*Names in bold indicate Presenter
At APPAM this fall we would like to present a new round of findings that dig deeper into the city’s high school reform effort and speak directly to the conference goal of integrating research and public policy decision-making. Specifically, with an additional cohort of students graduating from high school, we will report findings that address the following questions:
- Did New York State’s phase-out of the least rigorous type of high school diploma granted to regular education students - local diplomas – change SSC effects on graduation rates?
- Did SSCs sustain their positive effects in the face of increasing graduation rates, on average, across other NYC high schools against which they are being compared?
- Do special education students and English language learners also experience a positive and statistically significant effect of SSC enrollment? (These subgroups were too small to report separate findings from previous analyses.)
- Once we account for student attrition over time (using a model-based imputation approach plus a naïve and very conservative alternative imputation), is the estimated effect of SSCs on graduation rates still positive and statistically significant?
- Do SSC teachers exert an inordinate amount of influence on their students’ scores on New York State Regents exams (which are part of students’ high school graduation requirements)? And if so, might this explain part of the observed positive effects of SSCs on high school graduation rates?
Bloom, Howard S. and Rebecca Unterman. 2012. Sustained Positive Effects on Graduation Rates Produced by New York City’s Small Schools of Choice. New York: MDRC.
Bloom, Howard S., Saskia Levy Thompson, and Rebecca Unterman. 2010. Transforming the High School Experience: How New York City’s New Small Schools Are Boosting Student Achievement and Graduation Rates. New York: MDRC.
- sustained_progress_FR_0.pdf (3845.7KB)