Leaders: District

This report details the methods used in NYKids’ latest study “NYKids’ 20th Anniversary Study of Emergent and Persistent Positive Outlier Schools: What Accounts for Better Student Outcomes Over Time?” The report includes an overview to the study, sampling rationale, research literature, theoretical framework and research questions as well as the methods used for recruitment, data collection and analysis. Interview and focus group protocols are attached as appendices to the report.

In our latest study, Promising Practices from Persistent and Emergent Positive Outlier Schools, we returned to schools identified as positive outliers in prior NYKids studies as well as typically-performing yet who have risen to positive outlier status. The study seeks to understand what accounts for these schools’ comparatively better outcomes for culturally, linguistically, and socio-economically diverse youth. The fourth case study of these schools is Alfred-Almond Jr. Sr. High School, identified as a persistent positive outlier.

In our latest study, Promising Practices from Persistent and Emergent Positive Outlier Schools, we returned to schools identified as positive outliers in prior NYKids studies as well as typically-performing yet who have risen to positive outlier status. The study seeks to understand what accounts for these schools’ comparatively better outcomes for culturally, linguistically, and socio-economically diverse youth. The fourth case study of these schools is Brookfield Central School, identified as a persistent positive outlier.

In our latest study, Promising Practices from Persistent and Emergent Positive Outlier Schools, we returned to schools identified as positive outliers in prior NYKids studies as well as typically-performing yet who have risen to positive outlier status. The study seeks to understand what accounts for these schools’ comparatively better outcomes for culturally, linguistically, and socio-economically diverse youth. The fourth case study of these schools is Roxbury Central School, identified as an emergent positive outlier.

In our latest study, Promising Practices from Persistent and Emergent Positive Outlier Schools, we returned to schools identified as positive outliers in prior NYKids studies as well as typically-performing yet who have risen to positive outlier status. The study seeks to understand what accounts for these schools’ comparatively better outcomes for culturally, linguistically, and socio-economically diverse youth. Our third case study of these schools is Malverne Senior High School, identified as a positive outlier in our 2018 College and Career Readiness study.

In our latest study, Promising Practices from Persistent and Emergent Positive Outlier Schools, we returned to schools identified as positive outliers in prior NYKids studies as well as typically-performing schools that have risen to positive outlier status. The study seeks to understand what accounts for these schools’ comparatively better outcomes for culturally, linguistically, and socio-economically diverse youth. In our second case study we visited Fillmore Central School, our first school identified as an emergent positive outlier.

In our latest study, Promising Practices from Persistent and Emergent Positive Outlier Schools, we returned to schools identified as positive outliers in prior NYKids studies as well as typically-performing yet who have risen to positive outlier status. The study seeks to understand what accounts for these schools’ comparatively better outcomes for culturally, linguistically, and socio-economically diverse youth. The first case study of these schools is Crown Point Central School, identified as a positive outlier in our 2018 College and Career Readiness study.

This report details the lessons learned through the Research-Practice Partnership between NYKids, Tech Valley High School (TVHS), Chatham Central School District (CSD), and the American Institutes for Research (AIR). The report, co-written by members of the collaborative, reflects on positive outcomes from the RPP, challenges team members faced, and future goals for improvement.

This presentation, entitled “Advancing Educational Equity Research, Policy, and Practice,” was delivered by NYKids Director Kristen C. Wilcox and longtime collaborator Hal A. Lawson at the Educational Leaders without Borders conference held in Athens, Greece in April, 2023. The presentation discusses the importance of equity-focused research and recounts over two decades of NYKids scholarship.

NYKids team members Kristen C. Wilcox, Maria I. Khan, and Jessie Tobin presented this poster at the 2023 Carnegie Summit held in San Diego. The poster, titled “Addressing Differential Impacts of COVID via a National Research-Practice Partnership Network” outlines research improvement work NYKids has connected as part of a collaboration with Tech Valley High School, Chatham City School District, and American Institutes for Research.

This research brief outlines the major findings from NYKids’ latest study on the effects of the pandemic on the educator workforce. The full report, “Opportunities and Challenges to Adapt and Innovate: How Educators Confronted the COVID-19 Pandemic,” was published in December, 2022 and is available on our website. The brief succinctly describes the four drivers for adaptation and innovation found in positive outlier schools that participated in the study: Empowerment and Collective Responsibility; Responsiveness and Flexible Problem Solving ; A Relationship- and Connection-Centered Orientation; and Adaptive and Innovative Systems.

In this presentation titled “Stakeholder Empowerment: Research Results on Adaptive Leadership During Change” NYKids Director Kristen C. Wilcox and Associate Professor at Russell Sage College Francesca Durand discuss findings related to leadership drawn from NYKids’ study of the pandemic’s impacts on educators throughout New York State.

NYKids’ latest report, “Opportunities and Challenges to Adapt and Innovate: How Educators Confronted the COVID-19 Pandemic,” features data gathered among 88 educators from 6 schools across New York State. The study offers important findings related to adaptation and innovation in the context of the COVID-19 pandemic and provides insight into the challenges faced by school districts as well as the promising adaptations and innovations such crises prompt.

This case study report, “Opportunities and Challenges for Adaptation and Innovation: A Study of Educators’ Experiences during the COVID-19 Pandemic” is part of NYKids’ research project investigating the impacts on educators during the COVID-19 pandemic. This report focuses on the experiences, adaptations, and innovations of educators at Shaker Road Elementary School in Colonie, New York.

This case study report, “Opportunities and Challenges for Adaptation and Innovation: A Study of Educators’ Experiences during the COVID-19 Pandemic” is part of NYKids’ research project investigating the impacts on educators during the COVID-19 pandemic. This report focuses on the experiences, adaptations, and innovations of educators at Tamarac Secondary School in Troy, New York.

This case study report, “Opportunities and Challenges for Adaptation and Innovation: A Study of Educators’ Experiences during the COVID-19 Pandemic” is part of NYKids’ research project investigating the impacts on educators during the COVID-19 pandemic. This report focuses on the experiences, adaptations, and innovations of educators at Chatham Middle School in Chatham, New York.

This case study report, “Opportunities and Challenges for Adaptation and Innovation: A Study of Educators’ Experiences during the COVID-19 Pandemic” is part of NYKids’ research project investigating the impacts on educators during the COVID-19 pandemic. This report focuses on the experiences, adaptations, and innovations of educators at Lake George Elementary School in Lake George, New York.

This case study report, “Opportunities and Challenges for Adaptation and Innovation: A Study of Educators’ Experiences during the COVID-19 Pandemic” is part of NYKids’ research project investigating the impacts on educators during the COVID-19 pandemic. This report focuses on the experiences, adaptations, and innovations of educators at Whitesboro Middle School in Whitesboro, New York.

This case study report, “Opportunities and Challenges for Adaptation and Innovation: A Study of Educators’ Experiences during the COVID-19 Pandemic” is part of NYKids’ research project investigating the impacts on educators during the COVID-19 pandemic. This report focuses on the experiences, adaptations, and innovations of educators at Deerfield Elementary School in Whitesboro, New York.

This presentation given at the 2021 AERA Conference discusses how district and school leaders in positive outlier schools frame priorities and challenges they face.

This cross-case report is the second phase of our College and Career Readiness study. This report, entitled, Students’ Perspectives on Life After High School focuses on students’ voices from two of the positive outlier schools that participated in the first phase of this study. These two schools, Malverne Senior High School and Crown Point Central School, qualify as positive outliers because they are “atypical” in the sense that they have achieved a trend of above-predicted graduation rates among different populations of students consistently over time.

This case study is one of two reports which build from our Phase I research into College and Career Readiness. For this study, we returned to odds-beating Crown Point Central School to conduct interviews and focus groups with students about their experiences in school and plans for after graduation.

This presentation explores the relationship between teacher and student agency at odds-beating secondary schools. We find that teachers, when offered opportunities to act as agents, tend to offer similar opportunities to their students similarly. This research further suggests that affordances for teachers to assert agency can mitigate the constraining effects of state accountability system compliance-oriented practices.

This presentation provides insight into how Improvement Science can guide school improvement by helping schools and districts to “see the system” when developing goals, plans, and processes to effect changes to improve student outcomes. An overview of NYKids COMPASS is shown as a process for using improvement science to guide school teams for continuous improvement, along with a case example of how COMPASS was applied within a research to practice partnership and information about NYKids resources designed to support school improvement work.