scholarly journals The Pre-College Planetarium

1990 ◽  
Vol 105 ◽  
pp. 372-372
Author(s):  
Brendan Curran
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
York City ◽  
School Setting ◽  
Development Stage ◽  
Two Dimensions ◽  
Three Dimensions ◽  
Invaluable Tool ◽  
Specialized School

The Bronx High School of Science is a public school in the New York City school system. It is a specialized school whose students are selected on the basis of a competitive exam. Our planetarium projector was installed out his spring, so many of these suggested activities are still in development stage.In the high school setting, the planetarium has a dual role as a teaching tool and as a motivational tool. The planetarium is used in the Astronomy and Astrophysics course, an advanced elective. This use permits a detailed study of the sky, which is otherwise difficult in New York City. Students who are familiar with thinking in two dimensions often have trouble making the transition to the three dimensions required in astronomy. The planetarium is an invaluable tool to develop students’ spatial orientation. Further, the planetarium generates tremendous enthusiasm.

scholarly journals The Welfare Effects of Coordinated Assignment: Evidence from the New York City High School Match

2017 ◽  
Vol 107 (12) ◽  
pp. 3635-3689 ◽  
Author(s):  
Atila Abdulkadiroğlu ◽  
Nikhil Agarwal ◽  
Parag A. Pathak
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
Education Reform ◽  
York City ◽  
Popular Education ◽  
Welfare Effects ◽  
Student Preferences ◽  
Deferred Acceptance ◽  
School Assignment

Coordinated single-offer school assignment systems are a popular education reform. We show that uncoordinated offers in NYC's school assignment mechanism generated mismatches. One-third of applicants were unassigned after the main round and later administratively placed at less desirable schools. We evaluate the effects of the new coordinated mechanism based on deferred acceptance using estimated student preferences. The new mechanism achieves 80 percent of the possible gains from a no-choice neighborhood extreme to a utilitarian benchmark. Coordinating offers dominates the effects of further algorithm modifications. Students most likely to be previously administratively assigned experienced the largest gains in welfare and subsequent achievement. (JEL C78, D82, I21, I28)

Examining the Intersection of Bullying and Physical Relationship Violence Among New York City High School Students

2016 ◽  
Vol 32 (1) ◽  
pp. 49-75 ◽  
Author(s):  
Zachary J. Peters ◽  
Mark L. Hatzenbuehler ◽  
Leslie L. Davidson
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
High School Students ◽  
York City ◽  
Service Providers ◽  
Relationship Violence ◽  
School Students ◽  
Physical Relationship ◽  
Being Bullied

Research is just beginning to explore the intersection of bullying and relationship violence. The relationship between these forms of youth aggression has yet to be examined in diverse urban centers, including New York City (NYC). This study seeks to identify intersections of joint victimization from bullying and electronic bullying (e-bullying) with physical relationship violence (pRV). This study examines data from the NYC Youth Risk Behavior Survey (YRBS), a representative sample of NYC public high school students, to assess the concurrent victimization from bullying at school and e-bullying with pRV, operationalized as physical violence by a dating partner in the past 12 months. Students who reported being bullied at school and e-bullied had increased odds (bullied: OR = 2.5, 95% CI [2.1, 2.9]; e-bullied: OR = 3.0, 95% CI [2.6, 3.5]) of also being victimized by pRV compared with those who did not report being bullied or e-bullied. In logistic regression models, being bullied at school and being e-bullied remained significant predictors of students’ odds of reporting pRV (bullied: AOR = 2.6, 95% CI [2.2, 3.1]; e-bullied: AOR = 3.0, 95% CI [2.5, 3.6]) while controlling for race, gender, sexual orientation, and age. This research is the first to assess the intersection of victimization from bullying and e-bullying with pRV in a large, diverse, random sample of urban high school students. In this sample, students who report being bullied or e-bullied are more likely also to report pRV than students who have not been bullied or e-bullied. This research has potential implications for educators, adolescent health and social service providers, and policy makers to tailor programs and enact policies that jointly address bullying and pRV. Future studies are needed to longitudinally assess both victimization from and perpetration of bullying and pRV.

scholarly journals Game-Based Methods to Encourage EFL Learners to Transition to Autonomous Learning

2014 ◽  
pp. 309-314
Author(s):  
Janine Berger
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
Action Research ◽  
York City ◽  
Independent Learning ◽  
Action Research Project ◽  
Efl Learners ◽  
Learning Techniques ◽  
Efl Students

This paper describes a work in progress in which we aim to encourage EFL students to take their learning beyond the classroom in order to experience English in different ways. Inspired by what is being done at the Quest to Learn middle and high school in New York City and ChicagoQuest (Institute of Play, 2014b) our idea involves conducting an action research project in order to find out if game-like learning techniques, modified and adapted to the needs of university-aged EFL learners in Ecuador will help to increase motivation and independent learning for our students.

Black Song, Dance, and Theater in pre-World War I New York City

2021 ◽  
Author(s):  
David Gilbert
Keyword(s):  
New York ◽  
New York City ◽  
World War I ◽  
York City ◽  
Musical Theater ◽  
Labor Union ◽  
Symphony Orchestra ◽  
Development Stage ◽  
World War ◽  
Performance Space

Between 1896 and 1915, Black professional entertainers transformed New York City’s most established culture industries—musical theater and popular song publishing—and helped create two new ones: social dancing and music recording. While Black culture workers’ full impact on popular entertainment and Black modernism would not be felt until after World War I, the Harlem Renaissance and the Jazz Age were decades in the making. Stage performers Williams and Walker and their musical director Will Marion Cook introduced full-scale Black musical theater to Broadway between 1902 and 1909; songwriters-turned-performers Cole and Johnson expanded the style and substance of ragtime songs along Tin Pan Alley; James Reese Europe created a labor union for Black musicians that got hundreds of players out of Black nightclubs into high-paying White elites’ homes, eventually bringing a 200-person all-Black symphony orchestra to Carnegie Hall for the first concert of its kind at the august performance space. James Europe’s Clef Club Inc. also caught the ears of Manhattan’s leading social dancers, the White Irene and Vernon Castle, in ways that helped disseminate Europe’s ragtime dance bands across America and, by 1913, became the first Black band to record phonographs, setting important precedents for the hit jazz and blues records of the postwar era. While James Europe would go on to win renown as the musical director of the Harlem Hell Fighters—the most-decorated infantry unit to fight in World War I—his prewar community of professional entertainers had already successfully entered into New York City’s burgeoning, and increasingly national, commercial culture markets. By studying some of the key figures in this story it becomes possible to get a fuller sense of the true cultural ferment that marked this era of Black musical development. Stage performers Williams and Walker and Cole and Johnson, behind-the-scenes songwriters Will Marion Cook and James Weldon Johnson, and musicians such as James Reese Europe’s artistic and entrepreneurial interventions made African Americans central players in creating the Manhattan musical marketplace and helped make New York City the capital of U.S. performance and entertainment.

Early Birds: An Exploration of Early College Initiative High Schools in New York City and College Persistence

2020 ◽  
pp. 152102512092478
Author(s):  
Tolani A. Britton ◽  
Millie O. Symns ◽  
Vanessa Paul
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
High Schools ◽  
York City ◽  
School Achievement ◽  
College Persistence ◽  
Early College ◽  
Behavioral Risk ◽  
College Credit

The Early College Initiative (ECI) high schools in New York City provide opportunities to take college-credit courses up to the equivalent of an associate’s degree while in high school. In this study, we measure the association between attending an ECI high school and college persistence. Our sample is the 3,271 students who graduated from New York City public high schools in the ECI network between Fall 2006 and Fall 2013 and enrolled in college. We use survival analysis to measure the relationship between demographic, academic, and behavioral risk factors and persistence of ECI graduates. We find that Black and Latinx students are as likely as White students to persist, when both high school achievement and behavioral factors, such as attendance, are taken into account. Differences in persistence do exist by gender with young women more likely to persist when compared with young men. This study provides empirical evidence that attending early college high schools has the potential to narrow racial and ethnic gaps in postsecondary outcomes.

Chemistry Made Vital

1935 ◽  
Vol 118 (16) ◽  
pp. 454-454
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
San Francisco ◽  
York City ◽  
New World

NEW WORLD OF CHEMISTRY. By Bernard Jaffe, Bushwick High School, New York City. New York, Newark, Boston, Chicago, San Francisco: Silver, Burdett & Company.

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