scholarly journals Small High Schools and Student Achievement: Lottery-Based Evidence from New York City

2013 ◽  
Author(s):  
Atila Abdulkadiroğlu ◽  
Weiwei Hu ◽  
Parag Pathak
Keyword(s):  
New York ◽  
New York City ◽  
Student Achievement ◽  
High Schools ◽  
York City ◽  
Small High Schools

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.

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.

scholarly journals Short-Run Impacts of Accountability on School Quality

2010 ◽  
Vol 2 (4) ◽  
pp. 119-147 ◽  
Author(s):  
Jonah Rockoff ◽  
Lesley J Turner
Keyword(s):  
New York ◽  
New York City ◽  
Student Achievement ◽  
York City ◽  
School Quality ◽  
Regression Discontinuity ◽  
Time Frame ◽  
School Closure ◽  
Low Grade ◽  
Short Run

In the fall of 2007, New York City began using student tests and other measures to assign each school a grade (A to F), and linked grades to rewards and consequences, including possible school closure. These grades were released in late September, arguably too late for schools to make major changes in programs or personnel, and students were tested again in January (English) and March (math). Despite this time frame, regression discontinuity estimates indicate that receipt of a low grade significantly increased student achievement, more so in math than English, and improved parental evaluations of school quality. (JEL H75, I21, I28, J45)

Brotherhood Week in the New York City High Schools

1942 ◽  
Vol 50 (6) ◽  
pp. 417-422
Author(s):  
Hymen Alpern
Keyword(s):  
New York ◽  
New York City ◽  
High Schools ◽  
York City
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