Missing from the Start: Engagement in New York City's Kindergarten Application. Practitioner Brief

Autor/inn/en	Condliffe, Barbara; Balu, Rekha
Institution	MDRC, Center for Applied Behavioral Science (CABS)
Titel	Missing from the Start: Engagement in New York City's Kindergarten Application. Practitioner Brief
Quelle	(2019), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Kindergarten; School Choice; Family Characteristics; Parent Role; Enrollment; Access to Information; Access to Education; Outreach Programs; At Risk Persons; English Language Learners; Housing; New York (New York) + Suchen Sie Ihr Suchwort? Choice of school; Schulwahl; Parental role; Elternrolle; Einschulung; Education; Access; Bildung; Zugang; Bildungszugang; Jobcoaching; Risikogruppe; Unterkunft
Abstract	When many of today's parents were students, the process of applying and enrolling in school was fairly simple and involved few choices. In many cases, a family visited the neighborhood public school at the start of the school year and enrolled the child at the school's office. But now, the proliferation of school-choice policies in districts across the country is turning school selection and enrollment as early as kindergarten into a multistep process that begins long before the school year begins. The confusion associated with this complex process can result in dissatisfaction with and a lack of engagement in the school system among parents. This brief describes lower-than-intended application rates to kindergarten in New York City, as well as differences in those application rates among different types of families and communities. An analysis of application and enrollment data for New York City public school students entering kindergarten for the 2016-2017 school year shows the extent to which families miss application opportunities at the starting gate to the largest school district in the United States. Furthermore, the analysis shows that some communities and populations miss these opportunities more than others. This brief describes the patterns identified in New York City and in so doing provides a model for how other school systems could use their application and enrollment data to improve their processes and outreach. [This report was written with Michelle Dixon, Margaret Hennessy, Vianny Lugo-Aracena, and Jed Teres.] (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	2020/1/01