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Using a strength-based approach, researchers interviewed administrators and held student focus groups, and supplemented insights with districtwide teacher survey data. The study analyzed equity in achievement, graduation, and behavior across recent school years, highlighting strategies linked to consistent, intentional implementation and supportive learning environments.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/wake-county-public-school-bright-spots-shining-a-light-on-strategies-for-academic-and-behavioral-success-may-2025/587933/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/wake-county-public-school-bright-spots-shining-a-light-on-strategies-for-academic-and-behavioral-success-may-2025/587933.png","ImageObject",300,407,{"name":92,"@type":93},"Bintang","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How were Bright Spot schools selected in the study?","Question",{"text":112,"@type":113},"Three elementary schools and one middle school were selected based on low disproportionality within End-of-Grade (EOG) scores. Three high schools were selected based on low disproportionality within graduation rates, ACT scores, and rigorous course taking, and four more high schools were added due to low suspension-rate disproportionality.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research approach and sources were used to understand the schools’ success?",{"text":117,"@type":113},"The study used a strength-based approach, conducting interviews with administrators and focus groups with students, and also examining districtwide teacher survey data to support key findings.",{"name":119,"@type":110,"acceptedAnswer":120},"What strategies did administrators and students identify as contributing to positive outcomes?",{"text":121,"@type":113},"Administrators emphasized a “consistent” and “intentional” approach, positive school climates, strong relationships with essential partners, differentiated academic support with high expectations, proactive behavioral approaches, and supportive learning environments. Students described positive climates, strong staff relationships, and clear academic and behavioral expectations.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},587933,1792160549,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085564381,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","WAKE COUNTY PUBLIC SCHOOL BRIGHT SPOTS: SHINING A LIGHT ON STRATEGIES FOR ACADEMIC AND BEHAVIORAL SUCCESS  \nMAY 2025  \nWake County Public School System | Data, Research, and Accountability Department  \nTABLE OF CONTENTS  \nEXECUTIVE SUMMARY 3  \nBACKGROUND 7  \nMETHODS 10  \nFINDINGS 16  \nDISCUSSION & RECOMMENDATIONS 33  \nREFERENCES 37  \nAPPENDICES 42  \nWCPSS Bright Spots: Shining A Light On Strategies For Academic And Behavioral Success 2  \nWake County Public School System | Data, Research, and Accountability Department  \nEXECUTIVE SUMMARY  \nIn this study, the Data, Research, and Accountability  \n(DRA) Department – in collaboration with the Office  \nof Equity Affairs (OEA)– identified schools that have  \nsuccessfully minimized disproportionality in academic  \nand behavioral outcomes among student groups.  \nUsing a strength-based research approach, we  \nspoke with administrators and students to illuminate  \nthe school strategies and practices associated with  \ntheir positive outcomes. We examined academic,  \ngraduation, and behavioral equity by analyzing data  \nacross recent school years. Eleven Wake County Public  \nSchool System (WCPSS) schools were identified  \nas “Bright Spot” schools based on relatively low  \ndisproportionality among student groups in their  \nachievement or behavioral data.  \nWCPSS Bright Spots: Shining A Light On Strategies For Academic And Behavioral Success 3  \nWake County Public School System | Data, Research, and Accountability Department  \nMETHOD  \nThree elementary schools and one middle school were selected based on low disproportionality within End-of-Grade (EOG) scores, while three high schools were identified based on low disproportionality within their graduation rates, ACT scores, and rigorous course taking. We selected an additional four high schools because of their low suspension rate disproportionality.  \nThe study was guided by the following research questions:  \n1. What are administrators’ perceptions of strategies that may contribute to the schools’ low disproportionality?  \n2. What are students’ experiences within the learning environment where these  \nFINDINGS  \nstrategies are implemented?  \n3. How are administrators' perceptions of and students’ experiences with identified strategies supported by teachers’perspectives?  \nTo examine these questions, we conducted interviews with school administrators and focus groups with students at the identified schools. Students participated in focus groups in eight of the 11 schools. School administrators shared strategies contributing to their schools’ low disproportionality while students described their experiences with those strategies. We also examined responses from districtwide teacher survey data to provide additional supporting evidence of our main findings.  \nSchool administrators (i.e., principals and assistant principals) reported that their success was due to utilizing various best practices rather than a specific training or program. A“consistent” and “intentional” approach was described as the key to their success. School administrators at all 11 schools shared that their schools benefited from positive school climates, healthy relationships with essential partners, maintaining high academic expectations  \nwith differentiated support, using proactive behavioral approaches, and ensuring studentreflected learning environments. Students’overall reflections on their school’s strategies were positive. They described positive school climates, strong relationships with staff, and clear academic and behavioral expectations as key factors in their experience.  \nCreating Positive School Climates  \nSchool administrators outlined strategies for establishing a positive school climate, including creating a sense of belonging and developing  \nan inclusive culture by emphasizing equity. They discussed specific strategies used to cultivate a sense of belonging, such as encouraging student-led clubs and activities, involving students in school decisions, ","cbCaimtXAzxIG6cb","https://ap.wps.com/l/cbCaimtXAzxIG6cb","pdf",4353629,57,"English","# Executive Summary\n# Background\n# Methods\n# Findings\n# Discussion & Recommendations\n# References\n# Appendices","[{\"question\":\"How were Bright Spot schools selected in the study?\",\"answer\":\"Three elementary schools and one middle school were selected based on low disproportionality within End-of-Grade (EOG) scores. Three high schools were selected based on low disproportionality within graduation rates, ACT scores, and rigorous course taking, and four more high schools were added due to low suspension-rate disproportionality.\"},{\"question\":\"What research approach and sources were used to understand the schools’ success?\",\"answer\":\"The study used a strength-based approach, conducting interviews with administrators and focus groups with students, and also examining districtwide teacher survey data to support key findings.\"},{\"question\":\"What strategies did administrators and students identify as contributing to positive outcomes?\",\"answer\":\"Administrators emphasized a “consistent” and “intentional” approach, positive school climates, strong relationships with essential partners, differentiated academic support with high expectations, proactive behavioral approaches, and supportive learning environments. Students described positive climates, strong staff relationships, and clear academic and behavioral expectations.\"}]","WAKE COUNTY PUBLIC SCHOOL BRIGHT SPOTS: SHINING A LIGHT ON STRATEGIES FOR ACADEMIC AND BEHAVIORAL SUCCESS - May 2025 | PDF",1792063798,144]