Discover a wealth of social sector knowledge through reports from experts, foundations, nonprofits, and research institutions working in education.
Changing How High Schools Serve Black and Latino Young Men: A Report on New York City's Expanded Success Initiative
A growing number of initiatives around the country are attempting to tackle longstanding inequities, including higher rates of school dropout, incarceration, and unemployment among Black and Latino men. New York City's Young Men's Initiative (YMI) has been at the forefront of these efforts since it was launched in 2011 to address disparities in education, employment, health, and criminal justice.
YMI's educational component, the Expanded Success Initiative (ESI), focuses on the issue of low college readiness among Black and Latino male students -- a problem that has persisted in NYC even as high school graduation rates have risen. ESI is providing funding and professional development to 40 NYC high schools, aimed at helping them improve outcomes, particularly college and career readiness, among their Black and Latino male students.
The Research Alliance for New York City Schools is conducting a four-year evaluation of ESI's implementation and impact. This report, Changing How Schools Serve Black and Latino Young Men, presents our findings from Year 2 of ESI (the 2013-2014 school year), drawing on interviews and focus groups with staff at ESI schools and a set of matched comparison schools, a student survey, and an analysis of student achievement data.
The After School Division (ASD) of the California Department of Education in collaboration with Public Profit, has released Technical Assistance for Expanded Learning Opportunities in California. This report shares high-level information about the availability of technical assistance (TA) by region, strategy, and links to Quality Standards for Expanded Learning. Regional Profiles provide at-a-glance information about providers in each of California's 11 regions.
This report will help to inform the ongoing conversations about how to support high quality Expanded Learning Opportunities in California for all youth. California is a national leader in Expanded Learning, both for the breadth of its publicly funded Expanded Learning programs and for its growing focus on quality. THe ASD is further enhancing its supports for program quality through the System of Support, including fuding for TA. Understanding the current TA landscape enahnces the ASD's ability to make strategic investments to support Expanded Learning Opportunities.
Pathways to an Elite Education: Application, Admission, and Matriculation to New York City's Specialized High Schools (Working Paper)
New York City's elite public specialized high schools have a long history of offering a rigorous college preparatory education to the City's most academically talented students. Though immensely popular and highly selective, their policy of admitting students on the basis of a single entrance exam has been heavily criticized. Many argue, for example, that the policy inhibits diversity at the schools, which are predominately Asian, White, and male. In this paper, we provide a descriptive analysis of the "pipeline" from middle school to matriculation at a specialized high school, identifying group-level differences in rates of application, admission, and enrollment unexplained by measures of prior achievement. These differences serve to highlight points of intervention to improve access for under-represented groups. We also look at the role of middle schools in the pipeline, examining the distribution of offers across middle schools and testing for middle school effects on application and admission. Finally, we simulate the effects of alternative admissions rules on the composition of students at the specialized high schools.
Over the past few years, Advocates for Children of New York (AFC) has assisted an increasing number of parents who have contacted them with concerns about charter school suspensions and expulsions. In helping parents with these cases, AFC found that charter school discipline policies were not always readily available.
In this report, AFC sent Freedom of Information Law (FOIL) requests to the three New York City charter school authorizers and, to the extent possible, charter schools opening in NYC during the 2013-2014 school year seeking, among other things, copies of their discipline policies. Charter schools are required to comply with FOIL requests, and most charter schools responded. From the FOIL responses and charter school websites, AFC was able to review 164 discipline policies from 155 of the 183 charter schools operating in NYC during the 2013-2014 school year. These discipline policies came from large charter school networks as well as from small, independent charter schools.
While charter schools should be able to discipline their students, they must uphold the rights of their students and provide them with a fair discipline process. The Charter Schools Act requires charter school authorizers to ensure that charter applications include discipline policies and procedures that comport with the law. Yet, all three authorizers of New York City charter schools have approved charters for schools that have legally inadequate discipline policies.