Daniel Calhoun. The Intelligence of a People. Princeton: Princeton University Press. 1973. Pp. xix, 408. $14.50 and Carl F. Kaestle. The Evolution of an Urban School System: New York City, 1750–1850. Cambridge, Mass.: Harvard University Press. 1973. Pp. xiv, 205. $11.00

1974 ◽  
Keyword(s):  
New York ◽  
New York City ◽  
York City ◽  
School System ◽  
Urban School ◽  
Harvard University ◽  
Princeton University

The Evolution of an Urban School System: New York City, 1750-1850

1974 ◽  
Vol 61 (1) ◽  
pp. 162
Author(s):  
William W. Cutler ◽  
Carl F. Kaestle
Keyword(s):  
New York ◽  
New York City ◽  
York City ◽  
School System ◽  
Urban School

scholarly journals Types of coproduction and differential effects on organizational performance: Evidence from the New York City school system

2017 ◽  
Vol 95 (3) ◽  
pp. 776-790 ◽  
Author(s):  
Julio César Zambrano-Gutiérrez ◽  
Amanda Rutherford ◽  
Sean Nicholson-Crotty
Keyword(s):  
New York ◽  
New York City ◽  
Organizational Performance ◽  
York City ◽  
School System ◽  
City School ◽  
Differential Effects

“Holding the Line”: Investigating How Urban School Leaders’ Respond to Gentrification in New York City Schools

2020 ◽  
pp. 004208592095913
Author(s):  
Allison Roda
Keyword(s):  
New York ◽  
New York City ◽  
York City ◽  
School Leaders ◽  
Urban School ◽  
Cultural Workers ◽  
Agents Of Change ◽  
New York City Schools ◽  
City Schools

This case study investigated how three New York City schools responded to gentrification’s effects as student demographics shifted. I used the conceptual framework of urban school leaders as cultural workers to examine the tensions, successes, and challenges inherent in the school gentrification and integration process. I found that each school leader defied the school gentrification narrative by “holding the line” in terms of preserving diversity, cultivating integration, and counterbalancing the opportunity hoarding behaviors of White, advantaged parents. The results have implications for urban school leaders who want to be agents of change by leveraging gentrification’s effects into positive results.

Immigrant and Native-Born Differences in School Stability and Special Education: Evidence from New York City

2007 ◽  
Vol 41 (2) ◽  
pp. 403-432 ◽  
Author(s):  
Dylan Conger ◽  
Amy Ellen Schwartz ◽  
Leanna Stiefel
Keyword(s):  
New York ◽  
Special Education ◽  
New York City ◽  
York City ◽  
School System ◽  
First Graders ◽  
Attendance Rates ◽  
Foreign Born ◽  
Older Students ◽  
Education Participation

Using the literature on achievement differences as a framework and motivation, along with data on New York City students, we examine nativity differences in students' rates of attendance, school mobility, school system exit, and special education participation. The results indicate that, holding demographic and school characteristics constant, foreign-born have higher attendance rates and lower rates of participation in special education than native-born. Among first graders, immigrants are also more likely to transfer schools and exit the school system between years than native-born, yet the patterns are different among older students. We also identify large variation according to birth region.

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