Urbanicity: Urban

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.

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 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.

In this presentation, Maria I. Khan and Kristen C. Wilcox discuss findings from an research conducted at an urban, diverse elementary school with high rates of poverty. The presentation “Remote Schooling during the COVID-10 Pandemic: A Case Study of Impacts on Children in a High Poverty, High Diversity School” was presented at the Comparative and International Education Society’s Annual Conference.

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.

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.

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 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.

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.

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 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.

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. 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 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 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 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.

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.

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.

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.