Over the past 15 years, in New York City and across the country, expectations for high schools -- and high school students -- have changed dramatically. Increasingly, high schools are being asked not only to reduce dropout rates and boost graduation rates, but also to impart knowledge, skills, and experiences that will prepare students to succeed in college. Similarly, many post-secondary institutions are also under increased pressure, as policymakers and the public ask hard questions about low college completion rates. Public K-12 and post-secondary systems in many cities, including NYC, have started working together in largely unprecedented ways, attempting to create a more seamless and effective education "pipeline."

To inform these efforts, it is essential to know more about students' pathways into and through college. The Research Alliance has developed a unique dataset that tracks multiple cohorts of NYC students from 9thgrade through college. To do so, we combined high-school level data about NYC public school students with information from the National Student Clearinghouse. This briefsummarizes findings from the initial analyses conducted with this important new dataset. It describes recent patterns of college enrollment, persistence, and completion for NYC students, and begins to explore factors that may affect their college outcomes.

The Urban Youth Collaborative strives for social and economic justice throughout our communities - overcoming obstacles to make sure youth voices are heard and youth empowerment is emphasized. We are committed to building a strong youth voice, a voice that can ensure our high schools prepare students to go to college, earn a living wage, and actively participate in our democracy.

In the subsequent pages is a set of proposals to ensure that high schools serving low-income youth of color meet the new Department of Education standards for college readiness. We offer multiple ways to pursue each goal and recommend that combinations of the aspects of the models we present be considered.

The report is organized to share what we know about why items on our platform are important and to give information to help fellow students, educations advocates, and the NYC DOE work toward implementing changes.

The Urban Youth Collaborative strives for social and economic justice throughout our communities - overcoming obstacles to make sure youth voices are heard and youth empowerment is emphasized. We are committed to building a strong youth voice, a voice that can ensure our high schools prepare students to go to college, earn a living wage, and actively participate in our democracy.

In the subsequent pages is a set of proposals to ensure that high schools serving low-income youth of color meet the new Department of Education standards for college readiness. We offer multiple ways to pursue each goal and recommend that combinations of the aspects of the models we present be considered.

The report is organized to share what we know about why items on our platform are important and to give information to help fellow students, educations advocates, and the NYC DOE work toward implementing changes.

This brief looks at at the mechanisms used to distribute resources across public schools. We first present what we know about the current distribution of educational resources within New York City and other large city districts. Then we discuss current efforts to promote greater equity in the distribution of resources and improve student performance. We conclude with lessons and policy implications for New York State as it implements the CFE decision in New York City. These findings also apply to other large districts in the state, such as Buffalo, Rochester, Syracuse, and Albany. Our focus in this brief is on vertical equity--ensuring that schools serving students with different levels of need receive appropriately different levels of resources--rather than adequacy. But the two concepts are closely related. If we ensure that students with a variety of needs have ample resources to achieve agreed upon educational goals, we will achieve both school-level adequacy and vertical equit

This brief looks at at the mechanisms used to distribute resources across public schools. We first present what we know about the current distribution of educational resources within New York City and other large city districts. Then we discuss current efforts to promote greater equity in the distribution of resources and improve student performance. We conclude with lessons and policy implications for New York State as it implements the CFE decision in New York City. These findings also apply to other large districts in the state, such as Buffalo, Rochester, Syracuse, and Albany. Our focus in this brief is on vertical equity--ensuring that schools serving students with different levels of need receive appropriately different levels of resources--rather than adequacy. But the two concepts are closely related. If we ensure that students with a variety of needs have ample resources to achieve agreed upon educational goals, we will achieve both school-level adequacy and vertical equit

This brief looks at at the mechanisms used to distribute resources across public schools. We first present what we know about the current distribution of educational resources within New York City and other large city districts. Then we discuss current efforts to promote greater equity in the distribution of resources and improve student performance. We conclude with lessons and policy implications for New York State as it implements the CFE decision in New York City. These findings also apply to other large districts in the state, such as Buffalo, Rochester, Syracuse, and Albany. Our focus in this brief is on vertical equity--ensuring that schools serving students with different levels of need receive appropriately different levels of resources--rather than adequacy. But the two concepts are closely related. If we ensure that students with a variety of needs have ample resources to achieve agreed upon educational goals, we will achieve both school-level adequacy and vertical equit

The Urban Youth Collaborative strives for social and economic justice throughout our communities -- overcoming obstacles to make sure youth voices are heard and youth empowerment is emphasized.

They are committed to building a strong youth voice, a voice that can ensure high schools prepare students to go to college, earn a living wage, and actively participate in our democracy.

In the subsequent pages is a set of proposals to ensure that high schools serving low-income youth of color meet the new Department of Education standards for college readiness. We offer multiple ways to pursue each goal, recommend that combinations of the aspects of models we present be considered.

The report is organized to share what we know about why items on our platform are important and to give information to help fellow students, education advocates, and the NYC DOE work toward implementing changes.