Dynamic Matching in School Choice: Efficient Seat Reassignment After Late Cancellations

2020 ◽  
Vol 66 (11) ◽  
pp. 5341-5361
Author(s):  
Itai Feigenbaum ◽  
Yash Kanoria ◽  
Irene Lo ◽  
Jay Sethuraman
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
School Choice ◽  
Operations Management ◽  
Natural Conditions ◽  
Dynamic Matching ◽  
On Demand ◽  
Deferred Acceptance ◽  
High School Admissions

In the school choice market, where scarce public school seats are assigned to students, a key operational issue is how to reassign seats that are vacated after an initial round of centralized assignment. Practical solutions to the reassignment problem must be simple to implement, truthful, and efficient while also alleviating costly student movement between schools. We propose and axiomatically justify a class of reassignment mechanisms, the permuted lottery deferred acceptance (PLDA) mechanisms. Our mechanisms generalize the commonly used deferred acceptance (DA) school choice mechanism to a two-round setting and retain its desirable incentive and efficiency properties. School choice systems typically run DA with a lottery number assigned to each student to break ties in school priorities. We show that under natural conditions on demand, the second-round tie-breaking lottery can be correlated arbitrarily with that of the first round without affecting allocative welfare and that reversing the lottery order between rounds minimizes reassignment among all PLDA mechanisms. Empirical investigations based on data from New York City high school admissions support our theoretical findings. This paper was accepted by Gad Allon, operations management.

scholarly journals The Welfare Effects of Coordinated Assignment: Evidence from the New York City High School Match

2017 ◽  
Vol 107 (12) ◽  
pp. 3635-3689 ◽  
Author(s):  
Atila Abdulkadiroğlu ◽  
Nikhil Agarwal ◽  
Parag A. Pathak
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
Education Reform ◽  
York City ◽  
Popular Education ◽  
Welfare Effects ◽  
Student Preferences ◽  
Deferred Acceptance ◽  
School Assignment

Coordinated single-offer school assignment systems are a popular education reform. We show that uncoordinated offers in NYC's school assignment mechanism generated mismatches. One-third of applicants were unassigned after the main round and later administratively placed at less desirable schools. We evaluate the effects of the new coordinated mechanism based on deferred acceptance using estimated student preferences. The new mechanism achieves 80 percent of the possible gains from a no-choice neighborhood extreme to a utilitarian benchmark. Coordinating offers dominates the effects of further algorithm modifications. Students most likely to be previously administratively assigned experienced the largest gains in welfare and subsequent achievement. (JEL C78, D82, I21, I28)

scholarly journals Strategy-proofness versus Efficiency in Matching with Indifferences: Redesigning the NYC High School Match

2009 ◽  
Vol 99 (5) ◽  
pp. 1954-1978 ◽  
Author(s):  
Atila Abdulkadiroğlu ◽  
Parag A. Pathak ◽  
Alvin E. Roth
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
Field Data ◽  
Open Questions ◽  
Trade Offs ◽  
Deferred Acceptance ◽  
School Preferences ◽  
Potential Efficiency ◽  
Strategy Proofness

The design of the New York City (NYC) high school match involved trade-offs among efficiency, stability, and strategy-proofness that raise new theoretical questions. We analyze a model with indifferences—ties—in school preferences. Simulations with field data and the theory favor breaking indifferences the same way at every school—single tiebreaking—in a student-proposing deferred acceptance mechanism. Any inefficiency associated with a realized tiebreaking cannot be removed without harming student incentives. Finally, we empirically document the extent of potential efficiency loss associated with strategy-proofness and stability, and direct attention to some open questions. (JEL C78, D82, I21)

Parenting in the Age of High-Stakes Testing: Gifted and Talented Admissions and the Meaning of Parenthood

2017 ◽  
Vol 119 (8) ◽  
pp. 1-53
Author(s):  
Allison Roda
Keyword(s):  
New York ◽  
New York City ◽  
School Choice ◽  
Gifted And Talented ◽  
High Stakes Testing ◽  
High Status ◽  
Parental Anxiety ◽  
High Stakes ◽  
White Parents ◽  
Parents Of Color

Background/Context This work contributes to the growing body of scholarly and popular literature on middle-class parental anxiety and competition to ensure their children's academic success. Specifically, this study provides a better understanding of the measures parents will take to obtain high status gifted and talented (G&T) placements that advantage their own children at the expense of others, which is somewhat contradictory given the growing uneasiness they feel about putting their children through the testing process—and paying for test prep—that the system ultimately rewards. By analyzing the different ways in which White parents and parents of color conceive of good parenting in the era of high-stakes testing, I demonstrate the processes in our current educational system that help to produce inequities related to race, class, and G&T identification. Purpose/Objective This paper examines White parents’ beliefs about parenting as it relates to their school choice preferences in the segregated and stratified New York City school system. It also compares the parenting styles and school choices of lower income general education (Gen Ed) parents of color. It explores how parents’ social constructions of where their children belong in school are tied to their beliefs about parenting and doing what is best for their children in a highly competitive society and city. Research Design A qualitative case study was utilized to examine how a diverse group of 52 New York City parents make sense of and interact with an elementary school that offers both a segregated G&T and a Gen Ed program. The semistructured parent interview data was triangulated with school observations, a professional school-choice consultant interview, and an observation of a public school choice workshop for incoming kindergarten parents led by the consultant. Findings/Results The data show that White parents believe that paying for test prep, going through the “hassle of getting your child tested for G&T,” and receiving a high test score are symbolic of being a good parent in the system. In comparison, parents of color had different conceptions of good parenting that did not include prepping for the G&T test or getting into the G&T program, where their children would be in the minority. White parents had social networks of like-minded parents pressuring them to get into the G&T program. Black and Latino parents did not have the same G&T pressure from friends or family, nor did they view a G&T placement as giving their children extra advantages in terms of test scores or future schooling opportunities. Conclusions/Recommendations The findings suggest that the pressure for children to succeed on a single test feeds into parental anxiety and competition regarding getting their children into the high-status G&T program. Instead of trying to avoid an overly anxious parenting culture, the White advantaged parents in this setting get swept up in the test-prepping fad because everyone else is doing it and because of the competitive nature of obtaining a G&T seat. If policy officials want to attack the root of the G&T segregation problem, the city should consider phasing out district G&T programs altogether and instituting school-wide G&T magnets instead.

Examining the Intersection of Bullying and Physical Relationship Violence Among New York City High School Students

2016 ◽  
Vol 32 (1) ◽  
pp. 49-75 ◽  
Author(s):  
Zachary J. Peters ◽  
Mark L. Hatzenbuehler ◽  
Leslie L. Davidson
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
High School Students ◽  
York City ◽  
Service Providers ◽  
Relationship Violence ◽  
School Students ◽  
Physical Relationship ◽  
Being Bullied

Research is just beginning to explore the intersection of bullying and relationship violence. The relationship between these forms of youth aggression has yet to be examined in diverse urban centers, including New York City (NYC). This study seeks to identify intersections of joint victimization from bullying and electronic bullying (e-bullying) with physical relationship violence (pRV). This study examines data from the NYC Youth Risk Behavior Survey (YRBS), a representative sample of NYC public high school students, to assess the concurrent victimization from bullying at school and e-bullying with pRV, operationalized as physical violence by a dating partner in the past 12 months. Students who reported being bullied at school and e-bullied had increased odds (bullied: OR = 2.5, 95% CI [2.1, 2.9]; e-bullied: OR = 3.0, 95% CI [2.6, 3.5]) of also being victimized by pRV compared with those who did not report being bullied or e-bullied. In logistic regression models, being bullied at school and being e-bullied remained significant predictors of students’ odds of reporting pRV (bullied: AOR = 2.6, 95% CI [2.2, 3.1]; e-bullied: AOR = 3.0, 95% CI [2.5, 3.6]) while controlling for race, gender, sexual orientation, and age. This research is the first to assess the intersection of victimization from bullying and e-bullying with pRV in a large, diverse, random sample of urban high school students. In this sample, students who report being bullied or e-bullied are more likely also to report pRV than students who have not been bullied or e-bullied. This research has potential implications for educators, adolescent health and social service providers, and policy makers to tailor programs and enact policies that jointly address bullying and pRV. Future studies are needed to longitudinally assess both victimization from and perpetration of bullying and pRV.

scholarly journals Game-Based Methods to Encourage EFL Learners to Transition to Autonomous Learning

2014 ◽  
pp. 309-314
Author(s):  
Janine Berger
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
Action Research ◽  
York City ◽  
Independent Learning ◽  
Action Research Project ◽  
Efl Learners ◽  
Learning Techniques ◽  
Efl Students

This paper describes a work in progress in which we aim to encourage EFL students to take their learning beyond the classroom in order to experience English in different ways. Inspired by what is being done at the Quest to Learn middle and high school in New York City and ChicagoQuest (Institute of Play, 2014b) our idea involves conducting an action research project in order to find out if game-like learning techniques, modified and adapted to the needs of university-aged EFL learners in Ecuador will help to increase motivation and independent learning for our students.

Early Birds: An Exploration of Early College Initiative High Schools in New York City and College Persistence

2020 ◽  
pp. 152102512092478
Author(s):  
Tolani A. Britton ◽  
Millie O. Symns ◽  
Vanessa Paul
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
High Schools ◽  
York City ◽  
School Achievement ◽  
College Persistence ◽  
Early College ◽  
Behavioral Risk ◽  
College Credit

The Early College Initiative (ECI) high schools in New York City provide opportunities to take college-credit courses up to the equivalent of an associate’s degree while in high school. In this study, we measure the association between attending an ECI high school and college persistence. Our sample is the 3,271 students who graduated from New York City public high schools in the ECI network between Fall 2006 and Fall 2013 and enrolled in college. We use survival analysis to measure the relationship between demographic, academic, and behavioral risk factors and persistence of ECI graduates. We find that Black and Latinx students are as likely as White students to persist, when both high school achievement and behavioral factors, such as attendance, are taken into account. Differences in persistence do exist by gender with young women more likely to persist when compared with young men. This study provides empirical evidence that attending early college high schools has the potential to narrow racial and ethnic gaps in postsecondary outcomes.

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