A Comparison of Provisionally Certified and Permanently Certified Elementary School Teachers in Selected School Districts in New York State

Background. This ecological study examines the relationship between food desert prevalence and academic achievement at the school district level. Design and methods. Sample included 232 suburban and urban school districts in New York State. Multiple open-source databases were merged to obtain: 4th grade science, English and math scores, school district demographic composition (NYS Report Card), regional socioeconomic indicators (American Community Survey), school district quality (US Common Core of Data), and food desert data (USDA Food Desert Atlas). Multiple regression models assessed the percentage of variation in achievement scores explained by food desert variables, after controlling for additional predictors. Results. The proportion of individuals living in food deserts significantly explained 4th grade achievement scores, after accounting for additional predictors. School districts with higher proportions of individuals living in food desert regions demonstrated lower 4th grade achievement across science, English and math. Conclusions. Food deserts appear to be related to academic achievement at the school district level among urban and suburban regions. Further research is needed to better understand how food access is associated with academic achievement at the individual level.

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Out with the old, in with the new? a case study of procurement practices in new york state school districts

Journal of Public Budgeting Accounting & Financial Management ◽

10.1108/jpbafm-19-04-2007-b006 ◽

2007 ◽

Vol 19 (4) ◽

pp. 514-545

Author(s):

William Duncombe ◽

Cynthia S. Searcy

Keyword(s):

New York ◽

School Districts ◽

New York State ◽

State School ◽

York State

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Parents' Perceptions after Inclusion of Their Children with Moderate or Severe Disabilities

Journal of the Association for Persons with Severe Handicaps ◽

10.1177/154079699502000205 ◽

1995 ◽

Vol 20 (2) ◽

pp. 147-157 ◽

Cited By ~ 37

Author(s):

Diane Lea Ryndak ◽

June E. Downing ◽

Lilly R. Jacqueline ◽

Andrea P. Morrison

Keyword(s):

New York ◽

Qualitative Research ◽

School Districts ◽

General Education ◽

New York State ◽

Severe Disabilities ◽

Educational Services ◽

York State ◽

Qualitative Research Methodology ◽

Age Appropriate

This study investigated the perceptions of parents of 13 children with moderate or severe disabilities in relation to their child's education in inclusive general education settings. Parents were all Caucasian and were from seven different school districts in western New York State. Their children ranged in age from 5 to 20 years, with nine having experienced educational services in self-contained settings prior to being included in typical classrooms. Audio-taped interviews of parents lasting from 60 to 90 minutes were transcribed and analyzed following qualitative research methodology. Findings indicated that, regardless of the age of their child, parents of all 13 children reported very positive perceptions. Parents whose children had been educated previously in self-contained classes reported many academic, behavioral, and social outcomes that they felt would not have happened without the transition to age-appropriate general education classes. The findings add to the growing literature on inclusion and support the trend to provide educational services for students with moderate or severe disabilities in general education settings.

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The Dual Progress Plan in the Elementary School

The Arithmetic Teacher ◽

10.5951/at.6.6.0302 ◽

1959 ◽

Vol 6 (6) ◽

pp. 302-305

Author(s):

Glen Heathers ◽

Morris Pincus

Keyword(s):

New York ◽

New York City ◽

Elementary School ◽

Elementary Teachers ◽

Elementary School Teachers ◽

Gifted Students ◽

National Council ◽

School Teachers ◽

Enrichment Programs ◽

Recent Meeting

At the recent meeting of the National Council of Teachers of Mathematics held in New York City,* one elementary school panel dealt with the problem of providing better instruction in mathematics to gifted students. Thus far, most attempts to meet the needs of gifted students have depended upon horizontal enrichment. A difficulty has been that most elementary teachers lack sufficient knowledge of mathematics to make enrichment programs successful. The mathematics preparation of elementary school teachers must be improved.

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