scholarly journals Does whole-school reform boost student performance? The case of New York City

2004 ◽  
Vol 24 (1) ◽  
pp. 47-72 ◽  
Author(s):  
Robert Bifulco ◽  
William Duncombe ◽  
John Yinger
Keyword(s):  
New York ◽  
New York City ◽  
School Reform ◽  
Student Performance ◽  
York City ◽  
Whole School Reform ◽  
Whole School

Implementing Small Theme High Schools in New York City: Great Intentions and Great Tensions

2006 ◽  
Vol 76 (3) ◽  
pp. 401-416 ◽  
Author(s):  
JACQUELINE ANCESS ◽  
DAVID ALLEN
Keyword(s):  
New York ◽  
New York City ◽  
High Schools ◽  
School Reform ◽  
York City ◽  
Small Schools ◽  
Academic Quality ◽  
Small High Schools ◽  
Wide Range

In this article, Jacqueline Ancess and David Allen use New York City as a case study to examine the promises and the perils of the small high school reform movement that is sweeping the nation. They analyze the varying extent to which New York City's small high schools have implemented curricular themes in order to promote academic quality and equity. After identifying a wide range in the level of theme implementation in the city's small schools, Ancess and Allen suggest that small theme high schools have the potential to boost student engagement and achievement. However, the authors also express concern about the manner in which curricular themes may serve as socioeconomic, academic, or racial codes that threaten to merely repackage old patterns of school stratification and segregation.

Does attending a STEM high school improve student performance? Evidence from New York City

2014 ◽  
Vol 40 ◽  
pp. 93-105 ◽  
Author(s):  
Matthew Wiswall ◽  
Leanna Stiefel ◽  
Amy Ellen Schwartz ◽  
Jessica Boccardo
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
Student Performance ◽  
York City ◽  
Improve Student Performance

The Effect of Residential Mobility on Student Performance: Evidence From New York City

2019 ◽  
Vol 56 (4) ◽  
pp. 1380-1411 ◽  
Author(s):  
Sarah A. Cordes ◽  
Amy Ellen Schwartz ◽  
Leanna Stiefel
Keyword(s):  
New York ◽  
New York City ◽  
Student Performance ◽  
Residential Mobility ◽  
York City ◽  
Short Distance ◽  
Fixed Effects ◽  
Empirical Work ◽  
Long Distance ◽  
Positive Effects

Residential mobility is likely to have consequences for student performance, but prior empirical work is largely correlational and offers little insight into its impacts. Using rich, longitudinal data, we estimate the effects of residential mobility on the performance of New York City public school students. Using both student fixed effects and instrumental variables approaches, we find that long-distance moves have negative effects, while short-distance moves improve student performance. These differential effects are partially, but not fully, explained by school mobility. Rather, the positive effects of short-distance moves may be explained by improvements in housing, while the negative impacts of long-distance moves may be explained by lower performance relative to school peers and loss of social capital.

Does Small High School Reform Lift Urban Districts? Evidence From New York City

2015 ◽  
Vol 44 (3) ◽  
pp. 161-172 ◽  
Author(s):  
Leanna Stiefel ◽  
Amy Ellen Schwartz ◽  
Matthew Wiswall
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
School Reform ◽  
York City ◽  
High School Reform ◽  
Urban Districts

In Pursuit of the Common Good: The Spillover Effects of Charter Schools on Public School Students in New York City

2018 ◽  
Vol 13 (4) ◽  
pp. 484-512 ◽  
Author(s):  
Sarah A. Cordes
Keyword(s):  
New York ◽  
New York City ◽  
Public School ◽  
Charter Schools ◽  
Teacher Perceptions ◽  
Student Performance ◽  
Charter School ◽  
York City ◽  
Spillover Effects ◽  
School Level

A particularly controversial topic in current education policy is the expansion of the charter school sector. This paper analyzes the spillover effects of charter schools on traditional public school (TPS) students in New York City. I exploit variation in both the timing of charter school entry and distance to the nearest charter school to obtain credibly causal estimates of the impacts of charter schools on TPS student performance, and I am among the first to estimate the impacts of charter school co-location. I further add to the literature by exploring potential mechanisms for these findings with school-level data on per pupil expenditures (PPE), and parent and teacher perceptions of schools. Briefly, I find charter schools significantly increase TPS student performance in both English Language Arts and math, and decrease the probability of grade retention. Effects increase with charter school proximity and are largest in TPSs co-located with charter schools. Potential explanations for improved performance include increased PPE, academic expectations, student engagement, and a more respectful and safe school environment after charter entry. The findings suggest that more charter schools in New York City may be beneficial at the margin, and co-location may be mutually beneficial for charter and traditional public schools.

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