ethanporcaro/eric-fulltext-meta huggingface dataset:
Year 3 Magnet Schools Assistance Program Annual Progress Report, 2009-10. E&amp;R Report No. 10.09
Author: Brasfield, Jon
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: Counties,School Districts,Magnet Schools,Middle Schools,High Schools,Grants,Performance Based Assessment,Program Evaluation,Benchmarking,Program Implementation,Program Effectiveness,Faculty Development,Advanced Placement Programs,Technology Education,Leadership Training

The three Magnet Schools Assistance Program (MSAP) schools: East Garner International Baccalaureate Magnet Middle School (EGMMS), Garner International Baccalaureate Magnet High School (GMHS), and Southeast Raleigh Leadership and Technology Magnet High School (SRMHS) have shown progress on MSAP performance measures during the 3rd year of the grant. This summary offers highlights of the project's goals and the extent to which the Year 3 outcomes and performance measures were met. The approved MSAP grant requires that data on 17 performance measures (PM) be collected in each project year. Of the 17, one PM (5.1) can not be adequately measured until three years after federal funds are ended. Of the 16 remaining, six belong to the &quot;Desegregation and Choice&quot; category, two belong to &quot;Building Capacity,&quot; and eight (seven for EGMMS) belong to &quot;Academic Achievement of Students.&quot; To maintain a closer check on the implementation of grant-funded programs and initiatives at the schools, a series of benchmarks was instituted for each school. The benchmarks were created by teams at each school consisting of the MSAP evaluator, recruiter, program director, and school faculty and administrators. Of the benchmarks measured as of the end of grant year 3, all schools were performing well with respect to benchmark attainment, with only one not yet obtained. This report indicates that MSAP implementation continues to reflect increased efforts to implement innovative educational methods and programs at each of the three MSAP schools. Each school has established strategic processes to address targets related to desegregation and choice, building capacity, and improving the academic achievement of students. Although progress has been made, much work remains to be done in order to achieve the original goals of the MSAP grant, particularly since Year 1 was significantly impacted by the delay in hiring key personnel. Appended are: (1) Tables; (2) Voluntary Desegregation Plan; and (3) WCPSS Districting and Assignment Policies.
High School Four-Year Graduation Rates, Wake County Public School System (WCPSS): 2009-10. Measuring Up. E&amp;R Report No. 11.09
Author: Haynie, Glenda
Date: 2011-04-00
Type: Reports - Evaluative
Subjects: High School Graduates,Graduation Rate,School Districts,Gender Differences,Asian American Students,African American Students,Hispanic American Students,White Students,Multiracial Persons,Limited English Speaking,Comparative Analysis,Student Characteristics,Disabilities,Tables (Data),Statistical Analysis

The four-year cohort graduation rate for WCPSS [Wake County Public School System] in 2009-10 was 78.2%, down slightly from 2008-09, when 78.4% of that year's cohort graduated within four years. Female students in WCPSS had a much higher graduation rate than male students (82.9% vs. 73.6%). Graduation rates for the Asian (91.3%), Hispanic/Latino (54.2%), Black/African American (63.9%) subgroups increased, but the White (89.3%) and Multiracial (75.7%) rates decreased. Students with disabilities (57.0%), students eligible for free or reduced-price lunch (59.2%), and students with limited English proficiency (36.7%) all had graduation rates that were substantially below the system-wide average. WCPSS overall rates compare favorably to other North Carolina school districts, the state, and the nation. WCPSS had rates above the state rates and also above most of the comparison districts for male, female, Asian, Multiracial, and White students; however, graduation rates for Black/African American, Hispanic/Latino, FRL [free or reduced-price lunch], and LEP [limited English proficiency] subgroups were below the state rate. In WCPSS, individual high school rates in 2009-10 varied from 72.6% to 92.8%. Fifteen of twenty-five (60%) schools had graduation rates above 80%.
The Relationship between Mid-Year Benchmark and End-of-Grade Assessments: 2010-11. D&amp;A Report No. 11.24
Author: McMillen, Brad
Date: 2012-01-00
Type: Numerical/Quantitative Data
Subjects: Benchmarking,Formative Evaluation,Summative Evaluation,Grade 3,Grade 4,Grade 5,Correlation,Regression (Statistics),Mathematics Achievement,Reading Achievement,Scores,Norm Referenced Tests,Predictive Validity

This analysis was conducted to examine the relationship between Wake Count Public Schools' students' performance on mid-year benchmark assessments and End-of-Grade (EOG) tests in both reading and math in grades 3-5 in school year 2010-11. Strong positive correlations were found between the mid-year benchmark assessment and EOG test scores for each subject and grade level. A linear regression analysis showed that benchmark assessment scores can predict EOG scores while accounting for about two-thirds of the variation in EOG scores for math and over half of the variation in EOG scores for reading. Results showed that the benchmark assessments given mid-year can provide valuable information about which students are likely to do well on the EOG test and which may need extra support. The following appendices are included: (1) Percent of Students at Each EOG Achievement Level within Benchmark Results Range in Mathematics; and (2) Percent of Students at Each EOG Achievement Level within Benchmark Results Range in Reading.
Foundations of Algebra: 2009-10. Implementation Insights. E&amp;R Report No. 10.28
Author: Paeplow, Colleen
Date: 2010-12-00
Type: Reports - Research
Subjects: Algebra,Course Descriptions,High School Students,Mathematics Instruction,Mathematical Concepts,Introductory Courses,Mathematics Achievement,Enrollment Trends,Scores,Expenditures,Student Characteristics,Teacher Surveys,Teacher Attitudes,Instructional Materials,Mathematics Teachers,Program Effectiveness,Units of Study,Mastery Learning,Educational Benefits,Grades (Scholastic)

This report examined the implementation of Foundations of Algebra, a course designed to provide high school students with low mathematics performance an extra opportunity to review and study foundational mathematics concepts prior to enrolling in Introductory Mathematics and subsequently Algebra I. In the fall of 2009, 877 high school students participated in Foundations of Algebra while another 774 students were enrolled directly into Introductory Mathematics in the spring of 2010. 1,600 students enrolled in Introductory Mathematics in 2008-09 were used as a comparison group. Eighty-two percent of Foundations of Algebra students were Level I or II; however, less than two-thirds of students (63%) scored Level I or low Level II--the program's criteria. Twenty-seven percent of students enrolled directly into Introductory Mathematics met the recommended criteria of high Level II scores. A higher percentage of students who participated in Foundations of Algebra enrolled in Algebra I and Algebra I Part I than did comparison students. [Nancy Baenen, Sonia Dupree, Valerie Faulkner, and Aimee Lougee also contributed to this report.]
An Evaluation of the Wake County Public School System Alternative Educational Options, 2009-10. E&amp;R Report No. 10.15
Author: Rhea, Anisa
Date: 2010-11-00
Type: Reports - Research
Subjects: Public Schools,Nontraditional Education,Outcomes of Education,Educational Benefits,Administrator Surveys,Student Surveys,Longitudinal Studies,Cost Effectiveness,Elementary Schools,Middle Schools,High Schools,Institutional Characteristics,Program Implementation,Program Evaluation,Resilience (Psychology),At Risk Students,Suspension,Behavior Problems

The purpose of this study is to evaluate the Wake County Public School System (WCPSS) alternative educational options. The WCPSS options are similar to those in other North Carolina districts. WCPSS student outcomes based on state assessments and federal standards are also equivalent or higher than other districts, although the capacity for WCPSS students served at each alternative setting is generally lower. Students at WCPSS alternative schools receive benefits such as smaller classes and greater access to counseling services. Student data also indicate that these environments help build student resiliency. Base school personnel understand some aspects of the alternative schools, but greater transparency is needed, especially at the high school level. Additional alternative education sites are needed to better meet the needs of at-risk elementary students. Comprehensive services and settings for long-term suspended students and students with severe behavioral issues who are ineligible for special education services should also be created. Appended are: (1) Alternative Schools in Selected North Carolina Districts; (2) Base Middle School Assignments for Alternative Schools; (3) Sample Alternative Schools and Programs Survey; (4) Sampling and Survey Procedures; (5) Alternative Schools and Programs Qualitative Survey Results; (6) Student Views of Alternative Schools, Spring 2010; and (7) Alternative School Allotment Data.
WCPSS District Improvement Implementation 2010-11. Implementation Insights. D&amp;A Report No. 11.19
Author: Bulgakov-Cooke, Dina
Date: 2011-12-00
Type: Tests/Questionnaires
Subjects: Program Implementation,Improvement Programs,County School Districts,Educational Legislation,Federal Legislation,Strategic Planning,Behavioral Objectives,Literacy,Evaluation Criteria,Models,Training Methods,Surveys,Feedback (Response),Followup Studies,Evaluation Methods,Educational Indicators,Federal Programs,Mathematics Achievement,Reading Achievement,Faculty Development,Coaching (Performance),Lesson Plans,Change Strategies,Program Effectiveness,Program Evaluation,Fidelity

Instructional strategies aimed at improving achievement of low performing student subgroups in need of support were selected by the District Improvement Advisory Committee, so that WCPSS could exit District Improvement status. Impact of each initiative, which often included teacher training and coaching is examined in this implementation report. Recommendations are made including setting strategic goals and systematically monitoring implementation; targeting schools or teachers with high numbers of AYP groups of students in need of support; being intentional in coaching efforts and structuring coaching models based on the SIOP® experience; building ownership and commitment at the school level; and coordinating new and existing efforts to optimize effectiveness. The following appendices are included: (1) SIOP® Logic Models; (2) SIOP® Training; (3) Elementary School Teacher Survey Responses; (4) Teacher Feedback on SIOP® Lessons; (5) SIOP® Observation Results; (6) District Improvement Logic Model for Secondary Mathematics; (7) Feedback for 2009-10 and 2010-11 Training Received through e-Schools; (8) Algebra I Concepts Training Follow-Up Survey; (9) District Improvement Logic Model for Adolescent Literacy; (10) Secondary Literacy Initiative Evaluation Methods; (11) Zoomerang Survey Results; and (12) LEA AYP Results.
Wake County Public School System (WCPSS) District Improvement: 2009-10 Implementation Status [Revised September 17, 2010]. E&amp;R Report No. 10.16
Author: Bulgakov-Cooke, Dina
Date: 2010-09-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,School Districts,Educational Improvement,Reading Achievement,Mathematics Achievement,Limited English Speaking,English (Second Language),Second Language Instruction,Elementary School Students,Middle School Students,High School Students,Literacy,Teaching Models,Coaching (Performance),Training,Teacher Surveys,Focus Groups,Elementary School Teachers,Middle School Teachers,Secondary School Teachers

In 2009-10 Wake County Public Schools System (WCPSS) exited District Improvement in reading and remained in level one for mathematics. All District Improvement efforts gained momentum. The Sheltered Instruction Observation Protocol (SIOP®) continued as the primary focus to meet the needs of limited English proficient (LEP) students in elementary and middle schools. The high school component was modified and addressed both literacy and mathematics. The number of trained SIOP® teachers considerably increased (from 588 in 2008-09 to 956 in 2009-10), follow-up coaching to support application of training reached more teachers, training implementation and buy-in strengthened. All SIOP® training, coaching, and implementation objectives for in 2009-10 were met or partially met. The number and use of SIOP® modified focus lessons increased substantially, but awareness could still be improved. Appended are: (1) Tables; and (2) Historical Overview of the WCPSS District Improvement Results.
A Study of Student Mobility: Wake County Public School System 2002-03. Research Watch. E&amp;R Report No. 04.06
Author: Haynie, Glenda
Date: 2005-05-00
Type: Reports - Evaluative
Subjects: Public Schools,Counties,School Districts,Student Mobility,Instructional Program Divisions,Elementary Secondary Education,Dropouts,Enrollment Trends,At Risk Students,Racial Differences,Ethnic Groups,Minority Group Students,Low Income Groups,Socioeconomic Influences,Scores,Standardized Tests,Grade 5,Grade 8,Grade 10,Comparative Analysis,Educational Legislation,Federal Legislation

Eighty-seven percent of all Wake County Public School System (WCPSS) students instructed during 2002-03 were continuously enrolled (CE) in one school from the first week of the school year until the last day of school. Across grade levels CE percentages steadily increased from only 82% in kindergarten to 94% in grade 12, except for a dip to 83% in ninth grade that was primarily due to dropouts. A majority of the students who were not continuously enrolled from the first week (MOBILE) were African-American/Black or Hispanic/Latino, and students in the MOBILE group were much more likely to come from low-income families than were students in the CE group. Passing rates and average scale scores on 5th, 8th, and 10th grade End-of-Grade (EOG) tests were lower for the MOBILE group than for the CE group in almost every comparison, even when controlling for ethnicity and family income differences. Tables and figures are attached. [Contributing Staff: Chuck Dulaney and Karen E. Banks.]
WCPSS High School Graduation Rates: 4-Year and 5-Year Cohort Rates 2011-12. Measuring Up. D&amp;A Report No. 13.04
Author: Regan, Roger
Date: 2013-03-00
Type: Numerical/Quantitative Data
Subjects: Graduation Rate,High School Graduates,School Districts,Limited English Speaking,Student Characteristics,African American Students,Hispanic American Students,Trend Analysis,Ethnic Groups,Economically Disadvantaged,Comparative Analysis,Public Schools,Achievement Gains,Gender Differences,Asian American Students,White Students,Tables (Data),Statistical Analysis,Risk,Dropouts

The Wake County Public School System (WCPSS) four-year cohort graduation rate declined slightly to 80.6% in 2011-12 from 80.9% in the previous year. Disaggregated graduation rates for most racial and ethnic groups stayed nearly the same or declined slightly in 2011-12, but the rate for African-American students rose from 67.9% to 69.6%. The other bright spot was the continued rise in the rate for economically disadvantaged students (ED), which increased from 63.0% to 65.1%. Four-year cohort graduation rates at the 24 WCPSS high schools ranged from 66.4% to 94.7% in 2011-12. Rates increased at almost half the schools and declined at the others. Seventeen high schools, or 71%, had rates over 80%. In contrast to WCPSS, the four-year graduation rate for the state of North Carolina and six comparison North Carolina public school districts increased in 2011-12. WCPSS's graduation rates for the subgroups of Black/African American, Hispanic/Latino, ED, and students with limited English proficiency (LEP) continue to trail the rates at the state level and other large NC districts.
The Relationship between High School Course Grades and Exam Scores. Research Watch. E&amp;R Report No. 09.39
Author: Boykin, Anne-Sylvie M.
Date: 2010-03-00
Type: Reports - Research
Subjects: High School Students,Grades (Scholastic),Algebra,English Instruction,Language Arts,Graduation Requirements,Gender Differences,Public Schools,School Districts,Counties,Academic Failure,Racial Differences,Ethnic Groups,Socioeconomic Influences,Poverty,Limited English Speaking,Disabilities,Trend Analysis,Correlation,Scores,Grade 9

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.
WCPSS Advanced Placement (AP) Results, 2010-11. D&amp;A Report No. 11.25
Author: Gilleland, Kevin
Date: 2012-02-00
Type: Numerical/Quantitative Data
Subjects: Advanced Placement Programs,School Districts,High School Students,Scores,Tests,Advanced Placement,College Credits,Public Schools,Tables (Data),Statistical Analysis,Enrollment,Gender Differences,Economically Disadvantaged,Ethnicity,Student Participation

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 exams 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.
WCPSS Student Survey Results: 2011-12. Measuring Up. D&amp;A Report No. 12.10
Author: Simmons, Brandon
Date: 2013-01-00
Type: Reports - Research
Subjects: Student Surveys,Student Attitudes,Participant Satisfaction,Online Surveys,Educational Quality,Science Achievement,Mathematics Achievement,Cultural Awareness,Relevance (Education),Interpersonal Relationship,Educational Trends,Change Strategies,Educational Practices,Educational Indicators

The overall results from the 2011-12 student survey were positive. The most positive results pertained to overall satisfaction with the participants' school, with the most unfavorable results centered on the consistency of challenging work being assigned to students and bullying. In general, 4th grade students responded more favorably than 7th and 10th grade students. Students also tended to pick the second most positive response rather than the most positive, indicating room for improvement. Items related to rigor, relevance, and relationships provided findings of interest in implementing the WCPSS strategic plan. Recommendations include improving rigor and support for student learning, considering expectations for schools with and without STEM (Science, Technology, Engineering, and Math) and Global themes for exposure to these areas, and discussing ways to address bullying in schools. Full results of the survey are shared in an appendix.
Effective Practices for Middle School Students with Multiple Needs. E&amp;R Research Alert. E&amp;R Report No. 06.22
Author: Wake County Public School System (WCPSS), Evaluation and Research Department
Date: 2007-06-00
Type: Reports - Research
Subjects: School Districts,Counties,Public Schools,Middle School Students,Institutional Characteristics,Educational Practices,At Risk Students,Limited English Speaking,Disabilities,Poverty,Observation,Interviews,Check Lists,Student Needs

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 with greater and lesser success in promoting academic growth of students with multiple risk factors. Schools that had shown the most positive and least positive patterns of progress in achievement for multi-risk students were identified. Data were collected through school and teacher observations, staff interviews, and staff checklists. Findings, implications, and questions for consideration are presented in this report. [For more information see the full report: www.wcpss.net/evaluationresearch/reports/2006/0603effectiveness03_06el em_middle.pdf.]
Outcomes for Supplemental Education Services (SES): 2009-10. Impact Evaluation. E&amp;R Report No. 11.14
Author: Paeplow, Colleen
Date: 2011-06-00
Type: Reports - Research
Subjects: Supplementary Education,Public Schools,Reading Achievement,Mathematics Achievement,Outcomes of Education,Academic Support Services,Tutoring,Elementary Schools,Elementary School Students,Program Effectiveness,Achievement Gains,Educational Legislation,Federal Legislation

This report, the third of three reports examining Supplemental Education Services (SES) within the Wake County Public School System (WCPSS), focused on the long-term goal of improved student achievement by the end of the school year. In 2009-10, 508 students participated in SES at the five schools offering SES: Brentwood, Fox Road, Poe, Wendell, and York. The vast majority of students (83%) participating in SES received tutoring services in both reading and mathematics. Overall, this study did not support the value of SES in promoting higher achievement (beyond what matched students achieved). The following appendices are included: (1) SES Participants' Reading and Mathematics Achievement 2009-10; and (2) Reading and Mathematics EOG Mean Scale Scores for Matched Students. [For the first report in the series, see ED564353. For the second report in the series, see ED564360.]