Children and Youth, Education and Literacy
This brief presents preliminary findings from an exploratory study of New York City students' transitions into, through, and out of the middle grades. Our analysis reveals that students' attendance and achievement in their early schooling (fourth grade) predict whether students are likely to graduate from high school many years later. Further, we find that many students begin the middle grades on-track to graduate high school but fall off this trajectory before the end of eighth grade. These findings suggest that teachers and administrators should pay close attention to students whose attendance and math achievement fall during the middle grades, as these students are particularly at risk for not graduating from high school on time.
August 1970
Geographic Focus: North America-United States (New York Metropolitan Area)
Children and Youth;Education and Literacy;Employment and Labor
This report presents findings from the first of three components of a mixed-methods study of middle school teacher turnover in New York City. The project is a collaboration between researchers at The Research Alliance for New York City Schools, New York University, Teachers College, and Baruch College. This study reveals that 55% of the teachers who entered middle schools between 2002 and 2009 left these schools within three years. Further, nearly 60% of departing middle school teachers left the New York City public school system altogether and another 23% either moved to schools that did not include the middle grades (Grades 6-8) or took on non-teaching positions. These findings suggest an exodus of newly-arrived teachers from middle schools, and they raise questions for future research about the causes, consequences, and implications of teacher turnover. The remaining two components of the Research Alliance's larger study -- a survey and a case study analysis -- will investigate these and other questions.
August 1970
Geographic Focus: North America / United States (New York Metropolitan Area)
Education and Literacy, Employment and Labor
This report explores the conditions under which middle-school teachers in New York City leave their schools, and the consequences of this turnover. The focus on middle schools stems from the widely-held view that the middle grades are a critical turning point in the lives of children, and that many New York City school children lose academic momentum in these grades, setting them on trajectories of failure as they move towards high school and life beyond it. This report is based on a survey of more than 4,000 full-time middle school teachers working in 125 of the nearly 200 middle schools in New York City serving children in grades six through eight in the 2009-10 school year. The participating teachers reported whether they had considered leaving their current school or leaving teaching during that school year, and the reasons that they considered leaving. The report links their responses to teachers' reports about their own backgrounds and experiences, to the demographic characteristics of the schools in which they teach, and to the collective perceptions of all of the teachers in a school about that school as a workplace. This report is part of a three-year, mixed-methods study of teacher turnover in New York City middle schools.
August 1970
Geographic Focus: North America-United States (Northeastern)-New York-New York County-New York City
Educators have long asserted that the middle grade years (typically, grades six through eight) are a time of both great importance and vulnerability in students' K-12 schooling. Anecdotal and empirical evidence suggest that students encounter new social and emotional challenges, increased academic demands, and major developmental transitions during the middle grade years. In this study, we investigate whether and how students' achievement and attendance change between grade four and eight and identified moments during this period when students' achievement and attendance suggest that they will struggle to graduate from high school within four years.
August 1970
Geographic Focus: North America-United States (Northeastern)-New York-New York County-New York City
Education and Literacy;Race and Ethnicity
Brooklyn's Community School District 16 (CSD16) is a chronically low-performing district that encompasses the eastern half of Bedford-Stuyvesant, a section of northeastern Crown Heights, and a small portion of Brownsville. CSD16 consists of 26 traditional public schools with a total enrollment of 9,900 students. Eighty percent of CSD16 students are eligible for free and reduced lunch. CSD16 serves 11 public housing complexes.
In CSD16, 45% of girls and 34% percent of boys in grade three tested at or above grade level for English Language Arts in 2010-2011, as compared to 56% and 55% respectively for New York State overall. Similarly, 52% of girls and 49% of boys in CSD16 tested at or above grade level for math in grade three, as compared to 60% and 59% respectively for New York State overall. Of the CSD16 students who were in grade nine in 2006-2007, 50% received Regents diplomas in 2010-2011. CSD16 had a 44% graduation rate in a city where 59% is the average.
The metric used to determine college and career readiness, however, is even more troubling. Students are considered college ready in New York when they score 75% or higher on their English Regents and 80% or higher on their Math Regents. Of the four high schools located in CSD16 with 2011-2012 graduating classes, two had a 5% college readiness rate among graduates over a four year period, one had a 3% rate, and the remaining had a college readiness rate of 0.0%.
In citing these statistics, this report makes the case that CSD16 has significant challenges that severely undermine the efforts of Black and Brown families to provide opportunities for their children to thrive educationally. At the same time, CSD16 has strengths. For example, there are strong nonprofit institutions and a civically engaged working-and middle-class, which offer opportunities for individual community-based donors, established foundations, and public sector agencies to team up with local stakeholders to improve the educational outcomes of students in CSD16.
August 1970
Geographic Focus: North America / United States (Northeastern) / New York / Kings County / New York City (Brooklyn)
Profiles the goals, activities, implementation, and challenges of the twelve states that won Race to the Top federal funds to improve teacher quality and preparation program accountability; analyzes their strategies; and makes policy recommendations.
August 1970
Geographic Focus: North America-United States (Northeastern)-Delaware, North America-United States (Southern)-Florida, North America-United States (Southern)-Georgia, North America-United States (Southern)-Maryland, North America-United States (Northeastern)-Massachusetts, North America-United States (Northeastern)-New York, North America-United States (Southern)-North Carolina, North America-United States (Midwestern)-Ohio, North America-United States (Northeastern)-Rhode Island, North America-United States (Southern)-Tennessee, North America-United States (Western)-Hawaii, North America-United States (Southwestern)-New Mexico-Bernalillo County-Albuquerque, North America-United States (Southern)-Georgia-Fulton County-Atlanta, North America-United States (Southern)-Maryland-Baltimore, North America-United States (Northeastern)-Massachusetts-Suffolk County-Boston, North America-United States (Northeastern)-Connecticut-Fairfield County-Bridgeport, North America-United States (Midwestern)-Illinois-Cook County-Chicago, North America-United States (Midwestern)-Ohio-Hamilton County-Cincinnati, North America-United States (Midwestern)-Ohio-Cuyahoga County-Cleveland, North America-United States (Southwestern)-Texas-Dallas County-Dallas, North America-United States (Western)-Colorado-Denver County-Denver, North America-United States (Midwestern)-Michigan-Wayne County-Detroit, North America-United States (Southwestern)-Texas-Harris County-Houston, North America-United States (Midwestern)-Indiana-Marion County-Indianapolis, North America-United States (Southern)-Florida-Duval County-Jacksonville, North America-United States (Midwestern)-Missouri-Jackson County-Kansas City, North America-United States (Midwestern)-Nebraska-Lancaster County-Lincoln, North America-United States (Northeastern)-New York-Long Island, North America-United States (Western)-California-Los Angeles County-Los Angeles, North America-United States (Southern)-Kentucky-Louisville Jefferson County Metro Government-Louisville, North America-United States (Southern)-Georgia-Bibb County-Macon, North America-United States (Southern)-Tennessee-Shelby County-Memphis, North America-United States (Midwestern)-Minnesota-Hennepin County-Minneapolis, North America-United States (Southern)-Tennessee-Davidson County-Nashville, North America-United States (Southern)-Louisiana-Orleans Parish-New Orleans, North America-United States (Northeastern)-New York-New York County-New York City, North America-United States (Western)-Nebraska-Douglas County-Omaha, North America-United States (Western)-California-Santa Clara County-Palo Alto, North America-United States (Western)-California-Los Angeles County-Pasadena, North America-United States (Northeastern)-Pennsylvania-Philadelphia County-Philadelphia, North America-United States (Northeastern)-Pennsylvania-Allegheny County-Pittsburgh, North America-United States (Northwestern)-Oregon-Multnomah County-Portland, North America-United States (Northeastern)-Rhode Island-Providence County-Providence, North America-United States (Western)-California-Sacramento County-Sacramento, North America-United States (Western)-California-San Diego County-San Diego, North America-United States (Western)-California-San Francisco County-San Francisco, North America-United States (Western)-California-Santa Clara County-San Jose, North America-United States (Midwestern)-Minnesota-Ramsey County-St. Paul, North America-United States (Northeastern)-New Jersey-Mercer County-Trenton, North America-United States (Southwestern)-Arizona-Pima County-Tucson, North America-United States (Western)-Washington-King County-Seattle, North America-United States (Southern)-District of Columbia-Washington
Education and Literacy;Race and Ethnicity
Examines outreach programs at postsecondary institutions that provide greater accessibility to college information for Latino parents. Includes information about the mission, operation, development, marketing, recruitment, and evaluation processes.
August 1970
Geographic Focus: North America / United States;North America / United States (Midwestern) / Illinois / Cook County / Chicago;North America / United States (Northeastern) / New York;North America / United States (Western) / California / Los Angeles County / Los Angeles
Provides a systematic comparison of student outcomes in schools led by graduates of the New York City Leadership Academy's Aspiring Principals Program after three years with those in comparable schools led by other principals.
August 1970
Geographic Focus: North America / United States (Northeastern) / New York;North America / United States (Northeastern) / New York / New York County / New York City
