Inside Success: Strategies of 25 Effective Small High Schools in NYC. Technical Appendices

Autor/inn/en	Villavicencio, Adriana; Marinell, William H.
Institution	New York University, Research Alliance for New York City Schools
Titel	Inside Success: Strategies of 25 Effective Small High Schools in NYC. Technical Appendices
Quelle	(2014), (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	High Schools; Urban Schools; Small Schools; School Effectiveness; Educational Strategies; Principals; Secondary School Teachers; School Choice; Success; Focus Groups; Reflection; Electronic Mail; Recruitment; Interviews; Coding; Enrollment; New York + Suchen Sie Ihr Suchwort? High school; Oberschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schuleffizienz; Lehrstrategie; Principal; Schulleiter; Choice of school; Schulwahl; Erfolg; Elektronischer Briefkasten; Recruiting; Rekrutierung; Interviewing; Interviewtechnik; Codierung; Programmierung; Einschulung
Abstract	For decades, New York City's high school graduation rates hovered at or below 50 percent. In attempt to turn around these disappointing results, the NYC Department of Education enacted a series of large-scale reforms, including opening hundreds of new "small schools of choice" (SSCs). Recent research by MDRC has shown that these schools have had large and sustained positive effects on students' graduation rates and other outcomes. How have they done it? What decisions--made by the educators who created, supported, and operated these schools--have been critical to their success? What challenges do these schools face as they try to maintain that success over time? The Research Alliance set out to answer these questions, conducting in-depth interviews with teachers and principals in 25 of the most highly effective SSCs. Educators reported three features as essential to their success: (1) Personalization, which was widely seen as the most important success factor. This includes structures that foster strong relationships with students and their families, systems for monitoring student progress--beyond just grades and test scores, and working to address students' social and emotional needs, as well as academic ones. (2) High expectations--for students and for educators--and instructional programs that are aligned with these ambitious goals. (3) Dedicated and flexible teachers, who were willing to take on multiple roles, sometimes outside their areas of expertise. The Technical Appendices presented here include: (1) Sample Recruitment Emails; (2) School Administrator Interview Protocol; (3) Teacher Focus Group Protocol; (4) Principal Reflection Memo Template; (5) Teacher Reflection Memo Template; (6) List of Codes; and (7) Supplemental Table. [For the executive summary of this report, see ED556054; for the full report, see ED556055.] (ERIC).
Anmerkungen	Research Alliance for New York City Schools. 285 Mercer Street 3rd Floor, New York, NY 10003. Tel: 212-992-7697; Fax: 212-992-4910; e-mail: research.alliance@nyu.edu; Web site: http://www.ranycs.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01