ethanporcaro/eric-fulltext-meta huggingface dataset:
New Hampshire. State Supplement. The 10th Annual AP[R] Report to the Nation
Author: College Board
Date: 2014-02-11
Type: Numerical/Quantitative Data
Subjects: Advanced Placement,African American Students,American Indian Students,Asian American Students,Disproportionate Representation,Educational Opportunities,Equal Education,Gender Differences,High School Students,Public Schools,Racial Differences,Scores,Success,White Students,Low Income Groups,College Preparation,Alaska Natives,Data Analysis,Educational Quality,Federal Programs,Graduation,Minority Groups,Pacific Islanders,High School Graduates,Geographic Location,Tests

This report provides educators and policymakers with information they can use to celebrate their successes, understand their unique challenges, and set meaningful goals to increase opportunity for all students. It is important to note that while AP® Exams are valid measures of students' content mastery of college-level studies in specific academic disciplines, AP results should never be used as the sole measure for gauging educational excellence and equity. Because reliable demographic data for nonpublic schools are not available for all states, this report represents public school students only. Additionally, this report looks at students' entire experience with AP -- tracking exams taken by graduates throughout their high school careers -- as opposed to reporting exam results from a particular calendar year. [For the full report, see ED559067.]
West Virginia. State Supplement. The 10th Annual AP[R] Report to the Nation
Author: College Board
Date: 2014-02-11
Type: Numerical/Quantitative Data
Subjects: Advanced Placement,African American Students,American Indian Students,Asian American Students,Disproportionate Representation,Educational Opportunities,Equal Education,Gender Differences,High School Students,Public Schools,Racial Differences,Scores,Success,White Students,Low Income Groups,College Preparation,Alaska Natives,Data Analysis,Educational Quality,Federal Programs,Graduation,Minority Groups,Pacific Islanders,High School Graduates,Geographic Location,Tests

This report provides educators and policymakers with information they can use to celebrate their successes, understand their unique challenges, and set meaningful goals to increase opportunity for all students. It is important to note that while AP® Exams are valid measures of students' content mastery of college-level studies in specific academic disciplines, AP results should never be used as the sole measure for gauging educational excellence and equity. Because reliable demographic data for nonpublic schools are not available for all states, this report represents public school students only. Additionally, this report looks at students' entire experience with AP -- tracking exams taken by graduates throughout their high school careers -- as opposed to reporting exam results from a particular calendar year. [For the full report, see ED559067.]
Utah. State Supplement. The 10th Annual AP[R] Report to the Nation
Author: College Board
Date: 2014-02-11
Type: Numerical/Quantitative Data
Subjects: Advanced Placement,African American Students,American Indian Students,Asian American Students,Disproportionate Representation,Educational Opportunities,Equal Education,Gender Differences,High School Students,Public Schools,Racial Differences,Scores,Success,White Students,Low Income Groups,College Preparation,Alaska Natives,Data Analysis,Educational Quality,Federal Programs,Graduation,Minority Groups,Pacific Islanders,High School Graduates,Geographic Location,Tests

This report provides educators and policymakers with information they can use to celebrate their successes, understand their unique challenges, and set meaningful goals to increase opportunity for all students. It is important to note that while AP® Exams are valid measures of students' content mastery of college-level studies in specific academic disciplines, AP results should never be used as the sole measure for gauging educational excellence and equity. Because reliable demographic data for nonpublic schools are not available for all states, this report represents public school students only. Additionally, this report looks at students' entire experience with AP -- tracking exams taken by graduates throughout their high school careers -- as opposed to reporting exam results from a particular calendar year. [For the full report, see ED559067.]
Wyoming. State Supplement. The 10th Annual AP[R] Report to the Nation
Author: College Board
Date: 2014-02-11
Type: Numerical/Quantitative Data
Subjects: Advanced Placement,African American Students,American Indian Students,Asian American Students,Disproportionate Representation,Educational Opportunities,Equal Education,Gender Differences,High School Students,Public Schools,Racial Differences,Scores,Success,White Students,Low Income Groups,College Preparation,Alaska Natives,Data Analysis,Educational Quality,Federal Programs,Graduation,Minority Groups,Pacific Islanders,High School Graduates,Geographic Location,Tests

This report provides educators and policymakers with information they can use to celebrate their successes, understand their unique challenges, and set meaningful goals to increase opportunity for all students. It is important to note that while AP® Exams are valid measures of students' content mastery of college-level studies in specific academic disciplines, AP results should never be used as the sole measure for gauging educational excellence and equity. Because reliable demographic data for nonpublic schools are not available for all states, this report represents public school students only. Additionally, this report looks at students' entire experience with AP -- tracking exams taken by graduates throughout their high school careers -- as opposed to reporting exam results from a particular calendar year. [For the full report, see ED559067.]
Louisiana. State Supplement. The 10th Annual AP[R] Report to the Nation
Author: College Board
Date: 2014-02-11
Type: Numerical/Quantitative Data
Subjects: Advanced Placement,African American Students,American Indian Students,Asian American Students,Disproportionate Representation,Educational Opportunities,Equal Education,Gender Differences,High School Students,Public Schools,Racial Differences,Scores,Success,White Students,Low Income Groups,College Preparation,Alaska Natives,Data Analysis,Educational Quality,Federal Programs,Graduation,Minority Groups,Pacific Islanders,High School Graduates,Geographic Location,Tests

This report provides educators and policymakers with information they can use to celebrate their successes, understand their unique challenges, and set meaningful goals to increase opportunity for all students. It is important to note that while AP® Exams are valid measures of students' content mastery of college-level studies in specific academic disciplines, AP results should never be used as the sole measure for gauging educational excellence and equity. Because reliable demographic data for nonpublic schools are not available for all states, this report represents public school students only. Additionally, this report looks at students' entire experience with AP -- tracking exams taken by graduates throughout their high school careers -- as opposed to reporting exam results from a particular calendar year. [For the full report, see ED559067.]
Tennessee. State Supplement. The 10th Annual AP[R] Report to the Nation
Author: College Board
Date: 2014-02-11
Type: Numerical/Quantitative Data
Subjects: Advanced Placement,African American Students,American Indian Students,Asian American Students,Disproportionate Representation,Educational Opportunities,Equal Education,Gender Differences,High School Students,Public Schools,Racial Differences,Scores,Success,White Students,Low Income Groups,College Preparation,Alaska Natives,Data Analysis,Educational Quality,Federal Programs,Graduation,Minority Groups,Pacific Islanders,High School Graduates,Geographic Location,Tests

This report provides educators and policymakers with information they can use to celebrate their successes, understand their unique challenges, and set meaningful goals to increase opportunity for all students. It is important to note that while AP® Exams are valid measures of students' content mastery of college-level studies in specific academic disciplines, AP results should never be used as the sole measure for gauging educational excellence and equity. Because reliable demographic data for nonpublic schools are not available for all states, this report represents public school students only. Additionally, this report looks at students' entire experience with AP -- tracking exams taken by graduates throughout their high school careers -- as opposed to reporting exam results from a particular calendar year. [For the full report, see ED559067.]
Georgia. State Supplement. The 10th Annual AP[R] Report to the Nation
Author: College Board
Date: 2014-02-11
Type: Numerical/Quantitative Data
Subjects: Advanced Placement,African American Students,American Indian Students,Asian American Students,Disproportionate Representation,Educational Opportunities,Equal Education,Gender Differences,High School Students,Public Schools,Racial Differences,Scores,Success,White Students,Low Income Groups,College Preparation,Alaska Natives,Data Analysis,Educational Quality,Federal Programs,Graduation,Minority Groups,Pacific Islanders,High School Graduates,Geographic Location,Tests

This report provides educators and policymakers with information they can use to celebrate their successes, understand their unique challenges, and set meaningful goals to increase opportunity for all students. It is important to note that while AP® Exams are valid measures of students' content mastery of college-level studies in specific academic disciplines, AP results should never be used as the sole measure for gauging educational excellence and equity. Because reliable demographic data for nonpublic schools are not available for all states, this report represents public school students only. Additionally, this report looks at students' entire experience with AP -- tracking exams taken by graduates throughout their high school careers -- as opposed to reporting exam results from a particular calendar year. [For the full report, see ED559067.]
South Dakota. State Supplement. The 10th Annual AP[R] Report to the Nation
Author: College Board
Date: 2014-02-11
Type: Numerical/Quantitative Data
Subjects: Advanced Placement,African American Students,American Indian Students,Asian American Students,Disproportionate Representation,Educational Opportunities,Equal Education,Gender Differences,High School Students,Public Schools,Racial Differences,Scores,Success,White Students,Low Income Groups,College Preparation,Alaska Natives,Data Analysis,Educational Quality,Federal Programs,Graduation,Minority Groups,Pacific Islanders,High School Graduates,Geographic Location,Tests

This report provides educators and policymakers with information they can use to celebrate their successes, understand their unique challenges, and set meaningful goals to increase opportunity for all students. It is important to note that while AP® Exams are valid measures of students' content mastery of college-level studies in specific academic disciplines, AP results should never be used as the sole measure for gauging educational excellence and equity. Because reliable demographic data for nonpublic schools are not available for all states, this report represents public school students only. Additionally, this report looks at students' entire experience with AP -- tracking exams taken by graduates throughout their high school careers -- as opposed to reporting exam results from a particular calendar year. [For the full report, see ED559067.]
Promotion Retention Rates, 2011-12. Data Trends. D&amp;A Report No. 12.16
Author: Paeplow, Colleen
Date: 2013-01-00
Type: Reports - Evaluative
Subjects: Student Promotion,School Holding Power,Public Schools,Counties,Academic Persistence,Statistical Data,Trend Analysis,Instructional Program Divisions,Elementary Secondary Education,Grade Repetition,Limited English Speaking,Economically Disadvantaged,Disabilities,Minority Group Students,Intervention

The Wake County Public School System's (WCPSS) retention rate has declined for the fifth year in a row. The vast majority of WCPSS' students are promoted to the next grade level at the end of each school year. In 2011-12, only 3.4% of WCPSS students were retained in grade. While only a small percentage of students are retained each year, this represented nearly 5,000 WCPSS students in 2011-12. High school students represent over three fourths of retained students with the highest retention at grades 9 and 10. For a high school student, retention may mean repeating as few as one course (rather than a full grade). Limited English proficient (LEP) students were three to four times as likely to be retained as non-LEP students in elementary, middle, and high school. This tripling of retention was most notable at the high school level, where nearly a third of LEP high school students were retained overall, including nearly 40% of LEP students in grade 9. Furthermore, approximately 20% of economically disadvantaged (ED) students and students with disabilities (SWD) were retained in high school. Given the elevated retention rates within some grades and student subgroups, further investigation into retention is merited and planned.
Limited English Proficient Students: Exit Rates for 2008-09 Cohort. Data Trends. D&amp;A Report No. 13.01
Author: Huebeler, Amy
Date: 2013-03-00
Type: Reports - Evaluative
Subjects: Limited English Speaking,Language Proficiency,Kindergarten,Grade 6,Grade 7,Grade 9,Scores,Program Effectiveness,Second Language Learning,Student Placement,Public Schools,Screening Tests,Statistical Analysis,Achievement,Comparative Analysis,Age Differences

Exit rates from Limited English Proficiency (LEP) for students who enter the Wake County Public School System (WCPSS) as LEP students vary by when students enter WCPSS (based on students entering in kindergarten, grade 6 or 7, or grade 9). Based on our 2008-09 cohorts, students entering in grades 6 or 7 were most likely to exit LEP status after four years (54%), followed by those entering kindergarten (39%), and finally those entering in grade 9 (27%). Exit rates vary based on performance on the LEP placement test. Students scoring higher on the test initially have a much better chance of exiting LEP within four years, indicating better English proficiency upon entry to WCPSS leads to a better chance of exiting LEP faster. Students with low initial placement test scores take longer to exit the program if they enter WCPSS at the higher grade levels. Further research will examine the effects of a variety of support services on the exit rates of LEP students in the cohort. Two appendices include: (1) Federal Definition of Limited English Proficient (LEP)/ English Language Learners (ELL); and (2) Data Sources.
Formative Assessment with Technology 2011-12: Second Year of Implementation. Eye on Evaluation. D&amp;A Report No. 13.05
Author: Troy, Talbot
Date: 2013-05-00
Type: Reports - Evaluative
Subjects: School Districts,Public Schools,Technology Uses in Education,Formative Evaluation,Computer Assisted Testing,Fidelity,Program Implementation,Academic Achievement,Observation,Surveys,Teacher Participation,Elementary Schools,Middle Schools,High Schools,Mathematics Teachers,Mathematics Instruction,Evaluation Methods,Training,Faculty Development,Computer Software,Focus Groups

In 2010-11, Wake County Public School System (WCPSS), North Carolina Department of Public Instruction (NCDPI), and SMART Technologies began a two-year collaboration to promote the use of formative assessment in mathematics classrooms at three Wake County public schools: Millbrook Elementary, East Millbrook Middle, and Millbrook High school. The Formative Assessment with Technology project was unique in its design: participating mathematics teachers at an elementary, middle, and a high school received face-to-face training on formative assessment and the use of SMART Boards, additional training on formative assessment components using online North Carolina's Formative Assessment Learning Community Online Network (NC FALCON) modules, and two years of follow-up ongoing support similar to coaching on a monthly basis. The second year (2011-12) of the project 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. An appendix includes: Attributes of Effective Formative Assessment From Council of Chief State School Officers (2008) and a copy of the Formative Assessment Classroom Observation Checklist.
High Five PLT Survey Results, 2007-08 to 2012-13.Data Trends. D&amp;A Report No. 13.09
Author: Jackl, Andrew
Date: 2013-05-00
Type: Numerical/Quantitative Data
Subjects: Communities of Practice,Teacher Collaboration,Public Schools,Surveys,School Districts,Elementary Schools,Middle Schools,High Schools,Formative Evaluation,Teaching Methods,Program Effectiveness,Faculty Development,Teamwork

Within Professional Learning Teams, or PLTs, teachers actively collaborate, share expertise, improve their skills, examine and use various forms of data, and learn from each other--all for the purpose of improved student learning. Over the years the concept of PLTs has become increasingly familiar to Wake County Public School System (WCPSS) education professionals as a &quot;best practice&quot; to foster professional growth and increase student achievement. Since 2007-08, WCPSS has deployed the High Five PLT Survey to determine the status of PLTs operating within the district (Jackl, 2012). Since the survey has remained unchanged since its inception, it is possible to make direct comparisons over time. School-based staff are encouraged to compare their individual school's results to the district results, as well as to the other elementary, middle, or high schools. Results show that WCPSS PLT survey responses have been positive over time, remaining at high levels for the past six school years. Analyses of High Five PLT Survey data from 2007-08 to 2012-13 show: (1) The percentage of positive agreement to each of the High Five PLT Survey themes increased between 4 and 11 percentage points since baseline data was first collected in the 2007-08 school year; (2) When the survey data were disaggregated by the six PLT themes, only &quot;collaborative culture/team processes&quot; showed a decline (two percentage points); and (3) When the survey items are examined individually, the percentage of respondents marking that they &quot;strongly agree&quot; almost universally decreased from 2011-12, while the percentage marking &quot;agree&quot; showed a corresponding increase. Administering the High Five PLT Survey at less frequent intervals is recommended, as well as standardized PLT training for all new staff. Supplemental tables are attached.
Academic Achievement Academy (AAA), 2011-12. Eye on Evaluation. D&amp;A Report No. 13.03
Author: Rhea, Anisa
Date: 2013-02-00
Type: Numerical/Quantitative Data
Subjects: Intervention,Achievement Gap,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Achievement Gains,Program Effectiveness,Reading Achievement,Mathematics Achievement,Comparative Analysis,Expenditure per Student,Elementary School Students,Middle School Students,After School Programs,Statistical Analysis,Tutoring,Enrollment,Student Characteristics,Control Groups,Experimental Groups

Extending the school day through programs that will supplement core courses, such as offering intensive, after-school tutoring or small-group study sessions in reading and mathematics, is one method districts use to boost school performance and narrow educational achievement gaps between students of different racial and economic backgrounds (Redd et. al, 2012). In 2010-11, the Wake County Public School System (WCPSS) K-12 Intervention Services launched the Academic Achievement Academy (AAA). It provided short-term, after-school tutoring in reading and mathematics for students in grades 3-8 with the goal of increasing the performance composites of participating schools to at least 70%. In 2011-12, AAA supported 1,185 students at 20 schools, 13 of which also participated in AAA in 2010-11. By the end of 2011-12, four first-year and four second-year schools had met the program goal. Findings indicate less of a positive impact on reading outcomes than mathematics, based on comparisons to a matched group of students. AAA cost about $500 per student served in 2011-12, increasing to $864 for each student who made academic growth. AAA was discontinued for the 2012-13 school year. Recommendations for future after-school program implementation efforts are offered.
Teacher Satisfaction and Turnover in WCPSS. Data Trends. D&amp;A Report No. 13.11
Author: Halstead, Elizabeth O.
Date: 2013-05-00
Type: Reports - Research
Subjects: Public Schools,School Districts,Teaching Conditions,Teacher Surveys,Correlation,Labor Turnover,Teacher Persistence,Satisfaction

During the spring of 2010, over 9,000 educators across Wake County Public Schools (WCPSS) took the North Carolina Teacher Working Conditions (TWC) survey. Survey responses were then compared to turnover data to see if there is any relationship between the two. Results indicated that teachers' satisfaction with their working conditions were positively associated with the percentage of teachers who stayed at their school the following year. These findings are discussed in terms of implications for improving staff retention rates at schools.