Educational Options High Schools Admissions Policy Study. OREA Report.

Autor/inn/en	Gampert, Richard D.; Blank, Randal
Institution	New York City Board of Education, Brooklyn. Office of Educational Assessment.
Titel	Educational Options High Schools Admissions Policy Study. OREA Report.
Quelle	(1988), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Admission Criteria; Educational Policy; Educationally Disadvantaged; Enrollment Trends; High Risk Students; High Schools; Magnet Schools; Mathematics Skills; Middle Schools; Reading Skills; School Choice; Urban Schools + Suchen Sie Ihr Suchwort? Schulleistung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Politics of education; Bildungspolitik; Problemschüler; High school; Oberschule; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Middle school; Mittelschule; Mittelstufenschule; Reading skill; Lesefertigkeit; Choice of school; Schulwahl; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	For the fall 1987 semester, New York City's Board of Education modified the admissions policy for the educational options high schools in order to enhance the equity of opportunity to the desirable programs in these schools and to make the schools more accessible to at-risk students. Of the 17,236 students in educational options schools and programs, 56.8 percent (9,791) were randomly assigned to their school or program, and 43.2 percent (7,445) were selected by their school or program. Analysis of the data on these students leads to the following conclusions: (1) approximately two-thirds of all students admitted were ninth-graders; (2) over 80 percent of both selected and randomly assigned students were admitted to a school or program in the borough in which they lived; (3) there were few differences in the percentage of males and females admitted; (4) a student's program choice was based more on the probability of obtaining a job with a career path than on pursuing further education; (5) both the reading and mathematics skills of the randomly assigned students were substantially lower than those of the selected students, both in the final year of middle school and the first semester in high school; (6) the randomly assigned students had a poorer attendance pattern than the selected students, and earned fewer credits; (7) the change in policy has increased the diversity of the entering student population with respect to middle-school achievement and attendance. Data are presented on ten tables. (BJV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC