Region: Long Island

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. 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.

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 report details the methods utilized in NYKids recent follow-up to the College and Career Readiness study of 2018. In this study, we return to two of the original seven positive-outlier high schools to conduct interviews with students about their experiences and perspectives. The report here details the sampling procedures, data collection and analysis, and includes the instruments used for this study.

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 Malverne High School to conduct interviews and focus groups with students about their experiences in school and plans for after graduation.

In this video interview conducted by NYKids Director, Dr. Kristen Wilcox, and NYKids Post-Doctorate Fellow, Dr. Aaron Leo; Dr. Vincent Romano, Principal at Malverne Senior High School, a positive outlier school in Malverne, NY, shares insight into the ways his school and district have built upon existing instructional and education technology plans to develop remote learning strategies in response to COVID-19 school closures. The discussion explores current goals, challenges, and successes related to the quick switch to remote learning on topics such as: developing, implementing, and supporting online synchronous teaching and learning; adapting to new approaches for using technology in instruction; the importance of communication and connective support for students, families, and teachers; considerations for educational equity and social-emotional learning; and future strategic planning and preparation for ongoing considerations related to remote teaching and learning.

Several decades of research has generated a near-consensus on the link between positive student outcomes and effective engagement between educators and families. Despite the widespread acknowledgement of this connection, many educators continue to struggle to engage families in ways that are both culturally responsive and sensitive to power dynamics. Though barriers to family engagement have been explored in depth, little research exists about what family engagement looks like in schools with above-predicted student outcomes.

This research offers insight into family engagement through two case studies of secondary schools in New York State—chosen for study for their odds-beating graduation outcomes. Educators in these schools share in common the strategies of drawing on local resources and engaging family members in culturally responsive and collaborative ways with particular sensitivities to power imbalances. These findings hold implications with regard to how barriers to family engagement may be overcome in demographically diverse contexts with histories of better graduation outcomes.

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.

In 2017-18, research teams investigated 10 high schools regarding the preparation of critical needs students for college and career. Three of these schools were typically-performing (with graduation rates as predicted for the student population served) and the remainder were odds-beating schools (with graduation rates above predicted for the student population served). The cross-case report featured in this presentation describes the four themes observed across all odds-beating secondary schools as illustrated through four case studies.

Involvement of families in their children’s education has been linked to numerous positive indicators such as homework completion, student motivation, and academic achievement. However, many schools conceive of involvement in narrow, individualistic terms and struggle to families in meaningful ways which are culturally-relevant, community-derived, and sensitive to power imbalances. Drawing on in-depth case studies from seven odds-beating schools, this paper provides examples of authentic family engagement which foster empowerment and utilize community resources to build trust between schools and families. The findings presented here provide a partial template for schools seeking to improve relationships with parents.

High schools that effectively serve culturally and ethnically diverse students are a national priority. This mixed methods case study examines the design and practices of high schools called “odds-beaters” because they have above-average graduation rates for ethnically, linguistically, and socioeconomically diverse students. Sample high schools are characterized in part by educators’ incorporation of positive youth development (PYD) priorities. Expressed in the ways educators talk, PYD practices are a school improvement resource, facilitating students’ engagement, agency, and identity development.

In 2017-18, research teams investigated 10 high schools regarding the preparation of critical needs students for college and career. Three of these schools were typically-performing (with graduation rates as predicted for the student population served) and the remainder were odds-beating schools (with graduation rates above predicted for the student population served). This cross-case report describes the four themes observed across all odds-beating secondary schools.

In 2017-18, research teams investigated 10 high schools regarding the preparation of critical needs students for college and career. Three of these schools were typically performing (with graduation rates as predicted for the student population served) and the remainder were odds-beating schools (with graduation rates above-predicted for the student population served). This reports describes the methods and procedures for the study.

This case study is one of a series of studies conducted by Know Your Schools~for NY Kids since 2005. In 2017-18, research teams investigated 10 high schools regarding the preparation of critical needs students for college and career. Three of these schools were typically-performing (with graduation rates as predicted for the student population served) and the remainder were odds-beating schools (with graduation rates above-predicted for the student population served).

This case study is one of a series of studies conducted by Know Your Schools~for NY Kids since 2005. In 2017-18, research teams investigated 10 high schools regarding the preparation of critical needs students for college and career. Three of these schools were typically-performing (with graduation rates as predicted for the student population served) and the remainder were odds-beating schools (with graduation rates above-predicted for the student population served).

This case study is one of a series of studies conducted by Know Your Schools~for NY Kids since 2005. In 2015-16, research teams investigated 6 elementary schools. In comparison to schools serving similar populations at each grade level, these odds-beating schools are ones in which English Language Learners exceeded expected average performance on the 2012-13 and 2013-14 state mathematics and English language arts assessments across multiple grade levels and subjects. Comparisons were for grades three through six. Researchers used site-based interviews of teachers and administrators, as well as analyses of supportive documentation in all schools; in four of the schools student interviews and classroom observations were also conducted.

This case study is one of a series of studies conducted by Know Your Schools~for NY Kids since 2005. In 2015-16, research teams investigated 6 elementary schools. In comparison to schools serving similar populations at each grade level, these odds-beating schools are ones in which English Language Learners exceeded expected average performance on the 2012-13 and 2013-14 state mathematics and English language arts assessments across multiple grade levels and subjects. Comparisons were for grades three through six. Researchers used site-based interviews of teachers and administrators, as well as analyses of supportive documentation in all schools; in four of the schools student interviews and classroom observations were also conducted.

In 2012-13, research teams investigated 13 high schools; eight of these schools had consistently higher than predicted graduation rates among at least two critical needs groups and five consistently achieved average graduation rates, given their student demographics. Schools were selected based on the four-year graduation rates for cohorts of 2004, 2005, and 2006, as reported on their state report cards in 2009-11. Researchers used site-based interviews of teachers and administrators, as well as analyses of supportive documentation, to determine differences in practices between higher- and average-performing schools in the sample.

In 2012-13, research teams investigated 13 high schools; eight of these schools had consistently higher than predicted graduation rates among at least two critical needs groups and five consistently achieved average graduation rates, given their student demographics. Schools were selected based on the four-year graduation rates for cohorts of 2004, 2005, and 2006, as reported on their state report cards in 2009-11. Researchers used site-based interviews of teachers and administrators, as well as analyses of supportive documentation, to determine differences in practices between higher- and average-performing schools in the sample.

This case study is one of a series of studies conducted by Know Your Schools~for NY Kids since 2005. In 2012-13, research teams investigated 13 high schools; eight of these schools had consistently higher than predicted graduation rates among at least two critical needs groups and five consistently achieved average graduation rates, given their student demographics. Schools were selected based on the four-year graduation rates for cohorts of 2004, 2005, and 2006, as reported on their state report cards in 2009-11. Researchers used site-based interviews of teachers and administrators, as well as analyses of supportive documentation, to determine differences in practices between higher- and average-performing schools in the sample.

This case study is one of a series of studies conducted by Know Your Schools~for NY Kids since 2005. In 2012-13, research teams investigated 13 high schools; eight of these schools had consistently higher than predicted graduation rates among at least two critical needs groups and five consistently achieved average graduation rates, given their student demographics. Schools were selected based on the four-year graduation rates for cohorts of 2004, 2005, and 2006, as reported on their state report cards in 2009-11. Researchers used site-based interviews of teachers and administrators, as well as analyses of supportive documentation, to determine differences in practices between higher- and average-performing schools in the sample.

This case study is one of a series of studies conducted by Know Your Schools~for NY Kids since 2005. For the study of critical needs elementary schools, conducted during the 2010-11 school year, research teams investigated ten consistently higher-performing and five consistently average-performing elementary schools. Schools were selected based on the performance of critical needs subgroups – African American, Hispanic, English language learners, and special education students, and students living in poverty as measured by eligibility for free or reduced-price lunch – on New York State Assessments of English Language Arts and Mathematics for grades 3 through 4, 5, or 6 in 2007, 2008, and 2009.

This case study is one of a series of studies conducted by Know Your Schools~for NY Kids since 2005. For the study of critical needs elementary schools, conducted during the 2010-11 school year, research teams investigated ten consistently higher-performing and five consistently average-performing elementary schools. Schools were selected based on the performance of critical needs subgroups – African American, Hispanic, English language learners, and special education students, and students living in poverty as measured by eligibility for free or reduced-price lunch – on New York State Assessments of English Language Arts and Mathematics for grades 3 through 4, 5, or 6 in 2007, 2008, and 2009.

This case study is one of a series of studies conducted by Know Your Schools~for NY Kids since 2005. For the study of critical needs elementary schools, conducted during the 2010-11 school year, research teams investigated ten consistently higher-performing and five consistently average-performing elementary schools. Schools were selected based on the performance of critical needs subgroups – African American, Hispanic, English language learners, and special education students, and students living in poverty as measured by eligibility for free or reduced-price lunch – on New York State Assessments of English Language Arts and Mathematics for grades 3 through 4, 5, or 6 in 2007, 2008, and 2009.

This case study is one of a series of studies conducted by Know Your Schools~for NY Kids since 2005. For the study of critical needs elementary schools, conducted during the 2010-11 school year, research teams investigated ten consistently higher-performing and five consistently average-performing elementary schools. Schools were selected based on the performance of critical needs subgroups – African American, Hispanic, English language learners, and special education students, and students living in poverty as measured by eligibility for free or reduced-price lunch – on New York State Assessments of English Language Arts and Mathematics for grades 3 through 4, 5, or 6 in 2007, 2008, and 2009.

This case study is one of 10 produced as part of a larger study of high schools conducted during the 2007-08 school year. Research teams investigated 10 consistently higher-performing and five average-performing high schools based on student performance on New York State Assessments of English, mathematics, science, and history. Researchers used site-based interviews of teachers and administrators, as well as analyses of supportive documentation, to determine differences in practices between higher-and average-performing schools in the sample.

This case study is one of 10 produced as part of a larger study of high schools conducted during the 2007-08 school year. Research teams investigated 10 consistently higher-performing and five average-performing high schools based on student performance on New York State Assessments of English, mathematics, science, and history. Researchers used site-based interviews of teachers and administrators, as well as analyses of supportive documentation, to determine differences in practices between higher-and average-performing schools in the sample.

This case study is one of 10 produced as part of a larger study of high schools conducted during the 2007-08 school year. Research teams investigated 10 consistently higher-performing and five average-performing high schools based on student performance on New York State Assessments of English, mathematics, science, and history. Researchers used site-based interviews of teachers and administrators, as well as analyses of supportive documentation, to determine differences in practices between higher-and average-performing schools in the sample.

This case study is one of 10 produced as part of a larger study of high schools conducted during the 2007-08 school year. Research teams investigated 10 consistently higher-performing and five average-performing high schools based on student performance on New York State Assessments of English, mathematics, science, and history. Researchers used site-based interviews of teachers and administrators, as well as analyses of supportive documentation, to determine differences in practices between higher-and average-performing schools in the sample.

This case study is one of 10 produced as part of a large study of middle schools conducted during the 2006-07 school year. Research teams investigated 10 consistently higher-performing and six average-performing middle schools on student performance in New York State Assessments of 8th grade English Language Arts and Mathematics. Researchers used site-based interviews of teachers and administrators, as well as the analysis of supportive documentation, to determine differences in practice between higher- and average-performing schools in the sample. In half the higher-performing schools, poverty levels meet or exceed the state average (as measured by the percent of students receiving free or reduced lunch). Average-performing schools were matched as closely as possible to the higher performers in terms of student poverty levels, geographic location, size, and student ethnicity. Results were organized along five broad themes that form the framework of the national Just for the Kids Study of which the New York study is part. The national study is sponsored by the National Center for Educational Accountability.

Research teams investigated 10 consistently higher-performing and six average-performing middle schools on student performance in New York State Assessments of 8th grade English Language Arts and Mathematics. Researchers used site-based interviews of teachers and administrators, as well as the analysis of supportive documentation, to determine differences in practice between higher- and average-performing schools in the sample. In half the higher-performing schools, poverty levels meet or exceed the state average (as measured by the percent of students receiving free or reduced lunch). Average-performing schools were matched as closely as possible to the higher performers in terms of student poverty levels, geographic location, size, and student ethnicity. Results were organized along five broad themes that form the framework of the national Just for the Kids Study of which the New York study is part. The national study is sponsored by the National Center for Educational Accountability.

This case study is one of 10 produced as part of a large study of middle schools conducted during the 2006-07 school year. Research teams investigated 10 consistently higher-performing and six average-performing middle schools on student performance in New York State Assessments of 8th grade English Language Arts and Mathematics. Researchers used site-based interviews of teachers and administrators, as well as the analysis of supportive documentation, to determine differences in practice between higher- and average-performing schools in the sample. In half the higher-performing schools, poverty levels meet or exceed the state average (as measured by the percent of students receiving free or reduced lunch). Average-performing schools were matched as closely as possible to the higher performers in terms of student poverty levels, geographic location, size, and student ethnicity. Results were organized along five broad themes that form the framework of the national Just for the Kids Study of which the New York study is part. The national study is sponsored by the National Center for Educational Accountability.

Research teams investigated 10 consistently higher-performing and six average-performing middle schools on student performance in New York State Assessments of 8th grade English Language Arts and Mathematics. Researchers used site-based interviews of teachers and administrators, as well as the analysis of supportive documentation, to determine differences in practice between higher- and average-performing schools in the sample. In half the higher-performing schools, poverty levels meet or exceed the state average (as measured by the percent of students receiving free or reduced lunch). Average-performing schools were matched as closely as possible to the higher performers in terms of student poverty levels, geographic location, size, and student ethnicity. Results were organized along five broad themes that form the framework of the national Just for the Kids Study of which the New York study is part. The national study is sponsored by the National Center for Educational Accountability.

Conducted in the 2004-2005 school year, research teams investigated 10 consistently higher performing and five average performing elementary schools to determine the differences in practices between higher and average performing elementary schools. Schools were identified through an in-depth analysis of academic achievement. Researchers used site-based interviews and observations, as well as the analysis of supportive documentation, to investigate the practices of each of the 15 schools in the study. District-, school-, and classroom-level practices were studied in the five themes of NCEA’s Best Practice Framework: Curriculum and Academic Goals; Staff Selection, Leadership, and Capacity Building; Instructional Programs, Practices, and Arrangements; Monitoring: Compilation, Analysis, and Use of Data; and Recognition, Intervention, and Adjustment.

Conducted in the 2004-2005 school year, research teams investigated 10 consistently higher performing and five average performing elementary schools to determine the differences in practices between higher and average performing elementary schools. Schools were identified through an in-depth analysis of academic achievement. Researchers used site-based interviews and observations, as well as the analysis of supportive documentation, to investigate the practices of each of the 15 schools in the study. District-, school-, and classroom-level practices were studied in the five themes of NCEA’s Best Practice Framework: Curriculum and Academic Goals; Staff Selection, Leadership, and Capacity Building; Instructional Programs, Practices, and Arrangements; Monitoring: Compilation, Analysis, and Use of Data; and Recognition, Intervention, and Adjustment.

Conducted in the 2004-2005 school year, research teams investigated 10 consistently higher performing and five average performing elementary schools to determine the differences in practices between higher and average performing elementary schools. Schools were identified through an in-depth analysis of academic achievement. Researchers used site-based interviews and observations, as well as the analysis of supportive documentation, to investigate the practices of each of the 15 schools in the study. District-, school-, and classroom-level practices were studied in the five themes of NCEA’s Best Practice Framework: Curriculum and Academic Goals; Staff Selection, Leadership, and Capacity Building; Instructional Programs, Practices, and Arrangements; Monitoring: Compilation, Analysis, and Use of Data; and Recognition, Intervention, and Adjustment.

Conducted in the 2004-2005 school year, research teams investigated 10 consistently higher performing and five average performing elementary schools to determine the differences in practices between higher and average performing elementary schools. Schools were identified through an in-depth analysis of academic achievement. Researchers used site-based interviews and observations, as well as the analysis of supportive documentation, to investigate the practices of each of the 15 schools in the study. District-, school-, and classroom-level practices were studied in the five themes of NCEA’s Best Practice Framework: Curriculum and Academic Goals; Staff Selection, Leadership, and Capacity Building; Instructional Programs, Practices, and Arrangements; Monitoring: Compilation, Analysis, and Use of Data; and Recognition, Intervention, and Adjustment.