A Decade of Change in NYC Schools. IESP Policy Brief No. 02-11

Autor/inn/en	Debraggio, Elizabeth; Nazar de Jaucourt, Lila; Ruble, Emilyn; Schwartz, Amy Ellen; Stiefel, Leanna; Weinstein, Meryle
Institution	New York University, Institute for Education and Social Policy (IESP)
Titel	A Decade of Change in NYC Schools. IESP Policy Brief No. 02-11
Quelle	(2011), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Financial Support; Immigrants; Elementary School Students; Middle School Students; Hispanic American Students; Asian American Students; African American Students; Poverty; Limited English Speaking; Standardized Tests; Academic Achievement; Socioeconomic Influences; Student Characteristics; Geographic Location; Urban Schools; Student Diversity; Comparative Analysis; Reading Achievement; Mathematics Achievement; Racial Differences; Ethnic Groups; White Students; New York + Suchen Sie Ihr Suchwort? Finanzielle Förderung; Immigrant; Immigrantin; Immigranten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Hispanic; Hispanic Americans; Hispanoamerikaner; Studentin; Asian immigrant; United States; Asiatischer Einwanderer; USA; African Americans; Afroamerikaner; Armut; Standadised tests; Standardisierter Test; Schulleistung; Sozioökonomischer Faktor; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Rassenunterschied; Ethnie
Abstract	Schools are not static entities--reforms are enacted, curriculums change, new principals and teachers arrive and others leave, and, importantly, students exit and enter the school system. These students may be graduating or reaching a terminal grade, beginning school, entering from local private or parochial schools, moving from another district, or emigrating from another country. This brief focuses on the latter group: the immigrant students in New York City (NYC) public elementary and middle schools over the past decade. As the largest and most diverse school system in the country, it is particularly important that education professionals in NYC have a comprehensive understanding of their students and how they are changing. This report presents a statistical portrait of the demographic characteristics and educational experiences of immigrant students in NYC's elementary and middle school grades (1st-8th grades) during the 2008-09 academic year. It documents the size and diversity of the immigrant population; compares differences between the native-born and immigrant students across a series of socioeconomic, demographic, and academic performance variables; examines differences within the immigrant population related to time in the U.S. and differences in region of origin; and notes similarities and differences between the foreign-born student population in 2009 compared to 2000. Two appendices are included: (1) Differences in School Performance of Region Groups within Poverty, Racial/Ethnic, and English Proficiency Groups [Tables]; and (2) Countries Included in Regional Groupings. (ERIC).
Anmerkungen	Institute for Education and Social Policy. New York University, Joseph and Violet Pless Hall, 82 Washington Square East, New York, NY 10003. Tel: 212-998-5880; Fax: 212-995-4564; e-mail: iesp@nyu.edu; Web site: http://steinhardt.nyu.edu/iesp/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01