Urbanicity: Rural

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 LaFayette Jr.-Sr. High 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 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.

This presentation was delivered by NYKids Director Kristen C. Wilcox at the 2024 Summer Conference held by the Rural Schools Association of New York State. The presentation, entitled “Promising Practices from New York’s Positive Outlier Rural Schools: A Report from NYKids” outlines findings from our latest study of emergent and persistent positive outlier schools.

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.

Dr. Aaron Leo presented research from NYKids’ latest study of Adaptation and Innovation during the COVID-19 pandemic at the American Anthropological Association’s annual conference held in Toronto, Canada in November, 2023. The paper, co-written with Dr. Kristen C. Wilcox was entitled “Educators’ stress and emotional labor during the COVID-19 pandemic” and drew on data gathered among 88 educators across New York State. Dr. Leo delivered the paper alongside other researchers on a panel focusing on teacher and student agency during the pandemic.

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 Assistant Director Aaron Leo and Director Kristen C. Wilcox attended participated in a roundtable at the 2023 AERA Annual Conference held in April, 2023. The presentation was titled “Family Engagement during the Pandemic: Challenges and Opportunities” and drew on data from NYKids’ latest study of pandemic-related adaptations among six schools throughout New York State.

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 team members Kristen C. Wilcox and Maria I. Khan presented findings from an ongoing research study at the Comparative and International Education Society. The presentation, entitled “Improving Educational Equity through Research-Practice Partnerships & University-School Collaborations in the Post-Pandemic Era,” explores the research-practice partnership between NYKids, Chatham Central School District, and Tech Valley High School. This work is also being conducted with the support of the American Institutes for Research.

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 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 Engaged Researchers Meeting discussed findings from an ongoing study conducted by researchers in the School of Public Health, Public Administration and Policy, and the School of Education. The purpose of this study is to examine the effects of remote schooling on the occurrence of adverse childhood events among children in New York State. Researchers also seek to uncover the experiences of caregivers and educators during the pandemic and develop community-informed recommendations to develop trauma informed interventions in schools.

At the 2022 American Educational Research Association’s Annual Conference, NYKids Graduate Assistant Jessie Tobin presents findings from our College and Career Readiness Study related to peer relationships. The presentation, entitled “Fostering positive peer relationships: a qualitative study of two secondary schools,” explores ways in which educators and students at positive outlier schools fostered positive relationships among peers.

The NYKids paper entitled “A Rural Research-Practice Partnership’s Adaptations during the COVID-19 Pandemic” was delivered as part of the American Educational Research Association’s annual conference in 2022. It outlines how improvement science principles were used to support Fort Plain Jr.Sr. High School’s planning and improvement efforts as they tackled pandemic-related disruptions

The Carnegie Foundation for the Advancement of Teaching hosts a summit every year that convenes representative from grant funding organizations, policymakers, researchers and professional practitioners among others in efforts to “learn to get better at getting better”. This year NYKids in partnership with Fort Plain Junior Senior High School, share how we have worked to translate research into practical improvements for navigating the pandemic. Carnegie’s virtual summit provides participants opportunities to learn about improvement science from Carnegie staff as well as learn from other improvers about how they have pursued their improvement work in all levels of education and from the U.S. and around the world. In this week’s blog we share some key highlights from NYKids’ Carnegie Summit presentation available on-demand from April 23rd-April 28th for those who might still have time to participate. This presentation may be of particular interest to those interested in improvement science. This blog offers links to our powerpoint and upcoming workshops and intensive direct support opportunities NYKids will be offering in the coming weeks to assist school and district leaders and their improvement teams navigate their fall reopening planning.

Using Bronfenbrenner’s ecological theory of development, this presentation explores the multiple factors which influence rural youth’s aspirations. This case study draws on data gathered at Crown Point Central School over the course of several years.

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.

Dr. Kristen C. Wilcox delivered this presentation at this year’s New York State School Boards Association annual conference. The topic is on how Rural Research-Practice Partnerships can assist educators in improving school outcomes.

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 Crown Point Central School to conduct interviews and focus groups with students about their experiences in school and plans for after graduation.

Workshop participants learned how they can model the work of Improvement Science (IS) and engage others in using IS strategies and tools for continuous improvement.

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.

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.

Drawing from lessons learned in other sectors, educators are increasingly looking for ways to address longstanding outcome disparities for children and youth growing up in poverty and from diverse ethnic, cultural, and linguistic backgrounds. When seeking to improve student outcomes, the Six Principles of Improvement Science can guide educators to develop strategies for continuous improvement. The NYKids’ COMPASS-AIM process melds the principles of improvement science with research on odds-beating schools to help schools and districts tackle complex problems effecting student success.

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 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.

What are the qualities of classrooms, school, and district processes and practices in rural high schools with higher-than-average graduation rates? How do these processes and practices compare with rural high schools with histories of average graduation rates? In this study, six schools were sampled for a multiple case study of rural high school completion. Four had higher-than-average graduation rates, while two had average rates. All six schools were visited by site teams who conducted 63 interviews and collected documentary evidence of practices and processes related to high school graduation. Key findings include on graduation rate success include: (1) the qualities of academic goals and learning opportunities; (2) the nature of individual and a collective educator efficacy; (3) the strategies educators used to develop and maintain family relationships and engage community members; and (4) mechanisms for adapting instruction and employing interventions for students at risk of dropping out.

The Common Core Odds-Beating Studies were developed in collaboration between a team of researchers at the University at Albany and the New York State Education Department. The study began in the recognition that there was a need for research investigating the process and practices in schools with relatively better outcomes on the Common Core-aligned assessments first implemented in the state in the 2011-2012 school year. At the time of this study, there had been no systematic examinations of the ways a variety of schools have approached and responded to the Common Core Learning Standards (CCLS) and the Annual Professional Performance Review (APPR) systems, both part of the Race to the Top reform agenda.

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. 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 was conducted in spring 2009 as one of a series of studies conducted by Just for the Kids~New York since 2005. For the study of middle school science, research teams investigated seven consistently higher-performing and three average-performing schools based on student performance on the New York State Intermediate-Level Science Examination in 2006, 2007, and 2008. Researchers used site-based interviews of teachers and administrators, as well as classroom observations and analyses of supportive documentations, to determine differences in practices between higher- and average-performing schools in the sample.

This case study was conducted in spring 2009 as one of a series of studies conducted by Just for the Kids~New York since 2005. For the study of middle school science, research teams investigated seven consistently higher-performing and three average-performing schools based on student performance on the New York State Intermediate-Level Science Examination in 2006, 2007, and 2008. Researchers used site-based interviews of teachers and administrators, as well as classroom observations and analyses of supportive documentations, to determine differences in practices between higher- and average-performing schools in the sample.

This case study was conducted in spring 2009 as one of a series of studies conducted by Just for the Kids~New York since 2005. For the study of middle school science, research teams investigated seven consistently higher-performing and three average-performing schools based on student performance on the New York State Intermediate-Level Science Examination in 2006, 2007, and 2008. Researchers used site-based interviews of teachers and administrators, as well as classroom observations and analyses of supportive documentations, 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 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.

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.

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.