A High School Course in Statistical Methods

1937 ◽  
Vol 30 (1) ◽  
pp. 27-28
Author(s):  
Eugenie C. Hausle
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
Secondary School ◽  
Statistical Methods ◽  
York City ◽  
Graduate Course ◽  
Secondary School Pupils

When we speak of a course in statistics one usually thinks of a graduate course in some college and in the non-mathematical person it may even provoke a feeling of awe. Can such a course be given to secondary school pupils? The experiment was tried out at the James Monroe High School, New York City.

The Challenge of the Slow Pupil

1939 ◽  
Vol 32 (1) ◽  
pp. 9-15
Author(s):  
Harry Eisner
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
Secondary School ◽  
York City ◽  
Senior High School ◽  
Secondary School Mathematics ◽  
The Past ◽  
School Population ◽  
Appropriate Education

The immense growth of the secondary school population throughout the country during the past twenty years is a fact of universal knowledge. In New York City, senior high school registration has increased from about 60,000 in 1917 to 250,000 in 1937. This tremendous increase is composed largely of pupils from the lower brackets of intelligence who find themselves completely submerged by the traditional mathematics and are failing in vast numbers. Probably no problem in the field of the teaching of secondary school mathematics is more pressing for early relief or solution than the problem of providing an appropriate education for the so-called slow pupils.

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)

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.

Chemistry Made Vital

1935 ◽  
Vol 118 (16) ◽  
pp. 454-454
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
San Francisco ◽  
York City ◽  
New World

NEW WORLD OF CHEMISTRY. By Bernard Jaffe, Bushwick High School, New York City. New York, Newark, Boston, Chicago, San Francisco: Silver, Burdett & Company.

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