Resources Filtered by: New York

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Searching for Excellence: A Five-City, Cross-State Comparison of Charter School Quality

This March 2013 report from the Public Impact and Thomas B. Fordham Institute offers analysis of the quality of charter schools in five cities: Albany, New York; Chicago, Illinois; Cleveland, Ohio; Denver, Colorado; and Indianapolis, Indiana. The report, using data for the 2010-2011 school year, covers comparisons with traditional public schools, the record of performance among charter schools, and issues driving charter school closure and expansion.

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Charter School Performance in New York City

This February 2013 report from the Center for Research on Education Outcomes focuses on the performance of New York City charter schools and provides comparisons with district schools. The report includes a separate analysis of Harlem.

The report examines student performance data from 2005-2006 through 2010-2011 and includes comparisons based on demographics and poverty, special education and English language learners. The report also includes the number of charter schools opened and closed from 1995 to 2011.

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New York State Special Education Enrollment Analysis

This November 2012 report from the Center on Reinventing Public Education compares and analyzes enrollment of special education students in certain districts and charter schools in New York. The report provides comparisons based on a variety of factors, including by school type and authorizer.

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Are ELL Students Underrepresented in Charter Schools? Demographic Trends in New York City, 2006-2008

In this 2010 report, the New York University authors analyzed enrollment patterns of student subpopulations in New York City charter schools over three years. They found significant variation among charter schools. On average from 2006-2008, as compared with districtwide averages, English language learners (ELLs) were underrepresented in charter schools, students who qualify for reduced price lunch were overrepresented, and similar percentages of students were eligible for free lunch.

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The State of the NYC Charter School Sector

This 2012 report from the New York City Charter School Center provides a wide range of data and analyses about the performance of charter schools in the city and comparisons with the city’s district schools.

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Students With Interrupted Formal Education: A Challenge for the New York City Public Schools

This report describes the existing situation for Students with Interrupted Formal Education (SIFE) in New York City Public Schools. The authors profile a number of SIFE students, describe the varied academic and social-emotional challenges these students face, and outline recommendations to ensure that SIFEs are identified in a consistent manner throughout New York City and receive high-quality services that are aligned with their needs.

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New York City Department of Education: Developing New Charter Schools

This website by the New York City Department of Education  provides resources for developers of new charter schools in the Big Apple. The website links to important documents from the New York State Education Department and State University of New York (SUNY) Charter Schools Institute. A helpful FAQ for parents also is available.

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Getting Beneath the Veil of Effective Schools: Evidence From New York City

This December 2011 working paper from the National Bureau of Economic Research examines operations and performance at 35 charter schools and discusses how practices and approaches at schools correlate to school effectiveness.The working paper includes an overview of literature that examines ways to increase school effectiveness, as well as analyses of measures for functions such as teacher feedback, parental engagement, and school culture and expectations.

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Processes and Challenges in Identifying Learning Disabilities Among Students Who Are English Language Learners in Three New York State Districts.

This study examines practices and challenges in the processes applied in three New York State districts in identifying learning disabilities among students who are English language learners. It identifies eight challenges to the identification of learning disabilities in English language learner students and suggests five interrelated elements that appear to be important for avoiding misidentification of learning disabilities among students who are English language learners.

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Are High Quality Schools Enough to Close the Achievement Gap? Evidence from a Social Experiment in Harlem

 In this report, authors Will Dobbie and Roland Fryer, Jr. of Harvard University present an empirical study of the Harlem Children's Zone. By the time students reach middle school, the Harlem Children's Zone is capable of eliminating the Black-White achievement gap in mathematics and significantly reduce it in English Language Arts.