students,Test Wiseness,Problem Solving,Humor,Educational Improvement,Educational Practices,Best Practices,Teacher Role,School Districts,Secondary School Teachers,Teacher Behavior

This study examined practices of teachers in Wake County Public Schools (WCPSS) high school Algebra I classes. Regression analyses of standardized state testing results allowed for identification of the most effective and least effective Algebra I teachers and schools. The study used surveys, observations, and focus group interviews to compare and contrast most effective teachers with less effective teachers. It found that the most effective algebra teachers averaged 68% of their time on new material daily; averaged seven transitions in ninety minutes; used sustaining feedback; had structured classes with a culture of mutual respect; told their students what to expect on tests and cautioned them about possible errors; emphasized problem solving and processes; and exhibited a sense of humor. These results can be used to motivate teacher and school improvement efforts.
A Brief Look at: Instructional Assistance for Wake County Public Schools System Elementary Students, 2009-10. E&amp;R Report No. 10.32
Author: Rhea, Anisa
Date: 2011-02-00
Type: Numerical/Quantitative Data
Subjects: Counties,Public Schools,Underachievement,Elementary Schools,Academic Support Services,Student Needs,Reading Achievement,Mathematics Achievement,At Risk Students,Federal Legislation,Educational Legislation,Elementary Secondary Education,Teacher Surveys,Reading Difficulties,Learning Problems,English Language Learners,Disabilities,Special Education,Teacher Aides,School Personnel,Intervention,Literacy Education,Institutional Characteristics

The Wake County Public School System (WCPSS) has numerous programs and strategies to support students who are underachieving. Given the variety of support sources and the different ways in which WCPSS schools keep track of the type of support provided to students, it is often difficult at the district level to discern the full extent to which these students are supported beyond regular instruction, particularly by whom and through what funding source. This report on the instructional assistance data for 2009-10 provides a brief look at the extent to which students had frequent difficulty in literacy and/or mathematics, whether these students received support beyond regular instruction and by whom, and whether the pattern of support differed at Title I elementary schools compared to non-Title I elementary schools.
Middle School Algebra I: Effective Instructional Strategies with Comparison to High School Practices. Research Watch. E&amp;R Report No. 08.22
Author: Haynie, Glenda
Date: 2009-02-00
Type: Reports - Research
Subjects: Middle Schools,Algebra,Educational Strategies,Secondary School Mathematics,Comparative Analysis,Educational Practices,Regression (Statistics),Standardized Tests,Observation,Interviews,Focus Groups,Teacher Effectiveness,Teacher Expectations of Students,Teacher Attitudes,Teacher Evaluation,Accountability,Enrollment Rate,Gender Differences,Ethnicity,Academic Achievement,Prior Learning,Mathematics Achievement,Teacher Qualifications,Teaching Experience,Lesson Plans,Delivery Systems,Classroom Environment,Scores,School Effectiveness

This study examined practices of teachers in Wake County Public Schools' (WCPSS) middle school Algebra I classes. Regression analyses of standardized state testing results allowed for identification of the most effective and least effective Algebra I teachers. The study used surveys, observations, and focus group interviews to compare and contrast most effective teachers with less effective teachers. It found that the most effective middle school algebra teachers held a significantly more positive attitude toward their students than did less effective teachers. They had high expectations for &quot;all&quot; students, used mathematics vocabulary appropriately, had a structured classroom management style, taught bell to bell using an invigorated pace, and had a classroom culture in which students were free to ask questions, contribute, and offer explanations. These results can be used to motivate teacher and school improvement efforts. The following appendices are included: (1) Educational Preparation and Teaching Experience: Middle School Teachers; (2) Median Ranking of Algebra Topics; (3) Rankings of Algebra Topics; (4) Percentage of Instructional Time by Delivery Method; (5) Teacher Attitude Responses; and (6) P-Values.