ethanporcaro/eric-fulltext-meta huggingface dataset:
Project Enlightenment Evaluation, 2011-12. Eye on Evaluation. D&amp;A Report No. 12.11
Author: Rhea, Anisa
Date: 2012-11-00
Type: Reports - Research
Subjects: Public Schools,Child Care,Preschool Education,Program Evaluation,School Readiness,Prevention,Intervention,Services,Parent Teacher Conferences,Counseling,Workshops,Parents as Teachers,Parent Surveys,Teacher Surveys,Mixed Methods Research,Cohort Analysis,Kindergarten,Goal Orientation,Management Systems,Delivery Systems,Outreach Programs

Project Enlightenment, part of the Wake County Public School System (WCPSS), has been providing services to children ages birth through 5 years, their parents, and teachers in childcare and preschool settings since 1969. With a local and grant funded budget of just over 2 million dollars, staff members served about 2,400 children in 2011-12. The number of children impacted increases considerably when siblings and students of the teachers served are included. The overall goal of Project Enlightenment is to prepare children to be successful in kindergarten. The prevention and intervention services available through Project Enlightenment are more comprehensive than those identified within other large school systems. All the districts that were contacted provide developmental screenings. Beyond this, Project Enlightenment provides teacher parent consultations and workshops, parent training via home visits, kindergarten readiness activities, and parent counseling. It also has an onsite parent teacher resource center and two preschool classrooms, one of which is a WCPSS Title I Pre-K classroom. Survey results show that parents and teachers are highly satisfied with the services provided. Analyses on small samples of children served suggest some short-term improvements in children's areas of need. The findings, which cannot be generalized due to the limited samples, also show some positive impact on their kindergarten success. Further evaluation is needed on the long-term success of the service components. Recommendations to staff include strengthening goal setting, adjusting data management systems, modifying service delivery as appropriate, and exploring new public outreach and screening opportunities. Appended are: (1) Wake County Public School System Free and Reduced Meal Benefits, 2011-12; (2) Qualitative Questions for District Comparative Analysis; and (3) WCPSS Project Enlightenment Survey, 2011-12.
Block Scheduling Evaluation, 2003-2004. E&amp;R Report No. 04.17
Author: Reichstetter, Rosemary
Date: 2005-02-00
Type: Reports - Evaluative
Subjects: Counties,School Districts,High Schools,Public Schools,Block Scheduling,Program Implementation,School Schedules,Course Selection (Students),Advanced Placement,Educational Methods,Faculty Development,Teaching Methods,Enrollment Trends,Test Preparation,Accountability,Scores,Grade Point Average,Student Promotion,Student Behavior,Attendance Patterns,Suspension,Satisfaction,Teacher Attitudes,Parent Attitudes,Student Attitudes,Administrator Attitudes

In 2003-04, 11 Wake County Public School System (WCPSS) high schools moved from a traditional student schedule of six full-year courses to a block schedule of four courses each semester (4x4). Implementation went fairly smoothly, with 90% of teachers trained prior to the change. Academic course opportunities and course enrollment numbers increased substantially (by 24% and 46% respectively) compared to 2002-03, key desired outcomes. Academic success was marked by increases in credits earned, grade promotion rates, and twelfth grade graduation rates as desired. Maintenance of prior status was desired for other outcomes this first year. End-of-course performance and grade point averages of 3.0 or higher actually increased slightly, while Advanced Placement (AP) scores of 3 and greater decreased slightly. Student attendance and suspension rates remained the same. Generally, most of those surveyed and interviewed expressed satisfaction with the change. Exploring modified schedule options for some courses as well as continued professional development are recommended. [David A. Martin, Steve Hauge, Richard Murphy, and Glenda Haynie contributed to this report.]
Effective Biology Teaching: A Value-Added Instructional Improvement Analysis Model. Research Watch. E&amp;R Report No. 05.28
Author: Haynie, Glenda
Date: 2006-04-00
Type: Reports - Research
Subjects: Counties,Public Schools,School Districts,Biology,Science Instruction,Value Added Models,State Standards,Standardized Tests,Regression (Statistics),Science Achievement,Teacher Effectiveness,Science Teachers,Teaching Methods,Barriers,Time Management,Cooperative Planning,Goal Orientation,Learning Activities,Data Analysis,High School Students,Secondary School Teachers,Academic Achievement,Racial Differences,Teaching Experience

This research study developed a value-added instructional improvement analysis model. North Carolina state testing results were used in regression and residual analyses of student achievement. This analysis allowed for identification of the &quot;most effective&quot; and &quot;least effective&quot; biology teachers in Wake County Public Schools (WCPSS). The study found that the &quot;most effective&quot; biology teachers were focused on the delivery of biology instruction; resisted distractions from their classroom efforts; maximized student use of class time; studied and planned with other teachers using the North Carolina Biology Standard Course of Study; focused all student time on the Standard Course of Study goals; carefully planned teacher controlled student activities; and used data to guide their instructional practice. [Contributing Staff: David Holdzkom, Brad McMillen, and Michael Tally.]
Effective Practices for Elementary School Students with Multiple Needs. E&amp;R Research Alert. E&amp;R Report No. 06.21
Author: Wake County Public School System (WCPSS), Evaluation and Research Department
Date: 2007-06-00
Type: Reports - Research
Subjects: Elementary School Students,Special Needs Students,Disabilities,Limited English Speaking,Lunch Programs,Accountability,Standards,Student Characteristics,Educational Practices,Instructional Effectiveness,Academic Achievement,School Districts,Teacher Characteristics,Check Lists,Observation,Resource Allocation,At Risk Students,Public Schools

Analysis of Wake County Public School System (WCPSS) End-of-Grade (EOG) performance results indicates that WCPSS students with the most difficulty reaching accountability standards are those with more than one of the following characteristics: are eligible for free or reduced-price lunch (FRL), have disabilities (students with disabilities, or SWD), and/or have limited English proficiency (LEP). The Curriculum and Instruction Department (C&amp;I) requested a study from the Evaluation and Research Department (E&amp;R) to identify effective school practices that: (1) promote the achievement of students with multiple-risk factors (FRL, SWD, and LEP); and (2) provide schools with hope that they can meet the challenge of helping students with multiple needs grow academically. The study compared characteristics and practices of schools that were having greater and lesser success in promoting achievement for students with multiple risk factors. Sets of elementary schools that either consistently had residual averages in the top or bottom 25% of schools in the district, or which showed an upward or downward trend in residuals for multi-need students were identified. Student demographics, teacher characteristics, resource allocations, and the overall percentage of students performing at grade level were analyzed. Data were collected in the schools through observations (of the whole school and individual teachers), staff interviews, and staff checklists. This report presents the findings, implications, and questions for consideration. [For more information see the full report: www.wcpss.net/evaluationresearch/reports/2006/0603effectiveness03_06el em_middle.pdf.]
WCPSS Dropout Rate: 2011-12. Data Trends. D&amp;A Report No. 13.02
Author: Gilleland, Kevin
Date: 2013-01-00
Type: Numerical/Quantitative Data
Subjects: Dropout Rate,Public Schools,School Districts,Statistical Data,Educational Trends,Secondary School Students,Hispanic American Students,African American Students,Disabilities,Economically Disadvantaged,Limited English Speaking

The WCPSS dropout rate for grades 9-12 fell to 2.83 % in 2011-12, down from 3.2% in the previous year. The NC overall rate decreased in 2011-12 to 3.01% from 3.43% in 2010-11. Other large school districts in North Carolina, including Durham (3.55%), Forsyth (3.38%), and Mecklenburg (3.20%), had higher dropout rates in 2011-12 than did WCPSS, while Guilford (2.15%) remained lower. The WCPSS dropout rate for Hispanic/Latino students (4.95%) fell for the fifth consecutive year, while the dropout rate for Black/African-American students (4.58%) declined for the fourth straight year.
Title I Preschool Program in the Wake County Public School System (WCPSS): Short- and Long-Term Outcomes. Eye on Evaluation. E&amp;R Report No.11.16
Author: Baenen, Nancy
Date: 2011-07-00
Type: Reports - Research
Subjects: Program Evaluation,Longitudinal Studies,Preschool Education,Attendance,Sample Size,Elementary School Students,Grade 3,Educational Experience,Achievement Gains,Kindergarten,Academic Achievement,Special Education,Student Placement,Teacher Attitudes,Parent Attitudes,School Districts,Outcomes of Education,Cost Effectiveness,Comparative Analysis,Statistical Analysis

The longitudinal study of the 2005-06 preschool in Wake County Public School System (WCPSS) found short-term gains during the preschool year, but limited impact by kindergarten and no average impact by the end of 3rd grade on achievement, retention rates, special education placements, or attendance. Small sample sizes limit conclusions that can be drawn; a larger study with a stronger research design is recommended for next year. The larger 2010-11 preschool program provided strong evidence of short-term gains on achievement after the preschool experience. Teachers and parents were generally satisfied with the program. Teachers suggested higher student attendance and greater parent involvement would be helpful. Teachers used Creative Curriculum materials with varying frequency; they also viewed some components of the curriculum as more effective than others.
Teacher Advancement Program (TAP) at Wilburn Elementary School: Year 3 Evaluation Report. Eye on Evaluation. D&amp;A Report No. 11.02
Author: Baenen, Nancy
Date: 2011-07-00
Type: Tests/Questionnaires
Subjects: Faculty Development,Models,Teaching Methods,Interviews,Observation,Program Implementation,Fidelity,Teacher Attitudes,Elementary School Teachers,Elementary School Students,Grade 3,Grade 4,Grade 5,Reading Skills,Mathematics Skills,Comparative Analysis,Semi Structured Interviews,Program Evaluation,Disadvantaged Youth,Incentives,Principals,Administrator Effectiveness,Teacher Effectiveness,Compensation (Remuneration),Mentors,Master Teachers,Feedback (Response)

The Teacher Advancement Program (TAP) is a model for training, teacher advancement, and instructional strategies. Based on interviews and observations, the four TAP principles were implemented with fidelity during the 2010-11 school year, with one exception--teacher evaluations. Feedback was slow, and teachers had concerns about the reliability of the ratings. The impact on teachers was negative. Compared to 2009-10, reading and math proficiency improved in grades 3 and 5 in 2010-11 but not grade 4. However, compared to proficiency before TAP began, only Grade 5 had improved reading proficiency and none of the grades (3, 4, and 5) had higher proficiency in math. Grade 4 had positive trends for Academic Change (growth) in both reading and math. The following appendices are included: (1) Wilburn Elementary School TIF Evaluation Semi-Structured Interview Protocol--Teachers; (2) Wilburn Elementary School TIF Evaluation Semi-Structured Interview Protocol--Mentor Teachers; (3) Wilburn Elementary School TIF Evaluation Semi-Structured Interview Protocol--Master Teacher; and (4) Wilburn Elementary School TIF Evaluation Semi-Structured Interview Protocol--Principal. [Amy Germuth of EvalWorks, contractor on this project, provided extensive contributions to this evaluation and report.]
WCPSS Teacher Working Conditions Survey Results: 2011-12. Data Trends. D&amp;A Report No.12.13
Author: Halstead, Elizabeth O.
Date: 2012-10-00
Type: Reports - Research
Subjects: Work Environment,Teacher Surveys,Statistical Significance,Teacher Attitudes,Quality of Working Life,Job Satisfaction,County School Districts,State School District Relationship,Bayesian Statistics,Educational Practices

During the spring of 2012, over 100,000 educators across the state took the North Carolina Teacher Working Conditions (TWC) survey. Wake County Public School System (WCPSS) teachers responded more positively to 46 of the 85 survey items in 2012 than did teachers statewide. On 14 items, WCPSS teachers' responses were less favorable than those of teachers statewide, and on the remaining 25, there was no statistically significant difference. Results from this survey are discussed. An appendix contains 10 figures.
Evaluation of Central Services Professional Learning Teams as of Spring 2010. Eye on Evaluation. E&amp;R Report No. 10.06
Author: Baenen, Nancy
Date: 2010-06-00
Type: Tests/Questionnaires
Subjects: Public Schools,Professional Development,Communities of Practice,School Personnel,Central Office Administrators,Professional Personnel,Administrator Attitudes,Employee Attitudes,Principals,Administrator Surveys,Program Evaluation,Interviews

The Wake County Public School System (WCPSS) board policy states that central services staff are to support school implementation of Professional Learning Teams (PLTs) and to participate in PLTs at the central level. Central staff support school efforts in a variety of ways, and over 85% of principals at each level reported this support was adequate. Participation in PLTs among central staff respondents was high for those in administrative (86%) and professional and technical roles (76%), but lower for support staff (37%). High percentages of central administrators, professionals, and technical staff had positive views about PLT implementation and impact. Responses for those in administrative roles were almost always more positive in spring 2010 than in previous surveys. High percentages of administrators and professional/technical staff believe PLTs help them perform their job more effectively, along with most support staff (91%, 86%, and 67% respectively).
Effective Teaching Practices. Research Watch. E&amp;R Report No. 10.01
Author: Haynie, Glenda
Date: 2010-06-00
Type: Reports - Research
Subjects: Educational Practices,Instructional Effectiveness,Public Schools,Case Studies,Biology,Algebra,Time Management,United States History,Academic Achievement,Instructional Materials,Teaching Methods,English,Middle School Students,Teacher Effectiveness,Teacher Expectations of Students,High School Students,Focus Groups,Teacher Attitudes,Secondary School Teachers,Teacher Surveys,Observation,Middle School Teachers

This paper reports the overall findings of research on effective teaching practices in Wake County Public Schools (WCPSS). It is a cross-case analysis of five earlier studies (Biology, Algebra I, U.S. History, middle school Algebra I, and English I). Despite subject implementation differences, four common themes were found: (1) high academic expectations for all students; (2) thoughtful management of time and materials; (3) learning-centered classrooms; and (4) proactive planning. Methodology and data collection and analysis are appended.
AP Potential™ Expectancy Tables Based on PSAT/NMSQT® and SAT® Scores on the 2015-16 Redesigned Scales. Statistical Report 2016-2
Author: Ewing, Maureen
Date: 2016-01-00
Type: Reports - Research
Subjects: Advanced Placement Programs,Talent Identification,College Entrance Examinations,High School Students,Scores,Grade 10,Grade 11,Grade 12,History Instruction,Computation,Statistical Analysis,Test Construction,Tables (Data),Academic Achievement,Mathematics Achievement,Reading Achievement,Writing Achievement,Science Achievement

Historically, AP Potential™ has used PSAT/NMSQT® scores to identify students who are likely to earn a 3 or higher on a specific AP® Exam--based on research showing moderate to strong relationships between PSAT/NMSQT scores and AP Exam scores (Camara &amp; Millsap, 1998; Ewing, Camara &amp; Millsap, 2006; Zhang, Patel &amp; Ewing, 2014a). For most subjects, AP Potential expectancy tables have been derived by combining 10th- and 11th-grade PSAT/NMSQT data with scores from AP Exams taken as either 11th- or 12th-graders during the following academic year. For AP European History and AP World History, ninth-grade PSAT/NMSQT scores and 10th-grade AP Exam scores were also recently included in the expectancy table calculations (Zhang, Patel &amp; Ewing, 2014b). Starting with the launch of the redesigned SAT® Suite of Assessments (i.e., SAT, PSAT/NMSQT, PSAT™ 10, and PSAT™ 8/9) in the 2015-16 academic year, AP Potential will also be reported based on scores from additional PSAT/NMSQT tests (depending on the student's grade level) as well as be extended to reporting based on SAT scores. The purpose of this report is: (1) to describe how we created blended AP Potential tables that include PSAT/NMSQT and SAT data, and (2) to present these new tables on the 2015-16 redesigned scale for the SAT Suite of Assessments. The following appendix is included: Descriptive Statistics for PSAT/NMSQT and SAT Samples by AP Exam.
Identifying with More than One Ethnic and/or Racial Group: Another Examination of the Impact on Differential Item Functioning Statistics. Statistical Report 2016-1
Author: Rawls, Anita
Date: 2016-01-00
Type: Reports - Research
Subjects: Racial Identification,Ethnic Groups,Multiracial Persons,Test Bias,Surveys,Classification,Comparative Analysis,Statistical Analysis,Racial Differences,Scores,Standardized Tests,Reading Achievement,Writing Achievement,Mathematics Achievement,College Entrance Examinations,High School Students,Performance

The classification of test-takers into ethnic and racial groups ensures individuals and groups, identified in Title VI and VII of the Civil Rights Act of 1964 and the 14th Amendment to the Constitution of the United States, are protected from adverse treatment (Camilli, 2006). The United States Office of Management and Budget (OMB) suggests that respondents to ethnic and racial data collection efforts have the option to select with more than one ethnicity and/or racial group. This paper focuses on the impact on the calculations of differential item functioning (DIF) statistics when respondents can select all ethnic and racial categories that apply. Over 5,000 participants were recruited to take a full-length SAT® or PSAT/NMSQT® pilot test. In addition to the pilot test, the test-takers also completed an 11-item survey with questions related to their past academic experiences, academic plans for the future, and background demographics. All examinees were presented with the race/ethnicity question in two ways. The first was the original question, which allowed respondents to select only one race or ethnicity. The second was the pilot question, which allowed respondents to select all ethnicities and racial groups that were applicable. Based on the responses to the two questions, the test-takers were classified into reference and focal groups in three ways. Comparisons between focal and reference groups were made based on the responses to the original question, the pilot question, and the combined responses to the original and pilot questions. The Mantel-Haenszel D-DIF and standardized P-difference index were used to evaluate differential item functioning. Key findings include: (1) On average, Asian respondents had the highest scores in reading, writing, and math; and (2) Standardized P-difference index seems to be more sensitive than the Mantel-Haenszel D-DIF statistic. Contains a combined bibliography/references list.
Relieving of Misconceptions of Derivative Concept with Derive
Author: Kaplan, Abdullah
Date: 2015-00-00
Type: Journal Articles
Subjects: Misconceptions,Computer Assisted Instruction,Comparative Analysis,Conventional Instruction,Foreign Countries,Grade 12,High School Students,Instructional Effectiveness,Educational Technology,Teaching Methods,Algebra,Mathematics Instruction,Secondary School Mathematics,Mathematical Concepts,Quasiexperimental Design,Pretests Posttests,Problem Solving,Statistical Analysis,Knowledge Level

The purpose of this study is to determine students' learning levels in derivative subjects and their misconceptions. In addition, this study aims to compared to the effects of the computer based instruction and traditional instruction in resolving these misconceptions. For this purpose, 12th grade 70 students were chosen from high schools in Agri city with simple random sampling method. With the pre-test results, the misconceptions were determined and these misconceptions were tried to be relieving in two groups of students with computer based instruction and traditional instruction, separately. The result of the study showed that both the computer based instruction by using Derive software and traditional instruction methods were effective in resolving misconceptions that students constructed. However, it was found that the computer based instruction was more effective than traditional in relieving them.
Validity of the SAT® for Predicting First-Year Grades: 2012 SAT Validity Sample. Statistical Report 2015 2
Author: Beard, Jonathan
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Statistical Data,Predictive Validity,Educational Assessment,Evidence,Grade Point Average,College Freshmen,College Entrance Examinations,Standardized Tests,Institutional Characteristics,Correlation,Predictor Variables,Scores,Statistical Distributions,Questionnaires,Student Characteristics,Gender Differences,Racial Differences,Family Income,Parent Education

The continued accumulation of validity evidence for the intended uses of educational assessment scores is critical to ensure that inferences made using the scores are sound. To that end, the College Board has continued to collect college outcome data to evaluate the relationship between SAT® scores and college success. This report provides updated validity evidence for using the SAT to predict first-year college grade point average (FYGPA) for the 2012 cohort. The following are appended: (1) Institutions Providing First-Year Outcomes Data for the 2012 Cohort; (2) Raw Correlations of SAT and HSGPA with FYGPA by Institutional Characteristics; and (3) Raw Correlation of SAT Scores and HSGPA with FYGPA by Subgroups.