ethanporcaro/eric-fulltext-meta huggingface dataset:
A Snapshot of After-School Program Research Literature. Research Watch. D&amp;A Report No. 13.10
Author: Rhea, Anisa
Date: 2013-05-00
Type: Reports - Research
Subjects: After School Programs,Elementary Secondary Education,Academic Achievement,Social Development,Emotional Development,Prevention,Behavior Modification,Program Effectiveness,Student Participation,Partnerships in Education,Costs,Program Content

After-school programs, also commonly referred to as out-of-school time and expanded learning opportunities, are typically described as safe, structured programs that offer an array of adult supervised activities to promote the learning and development of kindergarten through high school students outside of the school day (Beckett et al., 2009; Harvard Family Research Project, 2008; Lauer et al., 2004). Most after-school programs operate for two to three hours after the school day ends, although they also occur over the summer break, and less frequently before school, on the weekends, and during school holidays (Afterschool Alliance, 2013a; Lauer et al., 2004; Harvard Family Research Project, 2008). A wide range of after-school programs have become available to students in grades K-12 over the past 15 years. Programs are generally grouped within those meeting needs related to academic performance (such as improved school attendance, grades, and achievement scores), social/emotional development, and prevention/behavioral outcomes. High quality studies have identified key components of the most effective after-school programs. Programs best support effective outcomes when they are directed by a clear vision, yet flexible to the changing needs of participants; managed by high quality staff who maintain an adult to student ratio between 1:10 and 1:16, and operate for a sufficient length of time (at least 45 hours). Active and consistent student participation in the program is also necessary to reap the full benefits. Additionally, partnerships with schools, families, and the community strengthen after-school programs. Depending on the type of program and how costs are measured, the annual cost can range between $450 and $7,000 per child. A list of resources is included.
SAT Scores, 2011-12: Wake County Public School System (WCPSS). Measuring Up. D&amp;A Report No. 13.16
Author: Muli, Juliana
Date: 2013-01-00
Type: Numerical/Quantitative Data
Subjects: College Entrance Examinations,Scores,Mathematics Achievement,Reading Achievement,Critical Reading,Ethnic Groups,Racial Differences,College Bound Students,Achievement Gains,Writing Achievement,School Districts,Comparative Analysis,Gender Differences,Public Schools

Wake County Public School System (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. This report contains key findings from the 2011-12 SAT results for WCPSS, as well as supplemental tables.
WCPSS High School Retention 2011-12. Research Watch. D&amp;A Report No. 13.15
Author: Paeplow, Colleen
Date: 2013-12-00
Type: Numerical/Quantitative Data
Subjects: High School Students,Readiness,Academic Failure,Reading Achievement,English,Social Studies,Mathematics Achievement,Academic Achievement,Academic Support Services,Regression (Statistics),Predictor Variables,Grade 9,Grade 8,Statistical Analysis,Graduation Requirements,Student Characteristics

Retention means repeating one or more courses in high school, rather than a full grade. Over 3,500 high school students were retained in 2011-12 in Wake County Public School (WCPSS), with the largest numbers in grades 9 and 10. Some students enter high school below grade level. In 2011-12, half the WCPSS high schools had greater than 30% of students entering 9th grade below grade level in reading and greater than 20% below grade level in mathematics based on end-of-grade (EOG) scores from grade 8. Of retained students in grade 9: nearly two-thirds failed English I; more than half failed science and social studies; and nearly half failed mathematics. In addition, 1 in 5 retained students in grade 9 passed English I, but were missing credit in another course subject. While high schools have resources for students performing below grade level (e.g.,&quot;bridging&quot; courses and general supports) the supports examined were limited and/or underutilized, with the exception of mathematics support courses. Fewer than 15% of students who entered high school below grade level were enrolled in a reading support course. Based on the study's findings, it is recommended that staff: identify and utilize early indicators to determine students in need of extra support; find ways to increase the availability and usage of middle and high school supports for struggling students and monitor their success; and examine practices that may help lower retention rates. The following are appended: (1) Percentage of Retained High School Students in 2011-12 by Percentage of Students Entering High School Below Grade Level in Reading; (2) Summary of Logistic Regression Analysis for Variables Predicting In-Grade Retention in 2011-12; and (3) School-Based Programs Targeting High School Students with Weak Academic Performance.
Limited English Proficient Students: Progress of 2008-09 High School Cohort. Data Trends. D&amp;A Report No. 13.14
Author: Baenen, Nancy
Date: 2013-12-00
Type: Reports - Research
Subjects: Limited English Speaking,High School Students,Grade 9,Second Language Learning,Progress Monitoring,High School Graduates,Background,Student Motivation,Dropouts,Academic Support Services,Student Participation,Graduation Rate,Reading Achievement,Mathematics Achievement,Language Proficiency,Dropout Rate,After School Programs,Summer Programs,Scores,Interviews,Secondary School Teachers,Qualitative Research,Language Teachers,Student Characteristics,Teacher Attitudes

Students with Limited English Proficiency (LEP) entering U.S. schools in grade 9 face a tight timeline to simultaneously learn English and graduate from high school in four or five years. This study focuses on student outcomes and progress indicators for the cohort of ninth graders new to WCPSS in 2008-09 who had limited English proficiency. Based on the cohort of LEP students who entered WCPSS for the first time in grade 9 in 2008-09 and did not transfer out, 46% graduated within 4.5 years. Some (17%) graduated while still LEP. Cohort graduates tended to start ninth grade with greater initial English proficiency, strong educational backgrounds obtained elsewhere, or high motivation and support. Unfortunately, 41% of the cohort dropped out of high school. Early warning indicators include not passing required courses and being retained (only one third of the cohort was able to be promoted every year). Only 20% participated in ESL support programs outside of school (36% of those with the lowest English proficiency participated). The following are appended: (1) Four Year Graduation Rates by LEP Status 2011-12 (2008-09 cohort); (2) 2008-09 Grade 9 LEP Cohort Description; (3) LEP Case Study Questions; (4) Breakdown of K-12 LEP MOEs for 2013-14 by Half Positions; and (5) Extra Supports offered by Schools.
WCPSS Advanced Placement (AP) Results, 2011-12 and 2012-13. Measuring Up. D&amp;A Report No. 13.17
Author: Muli, Juliana
Date: 2014-03-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Advanced Placement,Benchmarking,Advanced Placement Programs,Scores,Tests,College Credits,Racial Differences,Student Participation,College Bound Students,High School Students

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 &amp; 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.
SAT Scores, 2012-13: Wake County Public School System (WCPSS). Measuring Up. D&amp;A Report No. 13.22
Author: Muli, Juliana
Date: 2014-05-00
Type: Numerical/Quantitative Data
Subjects: College Entrance Examinations,Testing Programs,Public Schools,School Districts,Academic Achievement,Student Characteristics,Scores,State Standards,Curriculum,Homework,Progress Monitoring,Gender Differences,Racial Differences,Ethnic Groups,Reading Achievement,Writing Achievement,Mathematics Achievement,Critical Reading,Comparative Analysis

As the ACT has become part of North Carolina's mandatory testing program, SAT participation in Wake County Public School System (WCPSS) and North Carolina has declined in recent years. However, SAT performance in WCPSS remains high compared to state and national averages. In 2012-13, students in WCPSS continued to score 50-60 points higher on the SAT compared to students in North Carolina and across the nation. WCPSS students in various racial/ethnic categories continue to outperform their peers statewide and nationwide by large margins. Continued improvements in college entrance exam scores are likely to be driven by student exposure to rigorous curriculum and high-level coursework (ACT, 2013; Deng and Kobrin, 2007). 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. Therefore, schools are encouraged to find ways to prepare all students to engage in rigorous experiences in high school.
North Carolina Youth Risk Behavior Survey: 2013 WCPSS Middle School Results. Data Trends. D&amp;A Report No. 14.07
Author: Townsend, Megan
Date: 2014-09-00
Type: Reports - Research
Subjects: Health Behavior,Risk,Public Health,Health Promotion,Surveys,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Safety,Violence,Smoking,Drinking,Drug Abuse,Physical Health,Nutrition,Physical Activity Level,Mental Health,Educational Environment,Gender Differences,Age Differences,Racial Differences,Ethnic Groups,Bullying,Middle School Students,High School Students,Motor Vehicles

The 2013 North Carolina Youth Risk Behavior Survey (NCYRBS) was developed by the Centers for Disease Control and Prevention (CDC) and adapted by the North Carolina Department of Public Instruction (NCDPI) to monitor health-risk behaviors and to measure progress toward achieving Healthy North Carolina 2020 objectives. The survey, administered in the spring of 2013 to a stratified sample of students in grades 6-12, measures behaviors relating to personal safety, violence, tobacco, alcohol and other drug use, physical health, nutrition, physical activity, psychological health, and the perceived safety of the school environment. Analysis of differences in subgroups within WCPSS identified several items in which responses varied according to gender, grade level, or race/ethnicity. Male students were more likely to be involved in a fight, carry a weapon, and be physically active more frequently than female students. Female students were more likely to have been bullied, to not feel good about themselves, and to try to lose weight than male students. Students in 7th and 8th grade were more likely to have tried drugs and alcohol than students in 6th grade. Black and Hispanic/Latino students were less likely to have visited a doctor or dentist for a check-up or cleaning than White students. A full list of statistically significant differences is presented in this report. The following is appended: 2013 Wake County North Carolina Youth Risk Behavior Survey Middle School Questionnaire.
Dropout Rate for WCPSS: 2012-13. Measuring Up. D&amp;A Report No. 14.04
Author: McMillen, Brad
Date: 2014-07-00
Type: Reports - Evaluative
Subjects: Dropout Rate,High School Students,School Districts,Educational Trends,Statistical Data,Race,Ethnicity,Sex,Age,Instructional Program Divisions

In April 2014 the North Carolina Department of Public Instruction (NCDPI) released its annual statewide Dropout Report covering the 2012-13 school year. This district report contains the dropout rate for WCPSS high school students and also depicts rates for other large school districts in North Carolina (NC) in addition to selected WCPSS student subgroups. Despite increases in student membership each year, WCPSS continues to maintain a steady decline in dropout counts. In 2012-13, the WCPSS high school dropout rate fell to 1.95%, its lowest rate ever. The WCPSS rate is lower than the state's rate, and also the lowest of the other four large school districts in North Carolina (Guilford 2.07%, Forsyth 2.72%, Mecklenburg 3.02%, and Durham 3.21%). WCPSS dropout rates by ethnicity in 2012-13 also fell for all subgroups, with Black/African-American students experiencing the largest drop of 1.8 percentage points, from 4.6% in 2011- 12 to 2.8% in 2012-13.
SAT Scores, 2013-14: Wake County Public School System (WCPSS). Measuring Up. D&amp;A Report No. 14.14
Author: Gilleland, Kevin
Date: 2014-11-00
Type: Reports - Evaluative
Subjects: College Entrance Examinations,Aptitude Tests,College Readiness,Benchmarking,Scores,Mathematics,Critical Reading,Writing (Composition),Career Readiness

The SAT is a national college entrance examination offered by the College Board and consists of three parts: Mathematics, Critical Reading, and Writing. The top score for each part is 800, for a total possible score of 2400. Colleges use SAT scores, in conjunction with other tools, to measure students' potential for success at the postsecondary level. Although students can take the SAT multiple times, only scores from their most recently taken test are reported in College Board's College-Bound Seniors report. In 2013-14, students in Wake County Public School System (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. An appendix includes additional information and data on participation rates in WCPSS, North Carolina, and the US and WCPSS SAT Rates by School.
WCPSS Student Survey Results: 2013-14. Measuring Up. D&amp;A Report No. 14.08
Author: Townsend, Megan
Date: 2014-10-00
Type: Reports - Research
Subjects: Student Surveys,Student Experience,Secondary School Students,Elementary School Students,Grade 4,Grade 7,Grade 10,School Safety,Educational Attitudes,Student Attitudes,Instructional Program Divisions,Educational Environment,School Attitudes,Interpersonal Relationship,Peer Relationship,Cultural Background,Intercultural Communication,Middle School Students,School Policy,School Culture,Bullying,Teacher Student Relationship,Time Management,Interpersonal Competence,Technological Literacy

Each spring, the Wake County Public School System (WCPSS) surveys 4th, 7th, and 10th grade students about their perception of various aspects of their school experience, measuring students' impressions of their school, school safety, teachers, academics, future ready skills, and technology. The 2013-14 results indicate that elementary school students had a more positive impression of their leaning environment than middle or high school students. Results were similar to those of recent years except for a lower percentage of 7th and 10th grade students reporting that they are learning about other cultures and countries. Another exception was the decline in the percentage of 10th grade students agreeing that the information they are learning will help them beyond high school. The 2013-14 Elementary School Student Survey, Middle School Student Survey, and High School Student Survey are appended.
North Carolina Youth Risk Behavior Survey: 2013 WCPSS High School Results. Data Trends. D&amp;A Report No. 14.06
Author: Townsend, Megan
Date: 2014-09-00
Type: Reports - Research
Subjects: High School Students,At Risk Students,State Surveys,Personality Measures,Student Behavior,Health Behavior,Risk,Gender Differences,Safety,Weapons,Restraints (Vehicle Safety),Violence,Smoking,Drinking,Drug Use,Physical Health,Nutrition,Physical Activities,School Safety,Sleep,Racial Differences,Ethnicity

The 2013 North Carolina Youth Risk Behavior Survey (NCYRBS) was developed by the Centers for Disease Control and Prevention (CDC) and adapted by the North Carolina Department of Public Instruction (NCDPI) to monitor the health-risk behaviors and to measure progress toward achieving Healthy North Carolina 2020 objectives. The survey, administered in the spring of 2013 to a stratified sample of Wake County Public School System (WCPSS) students in grades 6-12, measures behaviors relating to personal safety, violence, tobacco, alcohol and other drug use, physical health, nutrition, physical activity, psychological health, and the perceived safety of the school environment. Results showed high school students in WCPSS and high school students across the state responded similarly to nearly all NCYRBS items with the exception of wearing a helmet when riding a bicycle, carrying a weapon within the last 30 days, getting eight hours of sleep on an average school night, and being alone for three or more hours on an average school day. Within WCPSS, responses to some items varied by gender, grade level, and race/ethnicity. The 2013 North Carolina Youth Risk Behavior Survey is appended.
WCPSS High School Graduation Rates 2012-13. Measuring Up. D&amp;A Report No. 14.03
Author: Regan, Roger
Date: 2014-05-00
Type: Reports - Evaluative
Subjects: High School Students,High School Graduates,Graduation Rate,Student Characteristics,Demography,Cohort Analysis,Economically Disadvantaged,Disabilities,Dropout Rate

In today's economy, graduating from high school is more important than ever. The economic consequences of dropping out of high school are more severe than in the past, with diminished job prospects and life-time earnings (Rouse, 2007). There are also substantial social costs associated with high school dropouts such as lower productivity and tax revenues. At the same time, the path to on-time graduation has arguably become more difficult, with higher academic expectations and stricter requirements. While the Wake County Public School System (WCPSS) has been fairly successful compared to other large school districts in graduating four-fifths of its high school students, there is still a lot of room for improvement, particularly for its more vulnerable students. In addition to presenting detailed statistics on high school graduation rates in 2012-13, this report also seeks to highlight the demographic and academic characteristics of students who did not graduate. Suggestions for improving high school graduation rates are also discussed.
Branding Your Post-School Outcomes Data Collection Process
Author: National Post-School Outcomes Center
Date: 2013-00-00
Type: Guides - Non-Classroom
Subjects: Data Collection,Graduate Surveys,Outcomes of Education,Outcome Measures,High School Graduates,Research Methodology,Research Design,Information Dissemination,Recognition (Achievement),Reputation,Institutional Advancement,Naming,Identification,Consciousness Raising,Visual Aids,Material Development

The purpose of &quot;Branding your Post-School Outcomes Data Collection Process&quot; is to help state education agencies create brand recognition with youths, families, and school personnel for the post-school outcomes survey. Recognition--paired with information about the survey purpose, who is conducting the interview, and how the information will be used--contributes to response rates that better represent youths who exited school. Presented here are the following: (1) Steps for branding your post-school outcomes survey; (2) A sample letter and flyer for youths exiting high school telling them about the survey and that they may be contacted in one year; (3) A sample letter for youths exiting high school telling them about the survey and that they may be contacted in one year; (4) A sample prenotification postcard to be delivered (i.e., mailed or e-mailed) one to two weeks prior to the survey being administered; (5) Directions for accessing templates for each item that can be personalized for your state or district; and (6) Instructions for using the templates to personalize each of these items for your state or district
Predictor Implementation School/District Self-Assessment
Author: National Post-School Outcomes Center
Date: 2013-05-00
Type: Guides - Non-Classroom
Subjects: Disabilities,Program Implementation,Outcomes of Treatment,Outcomes of Education,Predictor Variables,Self Evaluation (Groups),Check Lists,School Districts,Career Awareness,Work Experience,Vocational Education,Work Study Programs,After School Programs,Exit Examinations,Inclusion,Individualized Programs,Self Determination,Daily Living Skills,Interpersonal Competence,Agency Cooperation,Parent Participation,Social Support Groups,Transitional Programs

The checklist provided here is intended to provide schools, districts, or other stakeholders in secondary transition with a framework for determining the degree to which their program is implementing practices that are likely to lead to more positive post-school outcomes for students with disabilities. The predictor categories listed have been extracted from high quality correlational research including students with disabilities. The operational definitions and essential program characteristics were derived from experts in the field through a Delphi study (Rowe et al., in progress). A team should consider the descriptions of predictor categories and each individual program characteristic presented, as well as the Degree of Implementation and the Evidence of Implementation scales to guide decisions regarding program strengths, needs, and priorities for change.