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Healthy Schools Task Force Executive Summary

February 17, 2004

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Introduction

As co-chairs of the Healthy Schools Task Force, we wish to express our gratitude for the dedication and hard work of all committee members to fulfilling the mission of the Task Force. Twenty-seven community members from across the county, representing a diversity of perspectives, volunteered considerable time and energy to discuss, debate, and define a set of recommendations for the school board's consideration on significant issues currently confronting the school district and community. The committee members engaged this task with careful attention and dedication to the school board's original charge to "...bring us together to find solutions to the concerns that are in the community."

We would also like to express our gratitude to the school board members and administrative staff who invested many hours in responding to inquiries made by the Task Force and supporting the Task Force operations. It is evident that board members and school personnel are committed to continuous improvement. There is much that school administrators, teachers, parents, students and the community at large can be proud of regarding the district's accomplishments. And, it is also true that the district recognizes there is always room for improvement.

The recommendations in this Executive Summary are presented by unanimous consent of the Task Force, and the Wake County community has been well served by this effort. We extend a hearty thank you to our Task Force members listed below. Thank you for a job well done!

Dick Daugherty, HSTF Co-Chair, Raleigh
Dudley Flood, HSTF Co-Chair, Raleigh

HSTF Committee Members

Becky Brady, Cary Roxie Cash, Raleigh
Wanda Denning, Fuquay-Varina Barbara Freedman, Raleigh
Patti Gillenwater, Raleigh Ricki Grantmyre, Cary
Tony Habit, Wake Forest Debra Horton, Wake Forest
Janet Howard, Raleigh Jim McClure, Garner
Lori Millberg, Wendell Doug Miskew, Morrisville
Mike Mitchell, Raleigh Tammie Moore, Morrisville
Elizabeth Parry, Cary Hilda Pinnix-Ragland, Cary
Ervin Portman, Cary Marion Robinson, Raleigh
Joel Rosch, Raleigh Curt Stangler, Cary
Keith Sutton, Holly Springs Ralph Thompson, Raleigh
George Wait, Apex Reuben Young, Cary
Marco Zarate, Apex

Overview

On October 8, 2002, the Wake County Board of Education called for the creation of a countywide Healthy Schools Task Force (HSTF). The board indicated a purpose of the Task Force was to "...examine and discuss a variety of issues that affect the on-going health and stability of public education in Wake County." Subsequently, the board prioritized a set of four issues for the committee to consider. The four issues were:

  1. Academic success for all WCPSS students in grades K-12;
  2. Diversity in schools;
  3. Capacity utilization of existing and future facilities;
  4. and Community expectations of our school system.

This executive summary reports the recommendations made by the HSTF to the Wake County Board of Education.

The HSTF's recommendations recognize that Wake County is consistently ranked as one of the best places in the United States in which to live, work, raise a family, and educate children. The Wake County Public School System (WCPSS), 25th largest in the nation, is an exemplary school district, counted among the select leaders in the nation, and is committed to continuous improvement. Data collected over the recent years reveal that the district has made steady and remarkable progress on a multitude of fronts. Examples reported below convey the breadth and depth of the district's exemplary performance.

Achievement scores in the district have risen steadily over time to their highest level at the end of the 2002-03 school year. For the first time ever, the percentage of all scores at or above grade level on the state's End-of-Grade reading and math exams in grades 3-8 surpassed 90%. This accomplishment has been achieved over time while also reducing the achievement gap among major student groups as the figure depicts for reading scores.

SAT scores in the district for 2003 exceed those for the state and nation (1067 WCPSS, 1001 North Carolina, and 1026 nation), a fact that is especially noteworthy in consideration of how almost 80% of WCPSS students take the SAT but only 68% in the state and 48% in the nation. This achievement has been accomplished while also reducing the dropout rate in grades 9-12 which had fallen in WCPSS to 2.6% in 2002-03 (the last year for which data are available) compared to 4.8% for the state. And, compared to North Carolina graduates overall, WCPSS enrolls a higher percentage of graduates in UNC college institutions (60.0% WCPSS, 45.2% NC). WCPSS graduates at UNC institutions earn higher GPAs in their freshman year than other UNC freshman, take more advanced courses, and require a lower percentage of remedial courses.

Recommendations

Recognizing that the community will always have concerns about the quality of its schools, the HSTF makes the following recommendations to the Wake County Board of Education. The recommendations are organized under four headings:

  1. Academic success for all students
  2. Diversity in schools
  3. Capacity utilization of facilities
  4. Community expectations of WCPSS

A rationale and list of action steps is provided for many of the recommendations. Additionally, each recommendation is aligned with one of the eight healthy school characteristics identified by the Wake County Board of Education.

Academic Success for all Students

1. Highly trained and effective staff. It is recommended that the board of education improve teacher and administrator recruitment, retention and quality.

Rationale: The Task Force finds that research clearly demonstrates that the single most important factor in students' academic performance under the control of a school system is the quality of administrative and teaching staff at the school. Action steps that the board of education should consider in light of this recommendation include the following:

  1. Action Step. Improve working conditions for classroom teachers by eliminating non-instructional duties and unnecessary paperwork. Provide support staff for lunchroom duty, bus and carpool duty, clerical work, etc.
  2. Action Step. Continue to base incentives on expected and high growth in students using appropriate guidelines.
  3. Action Step. Establish clear career pathways for teachers that define options for career growth in the classroom, and strengthen the role of teacher leaders in school success.
  4. Action Step. Provide leadership training with continuing support for administrators to improve their ability to recruit and retain high quality teachers.
  5. Action Step. Increase resources for schools with students facing greater academic challenges than is the norm for the school district through research-based strategies such as reducing class size, increasing support staff, and/or increasing instructional resources

2. High academic achievement. It is recommended that the board of education direct additional resources towards closing the achievement gap.

Rationale: Annual data on academic achievement reveal a large and persistent gap between the achievement of White and Asian students versus other minority students and low-income students. The Task Force finds there is evidence that the school district is having some success in closing this gap; however, it is apparent that additional resources will be needed to continue making progress. Action steps that the board of education should consider in light of this recommendation include the following:

  1. Action Step. Provide greater resources for K-3, specifically screening and intervention for the early prevention of school failure (i.e., speech/language deficiencies).
  2. Action Step. Expand the Accelerated Learning Program to include summer camps, camps for limited English proficient students, and track-out camps for at-risk students.
  3. Action Step. Implement a countywide parent involvement standard with a contract focusing on home/school communication, parent education, and involvement in the school.
  4. Action Step. Educate parents on the adverse effect of excessive television viewing on academic achievement.
  5. Action Step: Enter into partnerships with relevant child advocacy groups (e.g., worship, LimiTV, SAFEchild).

3. High academic achievement. It is recommended that the board of education direct additional resources towards closing the achievement gap among limited English proficient students.

Rationale: Similar to recommendation #2, the Task Force finds that here too data reveal an achievement gap. The fastest growing student population in the school system, limited English proficient students are a diverse group of students and require specialty services that are unique. Action steps that the board of education should consider in light of this recommendation include the following:

  1. Action Step. Direct additional resources towards the hiring of more highly qualified English as a Second Language teachers, in keeping with the earlier recommendation of the Citizen Advisory Committee.
  2. Action Step. Provide greater resources for K-3, specifically screening and intervention for the early prevention of school failure (e.g., speech/language deficiencies)
  3. Action Step. Expand the Accelerated Learning Program to include track-out camps and summer camps for limited English proficient students.

4. High academic achievement. It is recommended that the board of education enhance programming for high achieving students (e.g., academically gifted students, Level IV students).

Rationale: Recognizing the importance of improving the achievement of low achieving students, it is the Task Force’s position that it is also imperative to assure that the school system provide the highest quality educational programming for high achieving students. Action steps that the board of education should consider in light of this recommendation include the following:

  1. Action Step. Ensure that additional resources are directed towards increasing the quality and quantity of academically gifted programming in all schools. Provide no less than one full-time AG teacher per school.
  2. Action Step. Identify advanced curricula and coursework that will challenge the high achieving student in the classroom. Provide classroom teachers with annual comprehensive training to equip them with the skills and the curricula to be able to challenge gifted students.
  3. Action Step. Ensure that classroom teachers and AG specialists provide enrichment activities for gifted students of all ages.
  4. Action Step. Partner with parents to explore accelerated learning opportunities for their children outside the school day.
  5. Action Step. Explore greater use of nontraditional means (e.g., work portfolios, teacher recommendations, observations) by which academically talented students may be identified so as to better identify students among underrepresented populations such as minority students, low-income students, and limited English proficient students.

5. Safe, orderly, and inviting learning climate. It is recommended that the board of education develop and implement plans for high school reform so as to provide every child the opportunity to earn a high school diploma.

Rationale: This recommendation of the Task Force is grounded in data that reveal that many students fail to earn a high school diploma. Data indicate the dropout rate has been decreasing over time. However, over the period of time when students enter high school as freshman and four years later when they are expected to graduate, there are many thousands who do not earn a diploma, even with an additional fifth year. Action steps that the board of education should consider in light of this recommendation include the following:

  1. Action Step. Convene a study group of citizens, educators, community, and business leaders to research models and strategies of high school reform.
  2. Action Step. Provide additional intervention and support (e.g., academic coaches, quarterly meetings with counselors) for students at risk of dropping out, beginning in the sixth grade.
  3. Action Step. Improve the rigor of vocational education, and enhance partnerships with the community college.
  4. Action Step. Ensure adequate resources for remediation and/or recovery of course credit through strategies such as NovaNet and afterschool tutorials.
  5. Action Step. Provide alternative means for students who have dropped out of school or are out of school with a long-term suspension or expulsion to achieve a high school diploma on time with their age cohort.
  6. Action Step. Examine how well the middle school curriculum is preparing students for high school, and implement findings of this examination to improve academic rigor at middle schools.

6. Safe, orderly, and inviting learning climate. It is recommended that the board of education make the changes necessary to align school hours with students’ optimal learning times.

Rationale: Referencing research that suggests biological changes in adolescents affect sleep patterns to favor morning sleep, the Task Force finds that it could be advantageous to give high school students a later morning start time. In contrast, research suggests young children are most alert in the morning and are often too tired to absorb new information in the afternoon. Elementary students would possibly benefit from an earlier school start time and earlier dismissal. Action steps that the board of education should consider in light of this recommendation include the following:

  1. Action Step. The school district should conduct a detailed review of the research literature and opinions of the community to ascertain how bell schedules may be optimized for students at different developmental ages, and implement findings of this review.

7. High academic achievement. It is recommended that the board of education enhance programming for the arts in grades K-12 (e.g., drama, theatre, music, visual arts).

Rationale: The Task Force finds that academic excellence can be demonstrated through the arts, noting how research indicates that students’ participation in the arts is positively associated with academic performance in traditional subject domains such as reading, writing, mathematics, and science. Action steps that the board of education should consider in light of this recommendation include the following:

  1. Action Step. Increase outreach efforts to engage all students in the arts so as to increase the representation of traditionally under-represented populations such as minority, low-income students, and limited English proficient students.
  2. Action Step. Increase the school system’s financial support for arts education.
  3. Action Step. Develop increased strategies for integrating the arts into the core curriculum.
  4. Action Step. Expand arts elective opportunities at all middle schools, in keeping with improving academic rigor.
  5. Action Step. Evaluate the advantages/disadvantages of establishing 7-period days at all middle schools with respect to improving academic rigor at traditional and magnet schools, make these advantages/disadvantages known to the public, and implement recommendations that come from this evaluation.

8. High academic achievement. It is recommended that the board of education show substantial progress towards adherence to existing guidelines for economically balanced schools.

Rationale: Based upon research and experience, the Task Force finds that a high concentration of students in poverty in a school can have an adverse affect on the academic achievement of all students at that school. Action steps that the board of education should consider in light of this recommendation include all of the steps outlined in the following section, Diversity in Schools.

Diversity in Schools(1)

9. Diverse student body. It is recommended that the board of education continue its commitment to maintaining diversity in all schools.

Rationale: It is the Task Force’s position that this commitment is important to maintaining a healthy school system and providing all students with the opportunity for a high quality education, recognizing the value that a diverse student population at a school contributes to healthy child development as well as academic excellence for all students. Action steps that the board of education should consider in light of this recommendation include the following:

  1. Action Step. Define diversity to include research-based factors that contribute to student success.
  2. Action Step. Implement strategies designed to make diversity a community value.
  3. Action Step. Continue to focus on providing parents with choices, ensuring that these choices remain strong and viable instruments for achieving diversity in schools.
  4. Action Step. Continue to support magnet programs as a strategy to achieve diversity.
  5. Action Step. Continue and enhance staff development on diversity.
  6. Action Step. Continue to develop strategies and fiscal resources needed for attracting economically diverse populations to year-round schools.

10. Diverse student body. It is recommended that the board of education employ a strategy of assigning base populations to non-traditional schools that are not representative of diversity in the transportation area, so that the composition of those schools generally reflects the other schools in that same transportation area.(2)

Rationale: The Task Force recognizes that non-traditional schools without assigned base populations are often not reflective of the diversity in their surrounding community. Economically disadvantaged students, for instance, may find it difficult to attend these schools due to unique financial considerations during intercession periods. Further, year-round schools that are not representative of nearby schools can have negative effects on these nearby schools (e.g., contributing to under-enrollment, higher concentrations of economically disadvantaged students, decreased parental support). Action steps that the board of education should consider in light of this recommendation include the following:

  1. Action Step. Add and/or increase base populations to non-traditional schools to ensure that each of these schools is reflective of other schools in the transportation area.
  2. Action Step. Continuously monitor school enrollment to ensure that schools in close proximity have similar demographics, whether program magnet, traditional, or year-round schools.
  3. Action Step. Use data from Action Step B to implement a more specific, individualized admission policy to non-traditional schools. The policy would be set yearly for each individual school and may fluctuate based on the health of the sending and receiving schools.
  4. Action Step. Provide assistance and help identify community resources that will create opportunities for economically-disadvantaged base populations to take advantage of programs at non-traditional schools.

11. Diverse student body. It is recommended that the board of education research the factors that would attract a diverse population to enroll in any school, and continue to support programs that attract diverse populations.

Rationale: The Task Force recognizes there are numerous factors that parents find attractive when selecting a school for their child(ren), that these factors are different for different parents, and that these factors will vary over time. To the extent the school system is able to identify these factors, whether collectively for all schools or individually for specific schools, then it is better able to improve the allure of its schools. Action steps that the board of education should consider in light of this recommendation include the following:

  1. Action Step. The school system should research reasons why parents elect to educate their child(ren) outside the school system (e.g., home school, private school, charter school).
  2. Action Step. Continue to support and increase the magnet program as a strategy to achieve academic success and diversity within schools.
  3. Action Step. Situate magnet schools based on the goals and objectives of the magnet school program, including revitalizing healthy school characteristics.

12. Diverse student body. It is recommended that the board of education continue to provide transportation in support of parent choices and balancing diversity at schools.

Rationale: While offering parental choice through the magnet program creates diversity in many schools, the Task Force finds that there are still unbalanced areas that require additional interventions to provide for healthy schools. Although busing students to achieve diversity goals is an extremely small portion of the county's transportation program, representing approximately 3% of the district's student enrollment, it is a crucial element in helping to provide academic success for all students. Action steps that the board of education should consider in light of this recommendation include the following:

  1. Action Step. Continue to provide efficient means of transportation.
  2. Action Step. Continue the practice of limited busing of students to achieve diversity goals, while continuing to analyze geographic and practical limitations.

Capacity Utilization of Facilities

13. Strong parental support. It is recommended that the board of education adopt a long-term view of student assignment to enhance the stability of school assignment for children.

Rationale: This Task Force recommendation recognizes that parents desire stability in where their children will attend schools. For many parents, the very act of choosing a neighborhood and place to live is predicated on what school their child will attend. Action steps that the board of education should consider in light of this recommendation include the following:

  1. Action Step. Expand public participation in the student assignment process to increase understanding of and support for assignment decisions.
  2. Action Step. Adopt a policy instituting a 10-year plan for accommodating growth, reflecting best educational practices and subject to annual revisions based upon the latest data available to the school system.
  3. Action Step. Ensure that any student subjected to reassignment in his/her school career is not subsequently again reassigned for at least four school years.

14. Attractive and appropriate learning facilities. It is recommended that the board of education regularly evaluate facility utilization to assess the economic viability of maintaining equity of existing school facilities with new school construction.

Rationale: It is the Task Force’s position that renovation and/or maintenance expenses at aging schools need to be evaluated so as to consider all viable alternatives of providing the most cost effective utilization of school facilities. Action steps that the board of education should consider in light of this recommendation include the following:

  1. Action Step. Conduct a costs/benefits analysis for any aging school being considered for significant renovation, weighing renovating the school against closing the school, with costs and benefits to include consideration of educational priorities and community health, as well as economic factors.
  2. Action Step. Move aggressively to reduce the deferred maintenance backlog and fully fund ongoing operating and maintenance needs.

Community Expectations of WCPSS

15. Strong community support. It is recommended that the board of education develop a plan to increase communications to all stakeholders in the community, including non-English speaking parents, taxpayers without students in the public schools, and legislators.

Rationale: The Task Force recognizes that stakeholders in public education include the traditional audience of school staff and parents with children attending district schools, as well as other audiences including all taxpayers, elected officials, business, and community agency leaders. Action steps that the board of education should consider in light of this recommendation include the following:

  1. Action Step. Seek to increase the involvement of the Wake County community through varied means to evaluate community needs and views, and involve the community in planning activities.
  2. Action Step. Conduct a communications assessment to determine how Wake County citizens prefer to provide input to the board of education and local schools, and how they prefer to receive information from the board and schools. The assessment should focus on identifying and developing innovative ways and means for listening to the community.
  3. Action Step. Seek ways and means of increasing communications with the community and gaining community input into school decision-making processes.
  4. Action Step. Make frequent and focused presentations on short-term and long-range plans to diverse groups of community, business, and agency leaders.

16. Strong parent support. It is recommended that the board of education develop plans to increase parental involvement.

Rationale: The Task Force recognizes that parental involvement is one of the most important factors in student achievement outside the schools' control. Action steps that the board of education should consider in light of this recommendation include the following:

  1. Action Step. A parent/teacher/school contract, individualized to the needs of each student, should be established to which all parties agree to abide.
  2. Action Step. Electronic communications through the Internet and email should be developed for widespread use at all schools as soon as possible so as to provide parents timely information on their student’s progress.
  3. Action Step. Adopt the National Standards for Parent/Family Involvement Programs of the National PTA. (3)
    1. Communication between home and school is regular, two-way, and meaningful.
    2. Parenting skills are promoted and supported.
    3. Parents play an integral role in assisting student learning.
    4. Parents are welcome in the school, and their support and assistance are sought.
    5. Parents are full partners in the decisions that affect children and families.
    6. Community resources are used to strengthen schools, families, and student learning.
  4. Action Step. Develop a sound infrastructure to aid in the communication with parents of limited English proficient students and low-income students.

17. Strong and effective leadership. It is recommended that the board of education increase the utilization of volunteers and community groups representing diverse perspectives when significant issues will impact the community.

Rationale: The Task Force recognizes the responsibility that school leaders, including principals and PTA members, have in reaching out to involve a greater number and more diverse members of the community so as to best ensure that every voice has the opportunity to be heard. For instance, school leaders have a vested interest in the student assignment and facility use decision-making processes. These individuals are in frequent contact with and best suited to engage and communicate with the staff, volunteers, and community populations that are impacted by these and other significant issues.

18. Safe, orderly, and inviting learning environment. It is recommended that the board of education continue to support, reinforce, and enhance the district’s existing Character Education program.

Rationale: The Task Force finds that the district's existing Character Education program contributes to the well being of individual students and overall health of the school.

19. Strong and effective leadership. It is recommended that the board of education advocate to be given taxing authority on school matters, rather than current law wherein this resides with the county commissioners.

Rationale: Recognizing varied opinions on this matter, the Task Force questions the advantages and disadvantages of the current taxing authority for school funding, and recommends the board of education examine whether having taxing authority would allow the school system to better match responsibility with accountability through communicating its case for any needed resources directly to the public.

20. Strong community support. It is recommended that the school system review the magnet school program and explain to the citizens of Wake County how the magnet schools support and promote the educational health of all schools in the district.

Rationale: Magnet schools in Wake County have been operating for more than 20 years, and the program has grown significantly in size as well as complexity. This Task Force recognizes the important role magnet schools have had in the school district, advancing the health of all schools. This rationale also recognizes that there is a need to review the purpose and role of magnet schools and clarify for the citizens of the county the goals, objectives, and policies of the magnet school program now in the 21st century.

Endnotes

(1) For the purposes of this document, in keeping with Wake County Board of Education policy, diversity is defined to include two factors: (a) the mix of students at a school representing varied socioeconomic levels, and (b) the mix of students at a school representing varied academic achievement levels.

(2) The term, “transportation area”, is defined in keeping with the common use of this term in the WCPSS.

(3) Source: National PTA. (1997). PTA guide to the national standards for parent/family involvement programs. Bloomington, IN: National Educational Service.