NORTH CAROLINA
EDUCATION NEWS
April 2007
Copyright © 2007 Queue,
Inc.
North
Carolina Public Schools Advanced Placement
U.S.
Chamber Report Card on Education Says States Failing our Students, Risking our
Future
Technology
Counts - North Carolina
High
Poverty Schools and the Distribution of Teachers and Principals in North
Carolina
Friday Institute Leads Pilot K-12
Connectivity Initiative for State
2007
GOVERNOR'S SCHOOL SELECTIONS ANNOUNCED
SCHOOLS'
TECHNOLOGY PROGRAMS RECEIVE BOOST THANKS TO GRANT
North
Carolina's Top Two Youth Volunteers Selected In 12th Annual National Awards
Program
Nominate
an Outstanding Teacher for the American Stars of Teaching Award
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Student Participation
8.4% increase in the number of students participating between
2005 and 2006
In 2006: 36,912 North Carolina Public School Students took AP
Exams
In 2005: 34,048 North Carolina Public School Students took AP
Exams
In 2001: 20,980 North Carolina Public School Students took AP
Exams
In 1996: 14,339 North Carolina Public School Students took AP
Exams
¥ Since 2001, the number of North Carolina Public School students
participating in AP increased by 15,932 or 75.9%.
Exams Taken
10.6% increase in the number of AP Exams taken between 2005 and
2006
In 2006: North Carolina Public School Students took 68,634 AP
Exams
In 2005: North Carolina Public School Students took 62,051 AP
Exams
In 2001: North Carolina Public School Students took 36,245 AP
Exams
In 1996: North Carolina Public School Students took 21,975 AP
Exams
¥ Since 2001, the number of AP Exams taken by North Carolina
Public School students increased by 32,389 or 89.4%.
Exams Scored 3 or higher
9.3% increase in the number of AP Exams scored 3 or higher
between 2005 and 2006
In 2006: North Carolina Public School Students scored 3 or higher
on 36,341 AP Exams
In 2005: North Carolina Public School Students scored 3 or higher
on 33,249 AP Exams
In 2001: North Carolina Public School Students scored 3 or higher
on 19,578 AP Exams
In 1996: North Carolina Public School Students scored 3 or higher
on 11,954 AP Exams
¥ Since 2001, the number of AP Exams scored 3 or higher taken by
North Carolina Public School students increased by 16,763 or 85.6%.
To
read detailed report on North Carolina please go to:
http://www.collegeboard.com/prod_downloads/about/news_info/ap/2007/north-carolina_ap-report_07.pdf
Leaders
and Laggards: A State-by-State Report Card on Educational Effectiveness graded
all 50 states and Washington, DC, on nine broad categories including academic
achievement, return on investment, truth in advertising, rigor of standards, and
data quality.
North
Carolina scored 3 AÕs, 2 BÕs, 3 C
Ôs and 1 D including a C in Academic Achievement.
A
summary of North CarolinaÕs scores is available online.:
http://www.uschamber.com/icw/reportcard/default
To
see the full report:
http://www.uschamber.com/NR/rdonlyres/ej5ny2pjqrdchnsde2sqo2hj2ybch7xf7gw2wjhwbxfvfxvpu7r54syv637naxtxbgqx3q73u74vaa/Resource1.pdf
Technology
Counts is
a joint project of Education Week and the Editorial Projects in Education Research
Center. As in previous years, the EPE Research Center has surveyed the states
to assess the status of K-12 educational technology across the nation. The
state reports assemble key findings from that survey and other sources in a
format that allows readers to examine a particular stateÕs performance on this
yearÕs indicators. For most indicators, national results are also provided as a
benchmark against which the state can be measured.
Technology
Counts 2007,
which explores developments in educational technology over the past decade,
tracks data from the 50 states and the District of Columbia in several critical
areas of technology policy and practice: access, use, and capacity. The report assigns grades
to the states for their performance in those three categories.
North
CarolinaÕs scores:
Access
to technology B-
Use
of technology A
Capacity
to use technology D
Overall
grade B-
To
see full North
Carolina report:
http://www.edweek.org/media/ew/tc/2007/NC_STR2007.pdf
Sixth graders
placed in middle schools have more discipline problems and lower test scores
than their peers who attend elementary schools, according to a study by researchers
at Duke University and the University of California, Berkeley.
In
addition, the negative effects of grouping sixth graders with older students
are lasting and persist at least through ninth grade.
"These
findings cast serious doubt on the wisdom of the historic nationwide shift to
the grades 6-8 middle school format," said Philip Cook, Duke professor of
public policy and economics and an author of the paper.
In
the 1970s, less than 25 percent of middle schools included sixth grade. Now,
the figure is 75 percent nationwide and 90 percent in North Carolina, which has
led the trend toward grades 6-8 middle schools. The shift took place in part
due to school population pressures, but also because educators believed it was
developmentally appropriate.
"What's
been lacking in the debate is any real data on how the school configuration
affects student behavior and performance," Cook said. "As it turns
out, moving sixth grade out of elementary school appears to have had
substantial costs."
Jacob
Vigdor and Clara Muschkin, Cook?s colleagues at Duke?s Sanford Institute of
Public Policy, and Robert MacCoun of UC Berkeley co-authored the report,
"Should Sixth Grade Be in Elementary or Middle School" An Analysis of
Grade Configuration and Student Behavior.? The report is available online as a
Sanford Institute working paper at
http://www.pubpol.duke.edu/research/papers/SAN07-01.pdf
The
researchers contrasted sixth graders attending North Carolina's grade 6-8
middle schools with those attending grade K-6 elementary schools. The data
pertained to 44,709 sixth-graders in 243 schools in 99 districts.
The
sixth graders attending middle school were more than twice as likely to be
disciplined as those attending elementary school, after accounting for
socioeconomic and demographic differences in the groups. Drug-related
disciplinary incidents were nearly four times greater among the middle school
group. The pattern continued as the sixth graders advanced through the grades,
suggesting the problems were not tied solely to the transition to a new school
environment.
In
addition, sixth graders in elementary schools improved their scores on
end-of-grade exams in math and reading relative to their peers in middle
schools, and those gains persisted through ninth grade.
Although
the study didn't pinpoint the causes for the differences, the authors concluded
that the 6-8 middle school structure brought impressionable sixth graders into
routine contact with older adolescents who were a bad influence. Older
adolescents are more rebellious and more involved in delinquency, sex, illicit
drugs and other activities that violate school rules, the authors noted.
"This
points to a general pattern whereby it is better for kids to make transitions
later rather than earlier," said Vigdor, a co-author. "Sixth grade is
an especially vulnerable time, in the sense that sixth graders display a strong
susceptibility to peer influence and the decision to expose them to slightly
older or slightly younger students seems to have a lasting impact."
Although many factors combine to make a successful school, most people agree
that quality teachers and school principals are among the most important
requirements for success, especially when success is defined by the ability of
the school to raise the achievement of its students. The central question for this study is how the quality of
the teachers and principals in high poverty schools in North Carolina compares
to that in the schools serving more advantaged students. A related question is why these
differences emerge. The
consistency of the patterns across many measures of qualifications for both
teachers and principals leaves no doubt that students in the high poverty schools
are served by school personnel with lower qualifications than those in the
lower poverty schools. Moreover,
in many cases the differences are large.
To see the full report:
http://www.pubpol.duke.edu/research/papers/SAN06-08.pdf
Imagine
students using computer simulations to design a bridge or an airplane wing
using high-performance computing resources on the other side of the state.
Without high-speed access to the Internet, these new learning tools and
practices are beyond the reach of most schools.
At
the request of the N.C. Board of Education and Lt. Gov. Beverly Perdue, the
Friday Institute for Educational Innovation at North Carolina State University
is leading the implementation of a $6 million state-funded pilot project to
provide high-speed network connectivity to all K-12 schools in North Carolina.
State
government, educators and businesses are working to build an education network
supporting K-12 schools by extending and expanding a statewide, high-speed
network backbone developed over the past 20 years to support North Carolina's
public universities. Friday Institute Director of Technology Phil Emer is
leading the statewide implementation team to develop pilot projects to
demonstrate the opportunities.
Such
a statewide network would provide high-quality, reliable Internet access and
instructional content everywhere in the state, including classes being
developed by the North Carolina Virtual Public School. The Virtual Public
School provides online classes that are not available locally, such as Advanced
Placement courses.
A
recent state-funded study found that less than 8 percent of elementary, middle
and high schools in North Carolina have adequate high-speed Internet access to
support new teaching and learning applications and content. Local school
systems typically have limited budgets for technology tools and staff, and
limited experience in fully leveraging federal funding opportunities. Other
states are responding to the challenges. Today, 34 states have coordinated
networks serving K-12 schools.
To
address the challenges in North Carolina, the General Assembly approved the $6
million pilot initiative in 2006. Rep. Joe Tolson, Sen. Vernon Malone, Rep.
Doug Yongue and Rep. Marvin Lucas are primary sponsors of legislation filed for
consideration in the 2007 legislative session for $24 million a year to support
full statewide implementation.
State
funding would supplement federal funding available through the
"e-rate" program that provides discounts of 20 percent to 90 percent
of the costs of telecommunications and Internet services to schools and
libraries. By leveraging federal e-rate funding support estimated at more than
$30 million a year, establishing regional networking initiatives, and
partnering with commercial providers to connect each K-12 school to the
statewide backbone, teachers and students would have access to new tools and
resources required to transform education in the 21st century.
In
addition to supporting the statewide broadband education network and
coordinating applications for federal funding, the plan provides for regional
technical and engineering support. The statewide investment would also free
resources for local school systems to purchase technology equipment for
classrooms and have technology support staff in local systems focused on
helping teachers use technology in the classroom.
"Technology
is the chalk and blackboard of the 21st century," said Lt. Gov. Bev
Perdue. "Our students need 21st century technology to compete in today's
global economy. This initiative will help level the playing field by allowing
all students access to 21st century learning options with state-of-the-art
technology, regardless of where they live. Students don't just learn from 8 to
3; 21st century technology gives students, their families, and all citizens
access to learning, 24/7. This is a critical investment at the right time for
North Carolina schools."
Rep.
Tolson, a member of the General Assembly's Joint Technology Oversight Committee
and a leader in securing support for the $6 million pilot initiative, said he
is encouraged by the teamwork and commitment of all parties dedicated to
provide teachers and students with the tools required to succeed in the 21st
century.
"We
must all collaborate to leverage our strengths and resources to develop a
unified, seamless broadband network to support education at all grade
levels," Tolson said. "Education is the key to economic development
and quality of life for all North Carolinians. The deployment of these pilot
projects by the Friday Institute helps demonstrate the benefits as we work to
ensure that all schools have high-quality connectivity to the Internet and
other educational content in every corner of the state. This initiative is a
worthy investment in our future."
NC
State Chancellor James Oblinger said that reliable high-speed access is
critical to delivering interactive content and creating new approaches for
teaching and learning in the 21st century.
"NC
State and the Friday Institute are committed to using innovative information
and communication technologies to help develop technologically advanced
teachers and students. This high-speed network plays an important role in
helping us to achieve this goal. In addition, we are placing a special emphasis
on science, technology, engineering and math education at our state's K-12
schools. At NC State, we're using our research to help prepare and retrain new
teachers," Oblinger said.
For
more information about the K-12 Connectivity Project, please see http://connectivity.fi.ncsu.edu
Eight hundred North Carolina rising high school
juniors and seniors have been selected to attend the 2007 Governor's School, a
six-week summer program for academically or intellectually gifted students.
Local school superintendents, charter school directors
or private school headmasters nominate students to attend Governor's School.
Each school system is allotted a certain number of nominations based on its
10th and 11th grade populations. Students are nominated in one of 10 curriculum
areas: Art, Choral Music, Dance, Drama, English, Foreign Language (French and
Spanish), Instrumental Music, Mathematics, Natural Science and Social Science.
The curriculum focuses on the exploration of the most recent ideas and concepts
in each discipline, and does not involve credit, tests or grades. Students do
not pay a fee to attend the program as the N.C. General Assembly funds all
program costs.
The Governor's School of North Carolina is the oldest
statewide summer residential program for academically or intellectually gifted
high school students in the nation. The program, which is open to rising
seniors only, with exceptions made for rising juniors in selected
performing/visual arts areas, is located on two campuses: Governor's School
West and East. Governor's School West is located at Salem College in
Winston-Salem and Governor's School East is located at Meredith College in
Raleigh. The 2007 session runs from June 17 - July 28.
The complete list of Governor's School East and West
participants is available online at http://www.ncgovschool.org/nomination/
Five North Carolina middle schools will be able to
enhance their technology programs thanks to their recent receipt of the IMPACT
II Model School Grant awards, which were today approved by the State Board of
Education. Grant monies, which range from $240,000 - $318,000, will be used to
provide the necessary personnel, resources, technology access, professional
development, and student instruction to develop technologically literate
students by the eighth grade.
Schools receiving the IMPACT II Model School Grant
are:
á
Canton Middle School, Haywood County Schools
á Walkertown
Middle School, Winston-Salem/Forsyth County Schools
á Pembroke
Middle School, Public Schools of Robeson County
á Union
Middle School, Sampson County Schools
á Swain
Middle School, Swain County Schools
North Carolina Department of Public
Instructional Technology Director Frances Bradburn said that receipt of this
grant would have a significant impact on the academic achievement of students
at these schools. "Technology instruction is a critical component of a
21st century education. Our graduates will need to be technologically savvy to
compete in a global economy. This grant will provide students with a strong
foundation to build on in high school."
In order to qualify for these grants, applicants
completed extensive self-studies, planning, and visioning over a four-month period
before submitting their grant proposal. Once they implement their programs, the
schools will be subject to careful, continuous evaluation by North Carolina
Department of Public Instruction staff to ensure that federal No Child Left
Behind mandates for state grant renewal are followed.
Part of the federal No Child Left Behind program,
IMPACT II Model School Grants are North Carolina's competitive grant component
of Title II, D, Enhancing Education Through Technology, and are aligned with
the North Carolina Educational Technology Plan and IMPACT: Guidelines for Media
and Technology Programs in North Carolina.
Wilmington
and Raleigh students earn $1,000 awards, engraved medallions and trip to
nationÕs capital
Honors
also bestowed on other top youth volunteers in North Carolina
Caroline
Johnson,
17, of Wilmington and Mason Gonzales Park, 11, of Raleigh have been named North
Carolina's top two youth volunteers for 2007 by The Prudential Spirit of
Community Awards, a nationwide program honoring young people for outstanding
acts of volunteerism. The awards program, now in its 12th year, is conducted by
Prudential Financial in partnership with the National Association of Secondary
School Principals (NASSP).
Caroline
was nominated by John T. Hoggard High School in Wilmington, and Mason was
nominated by West Millbrook Middle School in Raleigh. As State Honorees, each
will receive $1,000, an engraved silver medallion, and an all-expense-paid trip
in early May to Washington, D.C., where they will join the top two honorees
– one middle level and one high school youth – from each of the
other states and the District of Columbia for several days of national recognition
events. Ten of them will be named AmericaÕs top youth volunteers for 2007 at
that time.
Caroline, a junior at John T.
Hoggard High School, started a club at her school to raise money and public
support for victims of genocide, natural disasters and other crises around the
world. Before moving to North Carolina last August, Caroline learned about the
crisis in Darfur, Sudan, and became active in her Kansas schoolÕs Save Darfur
Club. ÒI became very upset and moved by the entire situation,Ó she said.
Caroline intended to launch a Darfur club at her new school in Wilmington, but
after Hurricanes Katrina and Rita hit the Gulf Coast, decided to expand her
focus and work on behalf of people everywhere who need funds and attention.
She
secured approval for her new ÒG.A.P.P. ClubÓ (for Global Awareness and Peace
Promotion) from the student council, and recruited a teacher advisor and
student members. The club now meets every week and schedules one or two
activities a month. It has conducted a frappacino sale for UNICEFÕs AIDS fund,
a bake sale for earthquake victims in Pakistan, awareness campaigns for
genocide victims in Sudan and Uganda, and events to raise money by selling
candy, bracelets and buttons. ÒI hope and believe that we have shown our fellow
students that it is very cool and very important for young people to be
involved in things that some might say are too big or too faraway for us to be
able to help,Ó said Caroline.
Mason, a sixth-grader at West
Millbrook Middle School, has helped raise nearly $48,000 for the American
Diabetes Association, the American Heart Association, and the Leukemia and
Lymphoma Society over the past five years. ÒDiseases are out there so we have
to help those who have them and keep raising money so scientists can find a
cure to stop them,Ó he said. In his first volunteer effort, Mason participated
in a local school walk when he was just 6. ÒIt was a great feeling to know that
even at such a young age I could be involved and have such an impact on
others,Ó he remembered.
Now
he engages in several fund-raising campaigns a year, participating as a team
member in nationally sponsored events, and also pursuing his own fund-raising
activities, such as washing cars, selling lemonade, recycling cans, setting up
collection jars, canvassing for donations, and holding yard sales. In the
process, Mason has given speeches to audiences of up to 3,000 people, appeared
in TV and radio public service announcements, led flag ceremonies and sang the
national anthem, and sent hundreds of letters and e-mail notes to potential
sponsors. One year, he even asked Santa Claus and birthday party guests to make
donations instead of bringing him gifts. ÒItÕs the greatest feeling in the
world knowing that I am part of someone elseÕs success,Ó said Mason. ÒIf
everyone would take the time to help change someoneÕs life, the world would be
a much better place filled with happiness and hope.Ó
In
addition, the program judges recognized six other North Carolina students as
Distinguished Finalists for their impressive community service activities. Each
will receive an engraved bronze medallion:
Elizabeth
Buckholz,
10, of Harrisburg, a member of the Girl Scouts HornetsÕ Nest Council in
Charlotte and a fifth-grader at Pitts School Road Elementary School in Concord,
organized a Community Safety Day to help teach kids in her county how to be
safe. At the event, more than 150 youngsters watched fire, police and sheriffÕs
personnel demonstrate how to escape a burning building, what itÕs like to drive
while impaired, how police dogs catch criminals and find drugs, and other
safety topics.
Mark
Draelos,
17, of High Point, a junior at The Early College at Guilford in Greensboro,
developed a Web site for the Ward Street Mission to connect interested
volunteers with the needs of the mission. Mark, who learned interactive Web
site design to complete this project, hopes to soon include an online means of
making donations and an electronic community newspaper.
Ann
Guggisberg,
18, of Warne, a senior at Hayesville High School in Hayesville, organized and
taught beginner art classes for elementary and middle school students in the
summers of 2005 and 2006. In addition, she produced and sold note cards
featuring the studentsÕ work, and then donated the $1,000 in proceeds to local
libraries.
Svyatoslav
Petrov,
16, of Raleigh, a sophomore at Ravenscroft School, developed and implemented a
hand-hygiene training program for medical workers at a local community hospital
to prevent the spread of acquired infections. Compliance with proper
hand-hygiene procedures increased from 32 to 75 percent during the five-month
program, and Svyatoslav is now working to introduce it to schools.
Haowei
Tong, 17,
of Winston-Salem, a senior at West Forsyth High School in Clemmons, established
a free tennis clinic for underprivileged children in her area. After soliciting
tennis equipment from local businesses and promoting her clinic, Haowei
recruited friends to help her teach basic tennis skills to more than two dozen
kids, while emphasizing the importance of balanced nutrition, regular exercise
and team-building.
Kelly
Wolfe, 17,
of Greensboro, a volunteer with the Greensboro Chapter of the American Red
Cross and a junior at Walter Hines Page High School, helped raise more than
$10,000 to support victims of Hurricane Katrina by organizing a Ò24-Hour Swim
for Relief.Ó Kelly, who started a volunteer group within her swim team, worked
closely with fellow volunteers to plan the event and other fund-raisers to
support those in need.
The
U.S. Department of Education is seeking nominations for its fourth annual
American Stars of Teaching project, which recognizes exemplary teachers who
raise student achievement, use innovative classroom strategies and make a
difference in their students' lives.
Teachers
across all grade levels and disciplines will be honored this fall as 2007
American Stars of Teaching. One teacher will be recognized from every state and
the District of Columbia. Colleagues, parents, students, school administrators
or members of the community may nominate a teacher they believe has
demonstrated the skills, talents and qualities that personify an American Star
of Teaching.
Last
year, the Department received more than 4,000 nominations for the program.
Honorees were selected by a committee composed of former K-12 teachers who now
work for the U.S. Department of Education. As in the past, Education Department
officials will visit the schools of American Star teachers to congratulate them
on their success.
Nominations
for American Stars must be submitted by March 31, 2007. The online nomination
form and more information about the award are available at https://www.t2tweb.us/AmStar/About.asp
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