Lessons from New York City's Small Schools of Choice about High School Features That Promote Graduation for Disadvantaged Students

Autor/inn/en	Bloom, Howard S.; Unterman, Rebecca; Zhu, Pei; Reardon, Sean F.
Titel	Lessons from New York City's Small Schools of Choice about High School Features That Promote Graduation for Disadvantaged Students
Quelle	In: Journal of Policy Analysis and Management, 39 (2020) 3, S.740-771 (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-8739
DOI	10.1002/pam.22192
Schlagwörter	Small Schools; High Schools; School Choice; Graduation Rate; Disadvantaged; Institutional Characteristics; Teacher Evaluation; Feedback (Response); Parent Teacher Cooperation; Leadership Effectiveness; Difficulty Level; Academic Standards; Teacher Empowerment; Educational Finance; Faculty Development; Individualized Instruction; High School Students; New York (New York) + Suchen Sie Ihr Suchwort? School; Schools; Schule; High school; Oberschule; Choice of school; Schulwahl; Teacher appraisal; Lehrerbeurteilung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Führungseffizienz; Schwierigkeitsgrad; Bildungsfonds; Individualisierender Unterricht; High schools; Student; Students; Schüler; Schülerin; Studentin
Abstract	The present paper uses a rich dataset based on naturally-occurring lotteries for 68 new small non-selective high schools in New York City, which we refer to as small schools of choice (SSCs), to address two related questions: (1) What high school features are promising levers for increasing graduation rates for disadvantaged students? and (2) What high school features helped to produce SSCs' positive impacts on graduation rates? Our findings provide suggestive evidence that school leadership quality, teacher empowerment, teacher mutual support, teacher evaluation and feedback, teacher professional development, data-driven instruction, teacher/parent communication, academic rigor, personalized learning, and teacher/student respect are promising levers for increasing graduation rates for disadvantaged students. Our findings also provide suggestive evidence that many of these school features explain part of the total average SSC effect on graduation rates, although most of this average effect remains unexplained. Lastly, our findings indicate that SSCs are clearly distinguishable from their counterfactual counterparts in terms of school features that were emphasized by SSC funders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01