New York City’s new small public high schools of
choice (“SSCs” for short) are well positioned
to meet this challenge because of their focus
on providing academically rigorous curricula
and personalized learning environments
for their students.
A typology of admission systems across Europe and their impact on the equity ...Dominic Orr
Admission systems to higher education are the key point for determining which students go into which type of higher education institution. Based on how admission systems are designed, they will allow access to a smaller or larger number of students, but they will also shape participation by social background. We present our typology of admission systems and how they work. Based on a larger study for the EU.
Apaie 2018 - Sharing Data for Successful Collaborations Across InstitutionsKeri Ramirez
How can institutions use their data to collaborate and enhance their outbound mobility strategies?
In this session, we will share the successful journey experienced by 7 leading institutions from around the globe to effectively count and benchmark more than 10,000 international student experiences across institutions in order to improve their outbound mobility strategies. The presentation will provide a rare insight in the world’s largest mobility programs and how they are managed and promoted. In this session, the presenters will outline the benchmark findings in the areas of student demographics, learning program types, access to student mobility programs, program management and funding and support to increase participation in learning abroad programs. Finally we will describe how sharing data will assist institutions to enhance their already successful strategies.
This session will be of value to delegates who have already had experience in promoting and managing study mobility and learning abroad programs and whose role it is to influence future policies and strategies in this area.
Needs Assessment Memo for Modifying the Admissions Approach at NYC Specialize...andrejohnson034
I developed a Needs Assessment Memo for graduate course PAD 745 (Program Development and Evaluation).
This memo was addressed to the NYC Department of Education as a guide for an imaginary non-profit organization, Advocates for Student Diversity in Specialized High Schools (ASDSHS).
The organization was seeking funding from the NYC DOE in order to carry out its mission of expanding public and legislative support for the use of a holistic admissions approach in the city's specialized high school admissions process.
A typology of admission systems across Europe and their impact on the equity ...Dominic Orr
Admission systems to higher education are the key point for determining which students go into which type of higher education institution. Based on how admission systems are designed, they will allow access to a smaller or larger number of students, but they will also shape participation by social background. We present our typology of admission systems and how they work. Based on a larger study for the EU.
Apaie 2018 - Sharing Data for Successful Collaborations Across InstitutionsKeri Ramirez
How can institutions use their data to collaborate and enhance their outbound mobility strategies?
In this session, we will share the successful journey experienced by 7 leading institutions from around the globe to effectively count and benchmark more than 10,000 international student experiences across institutions in order to improve their outbound mobility strategies. The presentation will provide a rare insight in the world’s largest mobility programs and how they are managed and promoted. In this session, the presenters will outline the benchmark findings in the areas of student demographics, learning program types, access to student mobility programs, program management and funding and support to increase participation in learning abroad programs. Finally we will describe how sharing data will assist institutions to enhance their already successful strategies.
This session will be of value to delegates who have already had experience in promoting and managing study mobility and learning abroad programs and whose role it is to influence future policies and strategies in this area.
Needs Assessment Memo for Modifying the Admissions Approach at NYC Specialize...andrejohnson034
I developed a Needs Assessment Memo for graduate course PAD 745 (Program Development and Evaluation).
This memo was addressed to the NYC Department of Education as a guide for an imaginary non-profit organization, Advocates for Student Diversity in Specialized High Schools (ASDSHS).
The organization was seeking funding from the NYC DOE in order to carry out its mission of expanding public and legislative support for the use of a holistic admissions approach in the city's specialized high school admissions process.
https://youtu.be/EjpavUZeYk8
Compare the world’s top universities with the latest edition of the QS World University Rankings®, and explore leading institutions by region and subject. Register for free site membership to access direct university comparisons and additional information, and visit the QS Intelligence Unit for in-depth analysis.
Framework for ranking higher institutions in nigeriastatisense
This presentation looks at the methodologies of five international bodies that rates higher institutions across the world with the aim of providing a guiding framework for ranking Nigerian institutions.
Dr. Fred C. Lunenburg - reporting to parents and families schooling v1 n1 2010William Kritsonis
Dr. Fred C. Lunenburg, www.nationalforum, NATIONAL FORUM JOURNALS, Houston, Texas, Dr. William Allan Kritsonis, Editor-in-Chief
www.nationalforum.com
Dr. Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS
Usefulness, difficulties and risks of Gender Plans of European and Latin Amer...nuriaserret
Presentation at 8th European Conference on Gender Equality in Higher Education, Vienna 4th Septemeber 2014.
Authors: Pastor, Inma; Serret, Núria; Pontón, Paloma.
Abstract: Based on the need to move towards gender Equality in Latin America, 18 universities in the region have been working on the development and implementation of gender plans. The usefulness of the gender plans, the obstacles in their execution and the results of their approval are analysed.
Based upon a recently completed survey of Museum Studies programs, alumni, and professionals, the
panel will discuss: 1) Are Museum Studies programs changing and adapting to the needs of those seeking employment in the field?; 2) What challenges are facing programs such as the disparity between program costs and salaries in the field?; 3) Are the programs focused on skills training or life-long learning? Bring your perspective and join in the conversation.
A comprehensive approach to investigating the social dimension in European hi...Dominic Orr
Whilst the social dimension has been a main focus for the Bologna Process, at least since it was expressly defined as objective for the European Higher Education Area in 2007, it has been difficult to translate it into a manageable policy agenda. As recently stated in an analysis of this policy: “the social dimension is a policy item that found a way into the Bologna Process agenda, but could not grow into an implementable policy” (Yagci, 2014). Using findings from surveys of students from the EUROSTUDENT project and the analyses of policy interventions within higher education systems carried out as part of the project Peer Learning for the Social Dimension (PL4SD), the authors of this contribution have tried to seek solutions to this quandary of inaction by taking a different approach.
Averaged across all occupations, real median hourly wages declined by 4.0 percent from 2009 to 2014. As Figure 1 shows, lower- and mid-wage occupations experienced proportionately greater declines in their real wages than did higher-wage occupations. Between 2009 and 2014, occupations in the bottom three-fifths saw median wage declines of 4.0 percent or greater.
https://youtu.be/EjpavUZeYk8
Compare the world’s top universities with the latest edition of the QS World University Rankings®, and explore leading institutions by region and subject. Register for free site membership to access direct university comparisons and additional information, and visit the QS Intelligence Unit for in-depth analysis.
Framework for ranking higher institutions in nigeriastatisense
This presentation looks at the methodologies of five international bodies that rates higher institutions across the world with the aim of providing a guiding framework for ranking Nigerian institutions.
Dr. Fred C. Lunenburg - reporting to parents and families schooling v1 n1 2010William Kritsonis
Dr. Fred C. Lunenburg, www.nationalforum, NATIONAL FORUM JOURNALS, Houston, Texas, Dr. William Allan Kritsonis, Editor-in-Chief
www.nationalforum.com
Dr. Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS
Usefulness, difficulties and risks of Gender Plans of European and Latin Amer...nuriaserret
Presentation at 8th European Conference on Gender Equality in Higher Education, Vienna 4th Septemeber 2014.
Authors: Pastor, Inma; Serret, Núria; Pontón, Paloma.
Abstract: Based on the need to move towards gender Equality in Latin America, 18 universities in the region have been working on the development and implementation of gender plans. The usefulness of the gender plans, the obstacles in their execution and the results of their approval are analysed.
Based upon a recently completed survey of Museum Studies programs, alumni, and professionals, the
panel will discuss: 1) Are Museum Studies programs changing and adapting to the needs of those seeking employment in the field?; 2) What challenges are facing programs such as the disparity between program costs and salaries in the field?; 3) Are the programs focused on skills training or life-long learning? Bring your perspective and join in the conversation.
A comprehensive approach to investigating the social dimension in European hi...Dominic Orr
Whilst the social dimension has been a main focus for the Bologna Process, at least since it was expressly defined as objective for the European Higher Education Area in 2007, it has been difficult to translate it into a manageable policy agenda. As recently stated in an analysis of this policy: “the social dimension is a policy item that found a way into the Bologna Process agenda, but could not grow into an implementable policy” (Yagci, 2014). Using findings from surveys of students from the EUROSTUDENT project and the analyses of policy interventions within higher education systems carried out as part of the project Peer Learning for the Social Dimension (PL4SD), the authors of this contribution have tried to seek solutions to this quandary of inaction by taking a different approach.
Averaged across all occupations, real median hourly wages declined by 4.0 percent from 2009 to 2014. As Figure 1 shows, lower- and mid-wage occupations experienced proportionately greater declines in their real wages than did higher-wage occupations. Between 2009 and 2014, occupations in the bottom three-fifths saw median wage declines of 4.0 percent or greater.
Long-time readers will recognize many options from previous years, but IBO has also included 11 new items for this edition involving diverse areas of public policy such as land use, labor relations, and sanitation. Options that appeared in prior volumes have been revised and their savings or revenue estimates updated.
Research consistently finds that charter school closures—about 12 percent since 2002—are most often due to finance and governance challenges, not educational issues. As charter schools increase in numbers, problems associated with their governing boards are also likely to grow.
With these components in place, we present the Data
Science Machine — an automated system for generating
predictive models from raw data. It starts with a relational
database and automatically generates features to be used
for predictive modeling.
Another common pitfall we see is the treatment of blended learning as a standalone education program instead of integrated into the costs associated with day-to-day instruction.
Assessing cost trade offs within the ongoing instructional budget will allow blended learning to be both scalable and sustainable.
Income and consumption changes did not move in tandem; there was only a slightly positive correlation between changes in income and changes in consumption between 2013 and 2014.
Texas has more immigrants than Oklahoma and New Mexico have people. Among states, only California has more immigrants than Texas; New York has a similar number.
Given the city’s relative fiscal health, is there a need to look to budget options? The simple answer is, “of course.” There is never enough money to meet all of the needs expressed by the city’s communities. And besides the need for more funds, there can be changes that could help improve equity and efficiency in the city’s spending and taxation—a benefit that could be associated with some of the budget options we present.
In fact, 50% of students in America would have only the equivalent of dial-up speeds (up to 56 kbps per student) if their classrooms were to transition to a 1:1 digital learning environment.
For example, the average large government/military
organization (defined as 10,000 employees or more) spent
a little more than $2 million on staff training in 2013.35
By comparison, a school district we studied, with a similar
number of teaching staff, spent more than $90 million
on teacher training and support in the same time period,
excluding the costs of teachers’ salaries for the time they
spent in training, additional investments like salary bumps
for improved performance and school leader time beyond
meeting directly with teachers for support.
"To attune its social-welfare system to a changing economy and reduce inequality among individuals, France is currently considering a system of so-called Individual Activity Accounts (IAAs). My colleague Selma Mahfouz chaired a committee that prepared a blueprint for such a system."
Read more at https://www.project-syndicate.org/commentary/individual-social-benefits-account-economic-efficiency-by-jean-pisani-ferry-2015-10#kQaAol6VgsRbKzwc.99
The purpose of this article is to provide a quantitative analysis of privacy-compromising mechanisms on the top 1 million websites as determined by Alexa. It is demonstrated that nearly 9 in 10 websites leak user data to parties of which the user is likely unaware; more than 6 in 10 websites spawn third-party cookies; and more than 8 in 10 websites load Javascript code. Sites that leak user data contact an average of nine external domains. Most importantly, by tracing the flows of personal browsing histories on the Web, it is possible to discover the corporations that profit from tracking users. Although many companies track users online, the overall landscape is highly consolidated, with the top corporation, Google, tracking users on nearly 8 of 10 sites in the Alexa top 1 million. Finally, by consulting internal NSA documents leaked by Edward Snowden, it has been determined that roughly one in five websites are potentially vulnerable to known NSA spying techniques at the time of analysis.
This is a very risky preposition. The forecast should be revisited annually rather than assuming no economic downturn through 2019.
Fiscal Pressures. Given the relatively small budget shortfalls projected by IBO for 2017-2019 and the sizable reserves contained in the Mayor’s financial plan—including general reserves of $1 billion annually and $2.6 billion in the Retiree Health Benefits Trust—the city’s fiscal outlook remains solid. But this outlook presumes no economic downturn through 2019. If that forecast holds the city will have gone an unprecedented 10 years without a recession.
School districts are highly dependent on local revenue generated through property taxes. The declining housing market has therefore taken a toll on school districts. Property values have declined in nearly 88 percent of the school districts located in the Long Island and Mid-Hudson regions. Since these districts derive roughly 75 percent of their revenue locally, reduced property values lead to revenue stress.
Are the Long-Term Unemployed on the Margins of the Labor Market?Luis Taveras EMBA, MS
The hypothesis we seek to test is that the longer workers are
unemployed the less they become tied to the job market, either because, on the supply side, they
grow discouraged and search for a job less intensively (e.g., Krueger and Mueller, 2011) or
because, on the demand side, employers discriminate against the long-term unemployed, based
on the (rational or irrational) expectation that there is a productivity-related reason that accounts
for their long jobless spell (e.g., Kroft, Lange and Notowidigdo, 2013 and Ghayad, 2013).
We find that low-wage job creation was not simply a characteristic of the first phase of the recovery, but rather a pattern that has persisted for more than four years now. Deep into the recovery, job growth is still heavily concentrated in lower-wage industries.
"First, pay up. If you are a single-site, independent charter school, your business manager should be the second highest paid employee after the principal, although their salaries also can be on par with each other. Business managers may report to the principal but should have access to the board. Ideally, they should meet monthly with the board chair or treasurer and present at board meetings."
Measurement Memo Re: Measuring the Impact of Student Diversity Programandrejohnson034
This is a Measurement Memo that I developed for graduate course PAD 745 (Program Development and Evaluation). Addressed to the NYC Department of Education, it details baselines and benchmarks to measure my imaginary non-profit, Advocates for Student Diversity in Specialized High Schools (ASDSHS) against.
The organization was seeking funding from the NYC DOE in order to carry out its mission of expanding public and legislative support for the use of a holistic admissions approach in the city's specialized high school admissions process.
Bridges to Nowhere - How Institutions Assume Responsibility for their GraduatesHobsons
Todd Bloom, chief academic officer at Hobsons, provides best practices schools and post-secondary institutions can implement in bridge programs to ease the transition for students between high school and college and beyond.
Achieve Closing the Expectations Gap 2014Achieve, Inc.
Achieve's ninth annual "Closing the Expectations Gap" report details states’ progress in adopting and implementing a coherent set of reinforcing policies that will prepare all students for college and careers. Visit http://www.achieve.org
Assessing the Impact of Academic Preparation, Finances and Social Ca...Iria Puyosa
Iria Puyosa
A dissertation submitted in partial fulfillment
of the requirements for the degree of
Doctor of Philosophy
CSHPE – University of Michigan
2009
The study examines which factors predict academic performance at university and compares the predictive values of subject-related entrance exams and indicators of past school performance. The results show that in the fields of engineering and social sciences entrance exams predict both graduation and the number of study credits better than past performance. In education past school performance is a better predictor of graduation. Changing the admission rule to school grades would affect the average student performance negatively in engineering and social sciences but positively in education. Using only entrance exams would not significantly change the average performance in any field.
From Throwing Stones to Creating Ripples Ramapo’s Approach to Student SuccessHobsons
Joseph Connell, Director of Student Success, and Tracey Bender, Student Success Coordinator at Ramapo College discussed implementation and execution of Starfish and how intentionality, collaboration, and closing the loop have increased student success. Learn specific examples of how student success metrics have improved as a result of Starfish implementation and examples of how student-focused offices have leveraged the technology to create ripple effects that extend campus-wide.
As colleges grapple with enrollment, retention, and completion difficulties, it’s clear that students need a better understanding of just how a college education can help them on the path to a solid career. Community colleges play a key role in solving this problem. When colleges use data to clearly demonstrate the connection between education and the labor market, students have the information they need to choose smart careers, select the education that is right for them, and then stick with that education to the end. In this webinar, Noah Brown, CEO of ACCT, and EMSI’s Gabriel Rench discuss how community colleges impact the economy, how they can demonstrate the ways they serve their students and communities, and how they can engage young people about career and education decisions before they hit college.
Victor Lavy Conference on “Long Run Effects of Free School Choice: College Attainment, Employment, Earnings, and Social Outcomes at Adulthood” (Madrid, February 29th, 2016)
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
“The prosperity the United States enjoys today is due in no small part to investments the nation has made in research and development at universities, corporations, and national laboratories over the last 50 years.”
"Our $559,667 sample also included four coaching-related payment requests, totaling $12,530, for training and meeting expenses. We found that three of the four sampled coaching-related payments, totaling $4,135, were not adequately supported. None of these three payment requests contained copies of the bills for which NYCLA requested reimbursement, such as an invoice from the venue in which a meeting was held."
"The DOE contracts with three Original Equipment Manufacturer (OEM) vendors to purchase computer hardware for use by students, teachers, and administrative staff. DOE entered into contracts totaling $209.9 million with Apple Inc. ($105 million), Lenovo Inc. ($81.9 million), and CDW Government LLC, for Google Chromebooks ($23 million)."
"From 2014 through fiscal 2017, for the first time on
record, New York City’s pension contributions exceeded
actual and projected (mostly bond-financed) capital
expenditures. In other words, the city has been spending
more to meet its pension obligations than to build
and renovate bridges, parks, schools, and other public
assets. In fiscal 2018, roughly 57% of contributions will
be needed simply to continue paying down what the
city still owes its pension systems, in order to continue
paying benefits promised to retirees. The rest will
cover the “normal” cost of added benefits earned by
city employees. In other words, if the pension systems
had been fully funded in the past, the city would have
saved more than $5 billion."
American Competitiveness Initiative:Leading the World in Innovation aci06-b...Luis Taveras EMBA, MS
By nearly every relevant metric, the U.S. leads the world in
science and technology. With only about five percent of the
world’s population, the U.S. employs nearly one-third of all
scientists and engineers and accounts for approximately one third of global R&D spending (U.S. R&D spending of over $300
billion is as much as the rest of the G-8 nations combined).
"Council Speaker Melissa Mark-Viverito, a Manhattan Democrat, and Council woman Julissa Ferreras-Copeland, a Queens Democrat who is chairwoman of the council’s Committee on Finance, praised the administration’s efforts to find cost-saving measures but said they remain concerned about rising shelter and pension costs."
"As consumers, Latinos wield more than $1.3 trillion in buying power, and the number of affluent Hispanic households is growing much faster than for the overall population: In 2015, there were approximately 370,000 US Latino households with incomes over $200,000, an increase of 187 percent since 2005."
" The Success Academy Board of Trustees failed to adequately monitor aspects of the finance affairs of SA and did not consistently follow the procedures for operation required by its bylaws"
"In 2013, the Non-Profit Revitalization Act was signed into law, and requires the adoption by non-profit corporations of robust financial oversight requirements, conflict-of-interest policies, and whistleblower policies. Although the Non-Profit Revitalization Act improved the accountability of New York’s non-profit corporations, including the CUNY college foundations, the New York Not-for-Profit Corporation Law (which the Act amended) does not provide specific guidance regarding how non-profit foundations use their assets."
“OpIm relieves instructional leaders of non-instructional tasks so they can focus on student achievement and professional development of the teaching staff.”
New York State depends on Wall Street tax revenues even more than New York City, because the State relies more heavily on
personal and business taxes and does not levy a property tax as the City does.
"You would be surprised that in some schools, the restriction appears to be implicitly understood, since they neither have a line for temporarily restricted funds on their balance sheet nor the statement below in their respective financial statement notes".
The Educational Impact of Broadband Sudsidies for Schools Under ERateLuis Taveras EMBA, MS
"The “universal service fund” pays for E-Rate with a 17.9 percent tax on long distance telecommunications. The term may sound odd; “long distance” is an artifact of the past for most Americans. However, international calls over plain old telephone network are still made, mostly by Latin American migrants living in the U.S. The telecommunications levy hits them particularly hard. More affluent households, on the other hand, use Facetime, Skype and other apps that avoid the tax."
http://www.politico.com/agenda/story/2016/08/stop-spending-money-connecting-schools-to-the-internet-000191
a) Maintaining approximate compensation parity among employees within the same employment categories (for example, among junior software engineers);
b. Maintaining certain compensation relationships among employees across different employment categories (for example, among junior software engineers relative to senior software engineers)
Even among tech companies, Apple's rates are low. And while the company has remade industries, ignited economic growth and delighted customers, it has also devised corporate strategies that take advantage of gaps in the tax code, according to former executives who helped create those strategies.
The amount patients pay can vary widely depending on their insurance plan, and Halford’s cost started at $500 a month, but within a year the drug she needs to say alive was costing her more than $800.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. O c t o b e r
2 0 1 4
or prior academic achievement. And while
this study occurred during a period when
the State of New York raised its high school
graduation standards and New York City was
taking steps to meet those standards — and
thus graduation rates were rising across
the city — students who enrolled in SSCs
consistently outperformed their control group
counterparts in each of the years studied.
Furthermore, SSCs achieve these gains at a
lower cost per graduate than that of the high
schools attended by their control group
counterparts, in large part because more
SSC enrollees successfully graduate from
high school and fewer SSC enrollees need to
attend a fifth year of high school.3
Using college enrollment and degree
attainment data from the National Student
Clearinghouse, this policy brief provides
evidence that the positive academic effects
of attending an SSC continue beyond high
school. Specifically, findings indicate that
attending an SSC in high school substantially
increases students’ enrollment and
persistence in postsecondary education — a
finding that holds true for students of a wide
range of abilities entering colleges across the
spectrum of selectivity.
What A r e S S C s ?
The impetus for small school creation
by the New York City Department of
Education (NYCDOE) began in the 1990s.
In 2002, the NYCDOE instituted a district-
Since 2010, MDRC has released
three research reports on the
New York City Department of Education’s
multiyear initiative to create small public
high schools that are open to any student
who wants to attend. This brief adds
evidence from a fourth cohort on high school
graduation and presents MDRC’s first results
with respect to these schools’ effects on
postsecondary enrollment.1
MDRC’s rigorous assessment has
demonstrated that these schools have
markedly increased graduation rates for
disadvantaged students of color, many of
whom start high school below grade level.2
Yet it is no longer enough to improve high
school graduation rates. In an economy that
is increasingly characterized by technological
change and globalization, it is widely accepted
that enrollment and success in postsecondary
education is necessary for young people to be
prepared for the world of work.
New York City’s new small public high schools of
choice (“SSCs” for short) are well positioned
to meet this challenge because of their focus
on providing academically rigorous curricula
and personalized learning environments
for their students. As noted above, this
approach has led to success: SSC enrollees
have experienced large, positive effects on
high school graduation rates compared with
their control group counterparts, regardless
of students’ family income, race/ethnicity,
p o l icy b rief
Headed to College
The Effects of New York City’s Small High Schools
of Choice on Postsecondary Enrollment
By Rebecca Unterman
2. M D R C P o l i c y B r i e f
2
Since June 2010, MDRC has used the lottery
procedure embedded in the NYCDOE
high school admissions process, which
determines placement when a given school
has more applicants than seats, to identify
a sample of over 100 SSCs and over 21,000
students. These lotteries provide a random-assignment-
like experimental condition that
allows researchers to estimate the effects of
attending an SSC (as opposed to some other
type of New York City public high school).
The resulting findings demonstrate that
attending an SSC substantially improves
students’ academic transition into high
school and markedly increases their high
school graduation rates. Students of all
backgrounds experience these effects.7
What I s This P o l icy
B r i e f About?
This policy brief updates MDRC’s research
on SSCs by (1) updating high school
graduation effects with an additional (fourth)
student cohort and (2) following four student
cohorts into postsecondary education.8 On
the second point, it addresses the following
questions:
• What is the effect of attending an SSC on
students’ rates of enrollment in
postsecondary education?
• To what extent does this effect differ for
postsecondary institutions of varying
selectivity?
• To what extent does this effect differ by
students’ background characteristics, such
as their race, income, or prior academic
achievement?
• What is the effect of attending an SSC on
students’ persistence over time in the
pursuit of a postsecondary degree?
wide high school admissions process that
emphasized student choice and began
establishing over 100 new academically
nonselective small public schools. Because
these new small schools were intended to be
accessible options for students with widely
varying backgrounds, MDRC researchers
call them “small schools of choice.” The
NYCDOE created SSCs in partnership with
a consortium of funders as well as with the
United Federation of Teachers, the Council of
School Supervisors and Administrators, New
Visions for Public Schools, and a number
of other intermediary organizations.4 About
94 percent of students attending SSCs are
black or Hispanic, 84 percent qualify for free
or reduced-price lunch, and 75 percent enter
high school performing below grade level in
reading or mathematics.5
The staff, structure, and mission of each
SSC were built “from scratch” as part of
a competitive application process that
solicited proposals from parents, community
members, teachers, and administrators with
a commitment to educational excellence.
Each SSC planning team had the authority
to choose a school theme and a community
or business partner. However, all teams
were required to propose curricula and
school structures that promoted academic
rigor, real-world relevance, and personalized
relationships. In addition, each SSC planning
team was encouraged to partner with an
outside intermediary organization that could
provide additional supports. These supports
ranged from funding to assisting with the
hiring of new teachers and staff to providing
students with opportunities to connect their
schoolwork with the world of work.6
3. all four cohorts — that is, students entering
ninth grade in the four school years 2005-
2006 through 2008-2009 — even though, as
noted above, the benchmark graduation rate
of students attending other New York City
high schools, against which SSCs are judged,
was also rising during this period.10 Equally
impressive results evident through the fourth
cohort include:
• The higher graduation rate of SSC enrollees
was driven by students earning Regents
diplomas (50.2 percent among target SSC
enrollees, compared with 43.5 percent of
their control group counterparts).
• A higher percentage of SSC enrollees
achieved a score of 75 or above on the
English Regents exam, a measure of
3
O c t o b e r 2 0 1 4
Hav e S S C E f f e c t s on
High S chool
Graduat ion B e en
S u s ta ine d?
Results for the new student cohort confirm
previous findings that SSCs appreciably
increase high school graduation rates;
graduation is defined in this brief as “on
time” if it occurs at the end of a student’s
fourth year of high school.9 Findings in
Table 1 indicate that, for the four student
cohorts in the present analysis, attending an
SSC increased average on-time high school
graduation rates by 9.4 percentage points
(to 71.6 percent for target SSC enrollees
from 62.2 percent for their control group
counterparts). This effect is consistent across
Table 1. SSC Effects on Four-Year High School Graduation Rates, College Readiness, and
Postsecondary Enrollment: Cohorts 1-4
Outcome (%) Target SSC
Enrollees
control
Group
Counterparts
estimated
Effect
P-Value for
estimated
Effect
Graduation
Graduated from high school 71.6 62.2 9.4 ** 0.000
Local diploma granted 13.2 11.4 1.8 0.160
Regents diploma granted 50.2 43.5 6.7 ** 0.001
Advanced Regents diploma granted 8.2 7.3 0.9 0.514
College readiness
Passed English Regents at 75 or higher 42.1 35.8 6.3 ** 0.001
Passed Math A Regents at 75 or higher 25.1 24.5 0.5 0.760
Postsecondary enrollment
Enrolled in postsecondary education 49.0 40.7 8.4 ** 0.000
NOTES: Findings in this table are based on four-year follow-up data for 14,608 participants. Estimates of the effect of enrolling in an SSC
were obtained by comparing mean outcomes for winners and losers of students’ first SSC lottery while accounting for which lottery
participants enrolled in an SSC and which did not, using the lottery outcome interacted with a binary lottery indicator as an instrumental
variable for SSC enrollment and adjusting estimated standard errors for student clustering by the first school they attended. Some findings
may not sum exactly due to rounding error.
A two-tailed t-test was used to assess the statistical significance of each SSC estimated effect with significance levels indicated as
** = 1 percent and * = 5 percent.
4. M D R C P o l i c y B r i e f
4
graduation rates and on college enrollment
after on-time graduation (Table 1), the study
found that, of the students who graduated from
high school on time, 68.4 percent of target SSC
students enrolled in a postsecondary institution
the year after they graduated from high school,
while 65.4 percent of their control group
counterparts did so.14 Thus the overall increase
in college enrollment caused by SSC attendance
has two drivers: (1) a higher percentage of
SSC graduates who enroll in college, and (2) a
higher percentage of SSC attendees graduating
from high school in four years.
These findings indicate that SSCs increase
the likelihood of postsecondary education
for those who graduate on time. One might
suppose, however, that within five or six years
after entering high school, control group
members in the present analysis “catch up”
with their treatment group counterparts. They
do not. After six years, students who attended
an SSC are 8.2 percentage points more likely
than their control group counterparts to have
graduated from high school. Thus the positive
SSC effect on students’ high school graduation
rates is almost fully sustained. Furthermore,
very few students graduate from high school
in five or six years and enroll the next year in
a postsecondary institution, so the positive
SSC effect on students’ college enrollment is
also sustained. (See Supplementary Table 3,
available online, for more information.)
SSCs Boost Enrollment in Colleges of All Kinds
Given how many SSC enrollees enter high school
with weak academic skills, one might suppose
that the effect of SSCs on college enrollment
might be driven mainly by students who attend
nonselective postsecondary institutions. Using
Barron’s college selectivity ratings, which rank
four-year degree-granting institutions on such
college readiness used by the City
University of New York (42.1 percent,
compared with 35.8 percent among the
control group counterparts).
• The positive effects of SSC enrollment held
up for different subgroups, including black
males, whose graduation rate from SSC
schools is now 12.2 percentage points higher
than that of their control group counterparts.
• The graduation rate for SSC students
eligible for special education services has
reached statistical significance and is 13.4
percentage points higher than that of their
control group counterparts.
For more details, see Supplementary Tables 1
and 2, available online.11
What Are the Effects
of SSCs on Enrollment
in Postsecondary
Education?
SSCs Boost Enrollment in Postsecondary Education
As shown in Table 1, SSCs not only turned
out a higher percentage of graduates but also
markedly increased the percentage of students
going on to college. Attending an SSC increased
the percentage of students who graduated
from high school in four years and enrolled the
next year in a postsecondary institution by 8.4
percentage points (to 49.0 percent for target
SSC enrollees).12 This effect is highly statistically
significant and is consistent across the four
annual student cohorts that were studied.13
Even among on-time graduates, the study
found that SSC attendance increased the
percentage who then enrolled in postsecondary
education, compared with on-time graduates
among the control group members. Specifically,
looking at SSC effects on four-year high school
5. 5
O c t o b e r 2 0 1 4
factors as student acceptance rates, graduation
rates, and ACT and SAT scores, the study found
that this is not the case.15
Table 2 indicates that target SSC enrollees
who graduate from high school on time and
enter college enroll in four-year institutions
representing a range of selectivity levels, the
most predominant being “very competitive,”
“competitive,” and “noncompetitive” schools
(with respective enrollment rates of 6.0
percent, 8.3 percent, and 9.3 percent). In
addition, almost 20 percent of target SSC
enrollees select a two-year community college
or technical school. In terms of SSC effects
on these enrollment rates, Table 2 indicates
that attending an SSC modestly increased
enrollment rates in postsecondary schools at
every selectivity level, with three of these seven
estimated effects being statistically significant.
In total, 29.7 percent of target SSC enrollees
attend a four-year degree-granting institution
versus 19.3 percent for all other types of
institutions, including community colleges.16
However, these proportions give a rough
indication at best of enrollment in a four-year
degree program, because the National Student
Clearinghouse database does not indicate the
type of program that students are enrolled in.
Most of the four-year institutions attended
by students in this sample also offer two-year
degree programs, meaning that some students
may be seeking two-year degrees within a four-year
institution. Some may transfer to four-year
degree programs within the institution, while
Table 2. SSC Effects on Enrollment in Postsecondary Education After Graduating from
High School in Four Years, by Barron’s Selectivity Level: Cohorts 1-4
Outcome (%) Target SSC
Enrollees
control
Group
Counterparts
estimated
Effect
P-Value for
estimated
Effect
Enrolled in postsecondary education 49.0 40.7 8.4 ** 0.000
by Barron’s S e l ectivity Level, for Cohorts 1 - 4
Four-year colleges
Most competitive 1.2 0.5 0.7 ** 0.003
Highly competitive 1.6 0.4 1.2 ** 0.001
Very competitive 6.0 4.7 1.2 0.091
Competitive 8.3 7.2 1.1 0.188
Less competitive 3.3 2.1 1.2 * 0.019
Noncompetitive 9.3 8.3 1.0 0.312
Two-year colleges
Special/unranked/two-year 19.3 17.4 1.9 0.117
NOTES: Findings in this table are based on data for 14,608 participants. See notes to Table 1 for an explanation of how SSC effects were
determined. Some findings may not sum exactly due to rounding error.
A two-tailed t-test was used to assess the statistical significance of each SSC estimated effect with significance levels indicated as
** = 1 percent and * = 5 percent.
6. M D R C P o l i c y B r i e f
6
postsecondary enrollment rates for students
who were eligible for free or reduced-price
lunch by 9.6 percentage points.17 Perhaps
most notably, SSCs increased postsecondary
enrollment by 11.3 percentage points for
black males, a 36 percent increase relative
to the enrollment rate of their control
group counterparts.18 Black females,
Hispanic males, and Hispanic females
also experienced positive SSC effects on
postsecondary enrollment that ranged from
5.6 to 7.0 percentage points. Three of these
five estimated effects are highly statistically
others might graduate with two-year degrees.
A future report will provide more complete
information on this issue by examining SSC
effects on students’ attainment of two-year
and four-year degrees.
SSCs Raise Postsecondary Enrollment
for Most Subgroups
Table 3 illustrates that SSCs have a consistent
pattern of positive effects on college
enrollment for most student subgroups,
including low-income students and students
of color. For example, SSCs boosted
Table 3. SSC Effects on Enrollment in Postsecondary Education After Graduating
from High School in Four Years, by Student Subgroups: Cohorts 1-4
student characteristics (%) Target SSC
Enrollees
control
Group
Counterparts
estimated
Effect
P-Value for
estimated
Effect
Sample
Size
Low-income status
Eligible for free/reduced-price lunch 47.7 38.1 9.6 ** 0.000 9,182
Not eligible for free/reduced-price lunch 51.3 46.1 5.2 * 0.049 5,426
Race/ethnicity, by gender
Black male 42.3 31.0 11.3 ** 0.002 2,727
Black female 53.4 46.4 7.0 * 0.028 3,490
Hispanic male 43.4 36.8 6.6 0.068 3,571
Hispanic female 48.9 43.3 5.6 0.084 3,528
Other male 63.7 62.3 1.4 0.783 666
Other female 70.5 58.0 12.6 * 0.046 626
8th-grade reading proficiency
Did not meet standards (level 1) 26.2 22.9 3.3 0.476 1,288
Partially met standards (level 2) 42.7 34.1 8.5 ** 0.000 8,221
Fully met standards (level 3) 62.8 52.1 10.7 ** 0.000 4,551
Met standards with distinction (level 4) 71.1 69.2 1.9 0.848 548
NOTES: Findings in this table are based on data for 14,608 participants. See notes to Table 1 for an explanation of how SSC effects were
determined. Some findings may not sum exactly due to rounding error.
A two-tailed t-test was used to assess the statistical significance of each SSC estimated effect with significance levels indicated as
** = 1 percent and * = 5 percent.
7. 7
O c t o b e r 2 0 1 4
significant. (See Supplementary Table 4,
available online, for further details.)
SSCs also distinctly increased rates of
postsecondary enrollment for students
who had performed somewhat below or at
grade level on their eighth-grade reading
exam.19 For students who had performed
somewhat below grade level, SSCs increased
postsecondary enrollment by 8.5 percentage
points; for students who had performed
at grade level, SSCs increased it by 10.7
percentage points.
SSCs exhibited much smaller effects for
students who had performed far above or far
below grade level on their eighth-grade reading
exam.20 Very few students who perform far
above grade level apply to SSCs, and, because
the majority of these students graduate from
high school whether or not they attend an SSC,
they experience virtually no SSC effect on high
school graduation. And, in turn, SSCs had
virtually no effect on the probability of college
enrollment for this subgroup.
For students who had performed far below
grade level in eighth grade, SSCs increased
on-time high school graduation rates by 7
percentage points but increased postsecondary
enrollment rates by only 3.3 percentage
points. This estimated effect is not statistically
significant, however, so one cannot be sure that
it represents a real effect. The postsecondary
prospects for students who performed far below
grade level in eighth grade are extremely low
(the control group counterpart postsecondary
enrollment rate is only 22.9 percent), and the
small and non-statistically significant estimated
effect on college ascension by these students
suggests that more is needed to increase their
postsecondary enrollment rates.
What A r e t h e E f f e c t s
on P e r sist ence in
Pos t s e cond a ry
Educ at ion?
Table 4 reports findings for the one student
cohort whose yearly postsecondary enrollment
can be followed through the fall of their fourth
year after on-time graduation from high
school.21 Not surprisingly, postsecondary
enrollment levels decrease consistently and
substantially over time for both the target SSC
enrollees and their control group counterparts.
However, even as the absolute levels of
persistence decline, target SSC enrollees
maintain a consistent advantage. For example,
during their first year after on-time high
school graduation, 44.4 percent of target SSC
enrollees attended a postsecondary education
program, while 37.6 percent of their control
group counterparts did so — for an impact
of 6.8 percentage points. Two years later, this
effect remains a similar 5.8 percentage points.
Three of the four yearly estimated effects are
statistically significant.
The follow-up period for this first cohort of
students is limited to three and a half years
after on-time high school graduation, so it
is too early to examine effects on four-year
degree attainment. However, if enrolled in
postsecondary school full time, students may
have had time to complete a two-year degree
or certificate (depending on their remedial
coursework requirements). Findings in Table
4 suggest that three and a half years after
on-time high school graduation (fall of year
four), having attended an SSC increased
degree or certificate attainment by 1.4
percentage points (to 3.7 percent for target
SSC enrollees from 2.3 percent for their
control group counterparts).22 This SSC effect
is statistically significant at the 0.10 level, but
8. M D R C P o l i c y B r i e f
8
Table 4. SSC Effects on Persistence in Postsecondary Education After Graduating
from High School in Four Years: Cohort 1
points. It is rare to find such large positive
effects for a rigorously evaluated large-scale
education reform and rarer still to see such
effects continue into college. Hence, the
present findings are unusually promising.
Remarkably, SSCs achieve these gains
for enrollees at a lower average total cost
per graduate than that for their control
group counterparts — roughly 14 percent
to 16 percent lower. Interestingly, both
SSC enrollees and control group enrollees
attend high schools that turn out to have
per-pupil costs somewhat higher than
those of the average New York City high
school and substantially higher than
those of the largest high schools, which
have significant economies of scale. Yet
the per-pupil costs for the specific high
schools that SSC enrollees and their control
group counterparts attended are roughly
similar. And, because more SSC students
successfully graduate and fewer require
an expensive fifth year of high school, the
Outcome in Follow-Up Period (%) Target SSC
Enrollees
it does not reach the 0.05 standard applied
in this brief. Thus while the SSC effect on
degree or certificate attainment after three
and a half years of postsecondary education
is promising, the study will have to wait for a
larger follow-up sample and a longer follow-up
period for definitive evidence about the
effects of SSCs on their students’ completion
of college.
Concl u sions
On average, attending an SSC increased
on-time high school graduation rates for
the four student cohorts in the present
analysis by 9.4 percentage points, an effect
that is equivalent in magnitude to roughly
44 percent of the gap in graduation rates
between white students and students of
color in New York City during the same
period.23 For these student cohorts, attending
an SSC also increased the probability of
graduating from high school in four years
and attending a postsecondary education
program the following year by 8.4 percentage
control
Group
Counterparts
estimated
Effect
P-Value for
estimated
Effect
Postsecondary enrollment
Year 1a 44.4 37.6 6.8b * 0.011
Year 2 37.6 31.3 6.4 * 0.040
Year 3 31.7 25.8 5.8 * 0.046
Fall of year 4 25.1 19.5 5.7 0.064
Postsecondary degree completion
Fall of year 4 3.7 2.3 1.4 0.096
NOTES: Findings in this table are based on data for 4,473 participants. See notes to Table 1 for an explanation of how SSC effects were
determined. Some findings may not sum exactly due to rounding error.
A two-tailed t-test was used to assess the statistical significance of each SSC estimated effect with significance levels indicated as
** = 1 percent and * = 5 percent.
aYear 1 includes students who enrolled in a postsecondary institution at any point in the first year after four-year high school graduation.
bWhile the overall effect for students in all four cohorts who graduated from high school in four years and enrolled in a postsecondary institution
the next year is 8.4 percentage points (see Table 1), this table looks only at students in cohort 1, where the effect is 6.8 percentage points.
9. 9
O c t o b e r 2 0 1 4
cost per graduate is significantly lower for
SSC students than for their control group
counterparts. These findings are consistent
regardless of the approach used to estimate
teacher costs, student composition,
facility usage, start-up costs, or partner
contributions to the schools.24
Still, there is more work to be done. Roughly
30 percent of target SSC enrollees do not
graduate from high school on time and, even
among those who do, roughly 31 percent
do not go on to postsecondary education.25
In addition, the very small postsecondary
effects reported for students who enter high
school performing far below grade level
suggest that additional investment will be
required to help these students obtain the
skills they need to make at least some form
of postsecondary education a viable option,
a transition that will become increasingly
important in the twenty-first-century labor
market.
Future MDRC reports will examine whether
the present SSC effect on postsecondary
enrollment translates into a corresponding
effect on college degree attainment. Also, in
an effort to understand the key components
of SSCs that are responsible for their effects,
these reports will explore SSC characteristics
that might predict variation in their effects.
In summary, the present findings provide
strong evidence that a large-scale high
school reform for youths who are far
along in the K-12 pipeline, many of whom
are academically below grade level when
they enter high school, can have sizable
positive effects on high school graduation,
attainment of a Regents diploma, and
postsecondary enrollment.
Not e s
1 The present findings are consistent with those
reported by Abdulkadiroglu, Hu, and Pathak (2013),
although the two analyses are based on different
samples.
2 Bloom and Unterman (2014).
3 Bloom and Unterman (2014); Bifulco, Unterman,
and Bloom (2014).
4 The consortium of funders was led by the Bill &
Melinda Gates Foundation, the Carnegie Corporation
of New York, and the Open Society Institute.
5 These figures describe students who entered
SSCs between the fall of 2002 and the fall of 2008.
6 For more detailed descriptions of New York City’s SSCs,
see Quint, Smith, Unterman, and Moedano (2010) and
Bloom, Levy Thompson, and Unterman (2010).
7 For a description of MDRC’s analytic approach
and a more detailed discussion of these findings,
see Bloom and Unterman (2014).
8 The four student cohorts included in this analysis
are defined by the school year in which students
participated as eighth-graders in the New York
City high school application process: cohort one
(2004-2005), cohort two (2005-2006), cohort three
(2006-2007), and cohort four (2007-2008).
9 Since June 2010 MDRC has released a series of
reports using data for students who were in lotteries
produced by the New York City high school application
processing system in order to document the positive
effects of SSCs on students’ academic attainment
(Bloom, Levy Thompson, and Unterman 2010; Bloom
and Unterman 2012; Bloom and Unterman 2013; Bloom
and Unterman 2014). Abdulkadiroglu, Hu, and Pathak
(2013) used some of these lotteries to study the effects
of SSCs and, in so doing, confirmed MDRC’s findings.
10 The improvements in SSC enrollees’ other high school
options is evident in the control group counterparts’
increasing high school graduation rate, which rose
by 6.5 percentage points between the first cohort and
the fourth. Using district-wide NYCDOE data, Kemple
(2013) also documents that New York City’s high
school graduation rate rose during this period.
Students who entered high school before the
2008-2009 school year could graduate high school
with a local diploma if they did not meet the statewide
criteria for a Regents or Advanced Regents diploma.
Beginning with the 2008-2009 ninth-grade cohort,
the local diploma was no longer an option for general
education students. More information on the Regents
examination and course credit requirements for each
diploma type can be found in Bloom, Levy Thompson,
and Unterman (2010).
10. M D R C P o l i c y B r i e f
10
21 Table 4 reports yearly postsecondary enrollment
rates for students in the sample. It does not report
on continuous postsecondary enrollment.
22 Roughly 3.7 percent of target SSC enrollees attained
a degree or certificate within three and a half years
after their on-time graduation from high school. This
percentage may appear surprisingly low, but it is
consistent with what is known about the attainment
of associate of arts degrees from the City University
of New York (CUNY) community college system.
For example, a weighted average of three-year rates
of attainment of associate’s degrees for first-time
full-time freshmen in the six CUNY community
colleges attended by 83 percent of target SSC enrollees
attending community colleges is 12.3 percent (City
University of New York Office of Institutional Research
2014). Assuming that 12.3 percent of the 19.3 percent
of the target SSC enrollees attending a community
college (reported in Table 2) attained a degree would
amount to 2.4 percent of target SSC enrollees attaining
a degree in three years. In addition, if one assumed
that a third of the 29.7 percent of target SSC enrollees
who attended four-year postsecondary institutions
(Table 2) were, in fact, pursuing a two-year degree and
12.3 percent of them graduated within three years, this
would add another 1.2 percent of target SSC enrollees
who obtained a degree, producing a total of 3.6 percent.
23 On average, across cohorts that entered high
school in 2005-2006 through 2008-2009, the
graduation gap between white students and students
of color was approximately 21.18 percentage points
(New York City Department of Education 2014).
24 See Bifulco, Unterman, and Bloom (2014).
25 The percentage of SSC graduates who do not
go on to postsecondary institutions was calculated
as follows ((71.6 – 49.0)/71.6) * 100) using the
findings from Table 1.
R e f e r ence s
For all analyses in this brief, MDRC’s calculations
use High School Application Processing System data
from eighth-graders from 2004-2005 to 2007-2008,
as well as data from New York City Department of
Education course credits, Regents exam, enrollment,
and National Student Clearinghouse files from the
2005-2006 school year through the fall of 2012.
Abdulkadiroglu, Atila, Weiwei Hu, and Parag A.
Pathak. 2013. “Small High Schools and Student
Achievement: Lottery-Based Evidence from New York
City.” NBER Working Paper 19576. Cambridge, MA:
National Bureau of Economic Research.
Bifulco, Robert, Rebecca Unterman, and Howard
S. Bloom. 2014. The Relative Costs of New York City’s
Small Public High Schools of Choice. Working paper.
New York: MDRC.
11 For more detail, see Supplementary Tables 1
and 2. Supplementary Tables 1-4 can be found in
Rebecca Unterman, “Headed to College: The Effects
of New York City’s Small High Schools of Choice on
Postsecondary Enrollment — Supplementary Tables,”
October 2014, on MDRC’s website (www.mdrc.org).
12 In this brief “target SSC enrollees” refers
to students who won a lottery for an SSC and
subsequently enrolled. See Bloom and Unterman
(2014) for a more detailed explanation. The
postsecondary enrollment data used in this report
were obtained from the National Clearinghouse
by the NYCDOE, which had requested data only
for students who graduated from an NYCDOE
school. Therefore postsecondary enrollment data for
students who did not graduate from an NYCDOE
school are not available.
13 See Supplementary Table 1 for cohort-by-cohort
findings.
14 These findings were obtained for each group by
dividing its percentage of postsecondary enrollees
by its percentage of four-year high school graduates,
as reported in Table 1, and converting the result to
a percentage (49/71.6 = 0.684 or 68.4 percent for
target SSC enrollees and 40.7/62.2 = 0.654 or 65.4
percent for their control group counterparts).
15 No such ratings exist for postsecondary
institutions other than four-year degree-granting
institutions.
16 The proportion of target SSC enrollees attending
a four-year degree-granting institution was calculated
by summing the proportion of target SSC enrollees
in four-year colleges reported in Table 2 (1.2 + 1.6 +
6.0 + 8.3 + 3.3 + 9.3 = 29.7).
17 In New York State, students qualify for free or
reduced-price lunch if their annual family income
is less than the equivalent of $43,568 for a family of
four.
18 The 36 percent increase for black males is
calculated by dividing the 11.3 percentage point effect
for this subgroup by its control group counterpart
enrollment rate (31.0 percent).
19 New York State reports students’ eighth-grade
reading test scores in four levels: did not meet
standards (level 1), partially met standards (level 2),
fully met standards (level 3), and met standards with
distinction (level 4). Levels 1 and 2 represent student
performance that is below grade level and levels 3
and 4 represent student performance that is at or
above grade level.
20 The SSC effects across prior reading achievement
subgroups are statistically significantly different from
each other (p-value < 0.001).
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Headed to College
The Effects of New York City’s Small High Schools of Choice
on Postsecondary Enrollment
By Rebecca Unterman
aking advantage of lottery-like features in New York City’s high school admissions process,
previous MDRC reports have provided rigorous evidence that new small public high
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schools are narrowing the educational attainment gap and markedly improving high school graduation
prospects, particularly for disadvantaged students. The new findings in this policy brief demonstrate
that these schools are also having a sustained effect on students’ enrollment and persistence in
postsecondary education, with positive impacts for many different subgroups, including male and female
students of color, students who partially or fully met their eighth-grade proficiency standards in math
or English, and students eligible for free or reduced-price lunch. These gains involve postsecondary
institutions representing a broad range of selectivity. Given available data, it is too early to determine the
resulting effect on college degree attainment.