Bridging the School-to-Work Divide: Interim Implementation and Impact Findings from New York City's P-TECH 9-14 Schools. Executive Summary

Autor/inn/en	Rosen, Rachel; Byndloss, D. Crystal; Parise, Leigh; Alterman, Emma; Dixon, Michelle
Institution	MDRC
Titel	Bridging the School-to-Work Divide: Interim Implementation and Impact Findings from New York City's P-TECH 9-14 Schools. Executive Summary
Quelle	(2020), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Urban Schools; High Schools; Community Colleges; College School Cooperation; School Business Relationship; Career Readiness; College Readiness; Work Experience Programs; Tech Prep; Vocational Education; School Effectiveness; Partnerships in Education; Outcomes of Education; Public Schools; High School Students; Standardized Tests; State Standards; Exit Examinations; Credits; Attendance; New York (New York); New York State Regents Examinations + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; Oberschule; Community college; Community College; Dualsystem; Ausbildung; Berufsbildung; Schuleffizienz; Hochschulpartnerschaft; Lernleistung; Schulerfolg; Public school; Öffentliche Schule; High schools; Student; Students; Schüler; Schülerin; Studentin; Standadised tests; Standardisierter Test; Final examination; Abschlussprüfung; Anwesenheit
Abstract	This is the executive summary for the report, "Bridging the School-to-Work Divide: Interim Implementation and Impact Findings from New York City's P-TECH 9-14 Schools." This study offers initial impact and implementation findings from the first rigorous evaluation of the model, evaluating the first seven P-TECH 9-14 schools that opened in New York City. The study leverages the random lottery process created by the New York City High School Admissions System to identify impacts. The majority of the students in the sample who participated in the admissions lotteries were academically below proficiency in both math and English language arts (ELA) prior to entering high school. [This report was written with Fernando Medina. For the full report, see ED605308.] (ERIC).
Anmerkungen	MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01