North Carolina ACT College Readiness Report
This report focuses on:
Performance - student test performance in the context of college readiness
Access - number of your graduates exposed to college entrance testing and the percent of race/ethnicity participation
Course Selection - percent of students pursuing a core curriculum
Course Rigor - impact of rigorous coursework on achievement
College Readiness - percent of students meeting ACT College Readiness Benchmark Scores in each content area
Awareness - extent to which student aspirations match performance
Articulation - colleges and universities to which your students send test results
The Opportunity Gap - Is North Carolina Providing Equal Access to Education?
ProPublica analyzed federal education data from the 2009-2010 school year to examine whether states provide high-poverty schools equal access to advanced courses and special programs that researchers say will help them later in life. This is the first nationwide picture of exactly which courses are being taken at which schools and districts across the country. More than three-quarters of all public school children are represented.
The relative rigor of North Carolina state proficiency standards in mathematics
This report contains the findings of a study that compared the relative rigor of North Carolina proficiency standards in mathematics and reading using the National Assessment of Educational Progress (NAEP) scale as a common yardstick.
Is Achievement Improving and Are Gaps Narrowing for Title I Students in North Carolina?
The report compares achievement trends since 2002 (or a more recent year in some states) on state reading and math tests for Title I students and those not participating in Title I in North Carolina. The study focused on grades 4, 8 and the high school grade tested for No Child Left Behind, usually grade 10 or 11.
Tuesday, September 20, 2011
Friday, February 12, 2010
REPORT GIVES NORTH CAROLINA A GRADE OF 'D+' FOR POLICIES THAT IMPACT QUALITY OF TEACHERS
A new report by the not-for-profit, non-partisan National Council on Teacher Quality (NCTQ) finds that North Carolina's teacher policies largely work against the nation's goal of improving teacher quality. While the national focus on teacher quality has never been greater, the broad range of state laws, rules and regulations that govern the teaching profession too often impede rather than promote serious reform.
NCTQ's 2009 State Teacher Policy Yearbook examined state policy across five areas that include teacher preparation, evaluation, tenure and dismissal, alternative certification and compensation. North Carolina earned the following grades, resulting in an overall grade of D+:
• Delivering Well Prepared Teachers: D
• Expanding the Teaching Pool: D+
• Identifying Effective New Teachers: C-
• Retaining Effective New Teachers: C
• Exiting Ineffective New Teachers: D
NCTQ President Kate Walsh said, "The release of the 2009 Yearbook comes at a particularly opportune time. Race to the Top, the $4.5 billion federal discretionary grant competition, has put unprecedented focus on education reform in general, and teacher quality in particular. We believe that the Yearbook provides a road map for achieving a Race to the Top grant, identifying where states are on the right track and where they have considerable work to do.
Walsh continued: “Unfortunately, states have tremendous ground to make up after years of policy neglect. There is much more North Carolina can do to ensure that all children have the effective teachers they deserve."
Among the findings about North Carolina:
• Unlike most states, North Carolina does consider some evidence of teacher performance in teacher evaluations and tenure decisions. However, the state does not require evidence of student learning to be the preponderant criterion in either case.
• North Carolina makes it too difficult for districts to attempt to dismiss poor performers by failing to articulate a policy for dismissing teachers for poor performance separate from dismissal policies for criminal and morality violations. North Carolina also allows multiple appeals of dismissals.
• Although North Carolina claims to offer an alternative route to certification, its burdensome requirements block talented individuals from entering the profession.
• North Carolina's requirements for the preparation of elementary teachers do not ensure these teachers are well prepared to teach reading or mathematics.
• North Carolina sets low expectations for what special education teachers should know, despite state and federal expectations that special education students should meet the same high standards as other students.
• North Carolina fails to exercise appropriate oversight of its teacher preparation programs. The state could do more to hold programs accountable for the quality of the teachers they produce.
• North Carolina's pay and benefit policies for teachers—including the state-run retirement system—offer inadequate incentives to stay in teaching.
Despite these findings, North Carolina has some bright spots, including its policy of compensating teachers for related prior work experience.
NCTQ's 2009 State Teacher Policy Yearbook examined state policy across five areas that include teacher preparation, evaluation, tenure and dismissal, alternative certification and compensation. North Carolina earned the following grades, resulting in an overall grade of D+:
• Delivering Well Prepared Teachers: D
• Expanding the Teaching Pool: D+
• Identifying Effective New Teachers: C-
• Retaining Effective New Teachers: C
• Exiting Ineffective New Teachers: D
NCTQ President Kate Walsh said, "The release of the 2009 Yearbook comes at a particularly opportune time. Race to the Top, the $4.5 billion federal discretionary grant competition, has put unprecedented focus on education reform in general, and teacher quality in particular. We believe that the Yearbook provides a road map for achieving a Race to the Top grant, identifying where states are on the right track and where they have considerable work to do.
Walsh continued: “Unfortunately, states have tremendous ground to make up after years of policy neglect. There is much more North Carolina can do to ensure that all children have the effective teachers they deserve."
Among the findings about North Carolina:
• Unlike most states, North Carolina does consider some evidence of teacher performance in teacher evaluations and tenure decisions. However, the state does not require evidence of student learning to be the preponderant criterion in either case.
• North Carolina makes it too difficult for districts to attempt to dismiss poor performers by failing to articulate a policy for dismissing teachers for poor performance separate from dismissal policies for criminal and morality violations. North Carolina also allows multiple appeals of dismissals.
• Although North Carolina claims to offer an alternative route to certification, its burdensome requirements block talented individuals from entering the profession.
• North Carolina's requirements for the preparation of elementary teachers do not ensure these teachers are well prepared to teach reading or mathematics.
• North Carolina sets low expectations for what special education teachers should know, despite state and federal expectations that special education students should meet the same high standards as other students.
• North Carolina fails to exercise appropriate oversight of its teacher preparation programs. The state could do more to hold programs accountable for the quality of the teachers they produce.
• North Carolina's pay and benefit policies for teachers—including the state-run retirement system—offer inadequate incentives to stay in teaching.
Despite these findings, North Carolina has some bright spots, including its policy of compensating teachers for related prior work experience.
Tuesday, February 9, 2010
New Report: Charter Schools' Political Success is a Civil Rights Failure
The Civil Rights Project/Proyecto Derechos Civiles at UCLA has issued "Choice Without Equity: Charter School Segregation and the Need for Civil Rights Standards," a nationwide report based on an analysis of Federal government data and an examination of charter schools in 40 states and the District of Columbia, along with several dozen metropolitan areas with large enrollments of charters. The report found that charter schools continue to stratify students by race, class, and possibly language, and are more racially isolated than traditional public schools in virtually every state and large metropolitan area in the country.
The study's key findings suggest that charter schools, particularly those in the western United States are havens for white re-segregation from public schools; requirements for providing essential equity data to the federal government go unmet across the nation; and magnet schools are overlooked, in spite of showing greater levels of integration and academic achievement than charters.
North Carolina fact sheet
The study's key findings suggest that charter schools, particularly those in the western United States are havens for white re-segregation from public schools; requirements for providing essential equity data to the federal government go unmet across the nation; and magnet schools are overlooked, in spite of showing greater levels of integration and academic achievement than charters.
Saturday, February 6, 2010
NC'S DRAFT SOCIAL STUDIES CURRICULUM EXPANDS THE TIME STUDENTS WILL STUDY U.S. HISTORY
North Carolina's draft revised social studies curriculum increases the amount of time students will spend studying United States history.
North Carolina's social studies standards are being revised to provide students more time to study United States history by providing a full year of U.S. history in both elementary school and middle school. Currently, students do not have a full year of U.S. history in elementary school, and they do not study U.S. history in middle school. The process of revising the curriculum standards has just begun, and the current draft is expected to undergo several revisions in coming months.
Students would build on that study in high school Civics and Economics and in U.S. History. The high school Civics course includes learning about our nation's development and foundation. The high school U.S. History course would begin with 1877, the end of Reconstruction, in order to give students and teachers time to study our nation's history in more depth. The years prior to reconstruction would have been covered with students three times before - in fourth grade (as part of North Carolina history) in fifth grade and in seventh grade.
A wide range of elective U.S. History and other history courses also would be available to students who wish to continue history study in high school.
North Carolina's current curriculum, as well as the proposed draft, are available online.
• The current standards
• Draft 1.0 Revised social studies standards (A link for feedback is provided.)
The revised standards will continue to be refined before the N.C. State Board of Education considers them later this year.
North Carolina's social studies standards are being revised to provide students more time to study United States history by providing a full year of U.S. history in both elementary school and middle school. Currently, students do not have a full year of U.S. history in elementary school, and they do not study U.S. history in middle school. The process of revising the curriculum standards has just begun, and the current draft is expected to undergo several revisions in coming months.
Students would build on that study in high school Civics and Economics and in U.S. History. The high school Civics course includes learning about our nation's development and foundation. The high school U.S. History course would begin with 1877, the end of Reconstruction, in order to give students and teachers time to study our nation's history in more depth. The years prior to reconstruction would have been covered with students three times before - in fourth grade (as part of North Carolina history) in fifth grade and in seventh grade.
A wide range of elective U.S. History and other history courses also would be available to students who wish to continue history study in high school.
North Carolina's current curriculum, as well as the proposed draft, are available online.
• The current standards
• Draft 1.0 Revised social studies standards (A link for feedback is provided.)
The revised standards will continue to be refined before the N.C. State Board of Education considers them later this year.
Friday, February 5, 2010
North Carolina Public Schools Get Another 'F' in School Financing
Statement from NCAE President Sheri Strickland on the "Quality Counts" report published by Education Week on January 14, 2010
North Carolina sits at the bottom with the lowest grade possible, an F, in a recently released report by Education Week. The state has earned this low score for its lack of investment in public education. The report, "Quality Counts," points to low per-pupil expenditures and a low percentage of total taxable resources being spent on education in North Carolina. This is the second consecutive year that North Carolina has earned an "F" for education spending from Education Week.
With the North Carolina General Assembly slated to convene in May to take action on a budget, NCAE wants to see major steps taken to improve this grade and, more importantly, improve the effort the state is making to provide a strong educational beginning for all our children. North Carolina garnered only 66.6 points out of 100 in school financing. I know we can do better -- we have to for all students in public education and for the future of our state.
The Quality Counts report points to the mere 2.8 percent of total taxable resources spent on K-12 education (2007). Only two other states spend a smaller percentage of taxable resources on public schools. North Carolina also languishes near the bottom on per-pupil expenditures with only $8,345 spent on each student – 41 other states and Washington, D.C. spend more per pupil, up to a whopping $16,386. Certainly the General Assembly would agree that this paltry level of investment in our children is unacceptable. Just last year, legislators slashed the pre-K-12 budget by nearly 10 percent. NCAE will simply not accept a 2010-2011 budget that makes further cuts in public education -- and neither should any of the citizens of this state.
In fact, the percentage of the general funding dedicated to pre-K-12 education has declined 15 points since 1970, while other areas of state spending have increased -- including post-secondary education. Overall, North Carolina earned a D+ for School Finance, for which "Quality Counts" factors in Equity and Spending.
NCAE members across the state report that public education has been strained because of the severely and drastically reduced budget for 2009-10. K-12 education lost experienced classroom teachers, suffered the demotion of certified teachers to the role of teacher assistants, and the elimination of teacher assistant positions in grades K-3.
The Association's message to the General Assembly is simple and straightforward:
• Make pre-K-12 public education a priority.
• Public schools cannot take another round of drastic cuts. It puts the future of North Carolina at risk.
• Reform the tax structure by closing corporate tax loop holes and providing more revenue through smart tax increases on alcohol and cigarettes.
As educators, it is part of our responsibility to speak out so that our children receive the best education that our state can provide. We must invest wisely in education or face the undesirable consequences of poorly funded public schools. Our urgent message to the General Assembly is "courage not cuts."
North Carolina sits at the bottom with the lowest grade possible, an F, in a recently released report by Education Week. The state has earned this low score for its lack of investment in public education. The report, "Quality Counts," points to low per-pupil expenditures and a low percentage of total taxable resources being spent on education in North Carolina. This is the second consecutive year that North Carolina has earned an "F" for education spending from Education Week.
With the North Carolina General Assembly slated to convene in May to take action on a budget, NCAE wants to see major steps taken to improve this grade and, more importantly, improve the effort the state is making to provide a strong educational beginning for all our children. North Carolina garnered only 66.6 points out of 100 in school financing. I know we can do better -- we have to for all students in public education and for the future of our state.
The Quality Counts report points to the mere 2.8 percent of total taxable resources spent on K-12 education (2007). Only two other states spend a smaller percentage of taxable resources on public schools. North Carolina also languishes near the bottom on per-pupil expenditures with only $8,345 spent on each student – 41 other states and Washington, D.C. spend more per pupil, up to a whopping $16,386. Certainly the General Assembly would agree that this paltry level of investment in our children is unacceptable. Just last year, legislators slashed the pre-K-12 budget by nearly 10 percent. NCAE will simply not accept a 2010-2011 budget that makes further cuts in public education -- and neither should any of the citizens of this state.
In fact, the percentage of the general funding dedicated to pre-K-12 education has declined 15 points since 1970, while other areas of state spending have increased -- including post-secondary education. Overall, North Carolina earned a D+ for School Finance, for which "Quality Counts" factors in Equity and Spending.
NCAE members across the state report that public education has been strained because of the severely and drastically reduced budget for 2009-10. K-12 education lost experienced classroom teachers, suffered the demotion of certified teachers to the role of teacher assistants, and the elimination of teacher assistant positions in grades K-3.
The Association's message to the General Assembly is simple and straightforward:
• Make pre-K-12 public education a priority.
• Public schools cannot take another round of drastic cuts. It puts the future of North Carolina at risk.
• Reform the tax structure by closing corporate tax loop holes and providing more revenue through smart tax increases on alcohol and cigarettes.
As educators, it is part of our responsibility to speak out so that our children receive the best education that our state can provide. We must invest wisely in education or face the undesirable consequences of poorly funded public schools. Our urgent message to the General Assembly is "courage not cuts."
Monday, January 11, 2010
Proposed new standards for K-12 science
State Board of Education members spent time reviewing the proposed new curriculum standards for K-12 science courses during their meeting this week. The new standards are the latest deliverable in North Carolina’s Accountability and Curriculum Reform Effort (ACRE) approved by the State Board as part of its "Framework for Change." January marks the second month in which the science standards have come before Board members for discussion. Draft 4.0 of the N.C. Standard Course of Study Science Essential Standards will be posted online Jan. 18 at www.ncpublicschools.org/acre/standards/. Public feedback will continue to be reviewed and incorporated as the standards are finalized. The Board will vote for approval of the new science curriculum in the next few months so it can be implemented no later than the 2012-13 school year.
The State Board of Education has already approved the essential standards for K-12 Mathematics, English 10, the Occupational Course of Study and K-12 Information and Technology at its meeting in September and they will go into effect for the 2011-12 school year. Each new set of standards is the result of efforts of statewide writing teams comprised of classroom teachers, school administrators, content and curriculum experts from the NCDPI, university and community college faculty and national experts on curriculum design and testing. Writing teams study standards from other states and countries and meet with and receive feedback from members of the business community and the public before the revisions go before the State Board for approval.
Writing teams are currently working on essential standards for K-9 and 11-12 English Language Arts, K-12 social studies, foreign languages, healthful living and fine arts which are projected to go into effect in the 2012-13 school year. In addition, NCDPI staff members continue to develop teacher "toolkits" for each content area and are working on plans for professional development to help roll out new standards to educators across the state.
The State Board of Education has already approved the essential standards for K-12 Mathematics, English 10, the Occupational Course of Study and K-12 Information and Technology at its meeting in September and they will go into effect for the 2011-12 school year. Each new set of standards is the result of efforts of statewide writing teams comprised of classroom teachers, school administrators, content and curriculum experts from the NCDPI, university and community college faculty and national experts on curriculum design and testing. Writing teams study standards from other states and countries and meet with and receive feedback from members of the business community and the public before the revisions go before the State Board for approval.
Writing teams are currently working on essential standards for K-9 and 11-12 English Language Arts, K-12 social studies, foreign languages, healthful living and fine arts which are projected to go into effect in the 2012-13 school year. In addition, NCDPI staff members continue to develop teacher "toolkits" for each content area and are working on plans for professional development to help roll out new standards to educators across the state.
On report card: student's math achievement level
North Carolina Department of Public Instruction ADOPTS NEW MATH MEASURE TO BOOST STUDENT ACHIEVEMENT
Beginning this year, students receiving their end-of-grade and end-of-course score reports for mathematics will notice a new number beside their test grades. This new number reflects a Quantile measure and offers another way to gauge a student's math achievement level while also providing teachers and parents with an additional tool they can use to connect students with targeted instructional resources. The new number is a result of work the North Carolina Department of Public Instruction completed last year to link all statewide mathematics assessments to the Quantile Framework® for Mathematics.
The Quantile Framework was developed by MetaMetrics, an educational measurement organization based in Durham, and provides a common, developmental scale for measuring student mathematics achievement, the difficulty of mathematical skills and concepts, and the materials for teaching mathematics. By placing the curriculum, teaching materials and students on the same scale, Quantile measures enable teachers to describe which math skills and concepts a student is ready to learn and identify those that will require additional instruction so students can be matched with resources that meet their learning needs. North Carolina is one of four states currently using this framework.
Parents can use Quantile measures to support students' mathematical development by connecting them with targeted mathematics activities at home. Additional information about Quantile measures as well as resources including a math skills database, family-friendly math activities and a math textbook search tool, are available at www.quantiles.com.
Since 1996, North Carolina students in grades 3–8 have received a Lexile® measure for reading on their end-of-grade score reports. Last December, the NCDPI extended the availability of Lexile measures to ninth graders who took the English I end-of-course test. The NCDPI also joined with Gov. Bev Perdue last summer to promote the Lexile Find-a-Book online book database, available at http://www.lexile.com, to encourage students to use their Lexile scores to select books for summer reading.
Beginning this year, students receiving their end-of-grade and end-of-course score reports for mathematics will notice a new number beside their test grades. This new number reflects a Quantile measure and offers another way to gauge a student's math achievement level while also providing teachers and parents with an additional tool they can use to connect students with targeted instructional resources. The new number is a result of work the North Carolina Department of Public Instruction completed last year to link all statewide mathematics assessments to the Quantile Framework® for Mathematics.
The Quantile Framework was developed by MetaMetrics, an educational measurement organization based in Durham, and provides a common, developmental scale for measuring student mathematics achievement, the difficulty of mathematical skills and concepts, and the materials for teaching mathematics. By placing the curriculum, teaching materials and students on the same scale, Quantile measures enable teachers to describe which math skills and concepts a student is ready to learn and identify those that will require additional instruction so students can be matched with resources that meet their learning needs. North Carolina is one of four states currently using this framework.
Parents can use Quantile measures to support students' mathematical development by connecting them with targeted mathematics activities at home. Additional information about Quantile measures as well as resources including a math skills database, family-friendly math activities and a math textbook search tool, are available at www.quantiles.com.
Since 1996, North Carolina students in grades 3–8 have received a Lexile® measure for reading on their end-of-grade score reports. Last December, the NCDPI extended the availability of Lexile measures to ninth graders who took the English I end-of-course test. The NCDPI also joined with Gov. Bev Perdue last summer to promote the Lexile Find-a-Book online book database, available at http://www.lexile.com, to encourage students to use their Lexile scores to select books for summer reading.
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