ERIC ED429158: NYU Institute for Education & Social Policy Progress Report Outcomes Study.

40 Pages·0.68 MB·English

by  ERIC

DOCUMENT RESUME
UD 032 884
ED 429 158
TITLE
NYU Institute for Education & Social Policy Progress Report
Outcomes Study.
INSTITUTION
New York Univ., NY. Inst. for Education and Social Policy.
SPONS AGENCY
Annenberg Foundation, St. Davids, PA.
PUB DATE
1999-01-00
NOTE
38p.
Numerical/Quantitative Data (110) -- Reports - Evaluative
PUB TYPE
(142)
MF01/PCO2 Plus Postage.
EDRS PRICE
*Academic Achievement; Black Students; Cooperation;
DESCRIPTORS
Disadvantaged Youth; *Educational Change; Elementary
Secondary Education; Hispanic Americans; Low Income Groups;
Outcomes of Education; Parent Attitudes; *Partnerships in
Education; Program Effectiveness; Program Evaluation; Public
Schools; Tables (Data); *Urban Schools
*New York City Board of Education; Reform Efforts
IDENTIFIERS
ABSTRACT
New York Networks for School Renewal (NYNSR) is a 5-year
collaborative project begun in 1995 as part of an effort to revitalize U.S.
schools through public-private partnerships. Four New York organizations with
years of experience in public education reform have joined in the NYNSR
collaboration. An outcomes evaluation collected and analyzed both
school-level and student-level data from NYNSR schools using databases
constructed for the program. The NYNSR began with 80 founding schools and
added an additional 60 public schools and programs, many in low-income areas.
These 140 schools, which have a larger population of African American and
Latino students than other New York City public schools, serve some 50,000
students. Between spring 1996 and spring 1997, the proportion of students in
the 80 "founding schools" who read at or above the national norms for grades
More than 70% of parents and guardians surveyed were
3 through 8 rose
satisfied or very satisfied with the quality of teaching, what students
learn, and safety in the schools. Although the smaller schools had a somewhat
higher cost per student, their higher graduation rates and lower dropout
rates mean that they have produced the lowest cost per graduate in the city
school system. In addition to increasing student achievement, NYNSR has
expanded community and outside institutional involvement in the creation,
governance, and culture of public schools. (Contains 6 tables, 5 figures, 21
graphs, and 1 map.)
(SLD)
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00
POLICY
NYU INSTITUTE FOR EDUCATION & SOCIAL
PROGRESS REPORT
OUTCOMES STUDY
JANUARY 1999
U.S. DEPARTMENT OF EDUCATION
AND
Improvement
PERMISSION TO REPRODUCE
Office el Educational Research and
INFORMATION
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INFORMATION CENTER (ERIC)
document do not necessarily represent
official OERI position or policy.
1
NEW YORK
NETWORKS
FOR SCHOOL
RENEWAL
An Annenberg Foundation
Challenge for New York City
2
AVAILABLE
BEST COPY
Initiated bi a five:year, $25 million AnnenbergFoundation challenge grant beingmatched ig other contributors,
NEW YORK
New York Networks for SchoolRenewal is developingand nurturing a rapidly increasing number of small
NETWORKS
public schools in New York City that are now offeringqualio education to nearly 50,000 students of highly
SCHOOL
FOR
diverse backgrounds. Linking these schools in networks, the project seeks to empower school practictioners,
RENEWAL
parents and students in ways that lead to greater student achievement and school accountabi4
Project Sponsors
ACORN
(N.Y. Association of Community Organizations for Reform Now)
Center for Collaborative Education
Center for Educational Innovation
New Visions for Public Schools
Lucille Renwick, Director
NYNSR Research Collaborative
Institute for Education & Social Policy, New York University
Center for Puerto Rican Studies at Hunter College
Lang College, The New School for Social Research
Community Service Society of New York City
The NYNSR Research Collaborative will issue a series of reports
from 1997 through 2001 about various aspects of the NYNSR Project.
THIS OUTCOMES STUDY WAS PREPARED BY:
IN STITUTE FOR
411)0
Research Team
Education and Social Policy
New York University
Zvia Naphtali
Jodi Paroff
726 Broadway, NYC 10003
Alcine Mumby
Dae Yeop Kim
Dana Lockwood
Yolanda McBride
[phone] FAX [phone]
email: [email protected]
Norm Fruchter
NYU INSTITUTE FOR EDUCATION & SOCIAL POLICY
PROGRESS REPORT
OUTCOMES STUDY
JANUARY 1999
_
An Annenberg Foundation
Challenge for New York City
4
NYU IESP Progress Report
Outcomes Study
January 1999
TABLE OF CONTENTS
1
INTRODUCTION
I.
EVALUATION DESIGN, ANALYTIC ISSUES
1
3
STATUS OF NYNSR SCHOOL-LEVEL DATABASES
3
STATUS OF NYNSR STUDENT-LEVEL DATABASES
5
II. THE STATE OF THE NYNSR PROJECT
5
NYNSR SCHOOLS BY SPONSORING ORGANIZATION
5
NYNSR SCHOOL CONFIGURATIONS
6
GEOGRAPHIC DISTRIBUTION OF NYNSR SCHOOLS ACROSS NEW YORK CITY
7
SCHOOL SIZE
8
NEW VS. EXISTING SCHOOLS
9
III. WHO ARE THE STUDENTS IN THE NYNSR PROJECT?
9
GENDER AND RACE/ETHNICITY
12
STUDENTS ELIGIBLE FOR FREE LUNCH
12
ENGLISH LANGUAGE LEARNERS
13
NYNSR ELL STUDENTS COMPARED WITH NYC AVERAGES
14
SPECIAL EDUCATION STUDENTS
16
STUDENTS OVERAGE FOR GRADE
17
IV. STUDENT MOBILITY
17
WITHIN-YEAR MOBILITY IN NYNSR FOUNDING SCHOOLS
18
PERSISTERS AND LEAVERS: ANNUAL STUDENT MOBILITY
19
GRADE PROMOTION/GRADE RETENTION
20
V. PRELIMINARY OUTCOME ANALYSIS OF FOUNDING NYNSR STUDENTS
20
METHODOLOGY
22
GAINS IN READING
23
QUARTILE ANALYSIS
24
READING ANALYSIS BY ETHNICITY
25
Quartile Analysis by Ethnicity, NYNSR Students 1996 and 1997
27
GRADE BY GRADE READING ANALYSIS
27
3'd Graders from 1996 to 1997
28
4th Graders from 1996 to 1997
29
5th Graders from 1996 to 1997
30
6th Graders from 1996 to 1997
31
VI. CONCLUSION
5
I. INTRODUCTION
Evaluation Design, Analytic Issues
The outcomes evaluation of the NYNSR project, conducted by NYU's Institute for
Education and Social Policy, seeks to answer two basic questions: who are the students in
NYNSR schools, and how well are they doing in terms of academic performance?
Our evaluation design answers the first question two ways: by collecting, aggregating and
analyzing school-level data about NYNSR schools; and by collecting, aggregating and
analyzing student-level data for the students in NYNSR schools. Who We Are, the first
report of the outcomes study, published by NYNSR in 1997, analyzed student demographics
from the 1995-96 school-level data for NYNSR schools. This Progress Report analyzes
some additional school-level data for the 1995-96 and 1996-97 school years, but
concentrates mostly on new student-level data for NYNSR students and schools for 1995-96
and 1996-97. Most of our findings in this report confirm the earlier results reported in Who
We Are. But we also offer some new findings, and correct a few findings reported in Who
We Are, by using the greater precision that student-level data offer.
The second question our evaluation design asks -- how well are the students in NYNSR
will be answered through a series of comparisons. One set of longitudinal
schools doing
comparisons is based on following students in the 80 founding NYNSR schools across time,
using student-level data from the 1995-96, 1996-97 and 1997-98 school years. To compare
the performance of these NYNSR students across time, we will examine patterns of
attendance; enrollment consistency or its converse, mobility; graduation or dropout in high
schools; and the year-to-year gain or loss in test score results.
Another set of comparisons is between particular groups of NYNSR students and students
in non-NYNSR schools selected for their demographic similarities. We have matched many
of the NYNSR founding schools with non-NYNSR New York City public schools on a
call
variety of student demographic and outcome characteristics. We will compare what we
founding schools in 1995-96) with
our Panel 1 students (students who were in NYNSR
1
students in our matched comparison sample, across a range of demographic and
performance indicators, to answer the question of how well NYNSR students are doing. We
will record the year-to-year changes in Panel 1 students as they move from 1995-96 to 1996-
97 and 1997-98, and compare those year-to-year changes with the changes for students in
the comparison pool.
To provide yet another assessment of how well NYNSR students are doing, we will compare
for year-to-year
our panel of students, on all demographic and outcome measures, and
changes, to students from a random sample drawn from all non-NYNSR New York City
public schools.
Figure 1
Comparison for the NYNSR evaluation
1997-98
1996-97
1995-96
Year 2 Cohort File
Year 1 Cohort File
Baseline Cohort File
ag
1 60
A gr.
Year 2 Cohort File
Year 1 Cohort File
Baseline Cohort File
.5
i I 1,
A -
Year 2 Cohort File
Year 1 Cohort File
Baseline Cohort File
'! 1
m
8
*4
I cl
A4'
Our evaluation design is structured, through all these comparative analyses, to allow us to
X amount of progress on all these indicators,
say: students in NYNSR schools have made
schools
and this is more or less progress than students in other similar New York City public
data to
have made. This Progress Report uses only 1995-96 and 1996-97 student-level
schools, and also
analyze within-year and year-to-year student mobility in NYNSR founding
for the same students. We present
reports preliminary outcomes on reading test scores
1996-97; our next
findings only for NYNSR students in founding schools in 1995-96 and
findings using our comparison and random samples
progress report will present comparative
of students in the rest of the NYC system.
7
2
Status of NYNSR School-level Databases
databases 130
As of December, 1998, IESP has recorded in Board of Education (BOE)
building with other
distinct NYNSR school units, some of which are small schools sharing a
during the
NYNSR or non-NYNSR schools. (Another nine schools were slated to open
identifiers for
1998-99 school year.) We continue to struggle with multiple BOE school
School for the Physical
schools with K-8 or 6-12 grade configurations; thus, for example, the
data, and as a 9-12
City might be identified as a 6-8 middle school in District 2's aggregate
data.
high school in the Manhattan Borough Superintendency's aggregate
school years.
The school-level data we use in this report is for the 1995-96 and 1996-97
become available
Student- and school-level data for the 1997-98 school year is expected to
data from the 1997-98
during the first quarter of 1999. When we receive the high school
analysis of founding
BOE cohort report, we will update the graduation and dropout
Report).
NYNSR high schools (see Attachment A of the July 98 Progress
Status of NYNSR Student-level Databases
databases for each of
At this point, we have constructed student demographics and outcome
provided by the BOE,
the 130 NYNSR schools we have identified, from student-level data
When, later in this
for the first two years of the NYNSR project, 1995-96 and 1996-97.
of the students served by the project, as well as their
report, we describe the demographics
that covers up to the Spring
mobility and their reading progress, we are reporting from data
students for any year.
of 1997. We have not yet received Math test data for any
have obtained from the BOE,
The following diagram indicates which student-level data we
and which data we are awaiting.
8
3
Figure 2
Status of Databases for the NYNSR evaluation
1997-98
1995-96 1996-97
Year 2 Cohort File
Year 1 Cohort File
Baseline Cohort File
g z
(obtained Dec 98)
(obtained July 98)
cn a
Not Yet Obtained
N=52,649
N=24,468
from BOE
1
Year 2 Cohort File
Year 1 Cohort File
Baseline Cohort File
.0
ca
(obtained Dec 98)
a
'
4.1
Not Yet Obtained
Received 2/99
N=53704
41" .5 f.,
from BOE
Not yet analyzed
2 c
cn
Year 2 Cohort File
Year 1 Cohort File
Baseline Cohort File
s 1.
(obtained Dec 98)
Not Yet Obtained
Received 2/99
N=72219
c
p
from BOE
1 ul
Not yet analyzed
1
IESP completed its nonrandom and random comparison sampling strategies during the
summer of 1998, and submitted its listing of comparison schools for which we needed
student-level data to the BOE. By February 1999, IESP had received 1995-96 and 1996-97
data from the BOE for 125,923 students in the comparison schools, both non-random and
random. But because we have only just begun to analyze this data, aggregate comparisons
between NYNSR and non-NYNSR students will be presented in the next progress report.
9
4
II. THE STATE OF THE NYNSR PROJECT
NYNSR Schools by Sponsoring Organization
Throughout
Table 2a presents participating NYNSR schools by sponsoring organization.
the project
the first three years of the evaluation, New Visions has brought new schools into
half of the
by providing planning grants for groups seeking to start new schools. Almost
(CCE). The
founding schools1 were sponsored by the Center for Collaborative Education
existing elementary
Center for Educational Innovation's strategy involves supporting large
schools as they restructure into smaller, more effective units.
Table 2a
Total number of NYNSR schools
By S onsor and Pro ect Year
Project Total
1997-98
1996-97
1995-96
as of June 98
3
0
2
ACORN
1
38
0
37
Center for Collaborative Education
1
46
0
27
19
Center for Education Innovation (CEI)
40
10
11
19
New Visions (NV)
3
0
0
3
Jointly sponsored (NV, CCE)
130
39
11
80
Total
public schools affiliated
By the end of the 1997-98 academic year, we have identified 130
NYNSR schools were slated to
with the NYNSR initiative in New York City. Another nine
The data in Section III of this report focuses only on the
open for the 1998-99 school year.
(80 schools) and 1996-97 (another
119 NYNSR schools serving students during the 1995-96
39 schools) school years.2
NYNSR School Configurations
In 1995-96, almost half
Table 2b presents NYNSR schools by school level and project year.
students. A large group of NYNSR
of all NYNSR founding students were high school
project at the start of the 1995-96 school year.
"Founding schools" refers to NYNSR schools that joined the
School, closed after the 1995-96 year. Since this
2
One founding school sponsored by ACORN, The Rockaway New
has never been available for analysis.
school did not have a school identifier or BDS code, their data
5
1 0