In Pursuit of the Common Good: The Spillover Effects of Charter Schools on Public School Students in New York City

2018 ◽  
Vol 13 (4) ◽  
pp. 484-512 ◽  
Author(s):  
Sarah A. Cordes
Keyword(s):  
New York ◽  
New York City ◽  
Public School ◽  
Charter Schools ◽  
Teacher Perceptions ◽  
Student Performance ◽  
Charter School ◽  
York City ◽  
Spillover Effects ◽  
School Level

A particularly controversial topic in current education policy is the expansion of the charter school sector. This paper analyzes the spillover effects of charter schools on traditional public school (TPS) students in New York City. I exploit variation in both the timing of charter school entry and distance to the nearest charter school to obtain credibly causal estimates of the impacts of charter schools on TPS student performance, and I am among the first to estimate the impacts of charter school co-location. I further add to the literature by exploring potential mechanisms for these findings with school-level data on per pupil expenditures (PPE), and parent and teacher perceptions of schools. Briefly, I find charter schools significantly increase TPS student performance in both English Language Arts and math, and decrease the probability of grade retention. Effects increase with charter school proximity and are largest in TPSs co-located with charter schools. Potential explanations for improved performance include increased PPE, academic expectations, student engagement, and a more respectful and safe school environment after charter entry. The findings suggest that more charter schools in New York City may be beneficial at the margin, and co-location may be mutually beneficial for charter and traditional public schools.

scholarly journals Individual- and School-Level Sociodemographic Predictors of Obesity Among New York City Public School Children

2012 ◽  
Vol 176 (11) ◽  
pp. 986-994 ◽  
Author(s):  
A. Rundle ◽  
C. Richards ◽  
M. D. M. Bader ◽  
O. Schwartz-Soicher ◽  
K. K. Lee ◽  
...  
Keyword(s):  
New York ◽  
New York City ◽  
Public School ◽  
School Children ◽  
York City ◽  
School Level ◽  
Sociodemographic Predictors

Burnout factories

2017 ◽  
Vol 98 (8) ◽  
pp. 26-30
Author(s):  
Mark Fusco
Keyword(s):  
New York ◽  
New York City ◽  
Charter Schools ◽  
Toxic Effect ◽  
Work Environment ◽  
Charter School ◽  
York City ◽  
Teacher Burnout ◽  
School Dropout ◽  
High Standards

In its well-intentioned effort to create alternatives to public school dropout factories, the charter school sector has created teacher burnout factories. But it does not have to be this way. Charter schools can continue to maintain high standards while creating a more sustainable work environment for teachers. This article examines the teacher burnout issue as a larger national trend, discusses its particularly toxic effect on the author’s school, Hyde Leadership Charter School in New York City, and describes an effort to improve retention among that school’s faculty.

Early Childhood Programs

2005 ◽  
Author(s):  
Andrew Seltzer
Keyword(s):  
New York ◽  
New York City ◽  
Early Childhood ◽  
Public School ◽  
Head Start ◽  
Social Services ◽  
York City ◽  
Early Head Start ◽  
Early Childhood Programs ◽  
Health And Social Services

The Children’s Aid Society (CAS) early childhood initiative is located in two of our New York City community schools, Primary School (PS) 5 and PS 8, in the Washington Heights section of northern Manhattan. This initiative was conceived as a partnership between the New York City Board of Education and CAS. The collaboration brought newborns and their families into the schools in which the children would complete fifth grade. The initiative began in 1994 and has been in full operation since 1996. Since then, the need for such a project has been confirmed and experience has provided insights into how a program for pregnant women and children through age five (often called a Zero to Five Program) can be effectively implemented within a public school. The CAS Zero to Five model connects two federally funded programs—Early Head Start (birth to age three) and Head Start (ages three to five)—to provide comprehensive educational and social services to low-income families and their children. The population attending the Zero to Five Program confronts the obstacles facing all new immigrant families living in poverty in an urban setting. In both schools more than 75% of the families are from the Dominican Republic; another 20% come from other Central and South American countries. The parents’ language is Spanish, and language barriers and acculturation issues result in social isolation. In addition, because many residents lack legal documentation, they are reluctant to access health and social services. The few early childhood programs in the neighborhood all have long waiting lists. A majority of the families share overcrowded apartments with other families or extended family; whole families often live in one bedroom where books and age-appropriate toys are scarce and there may be little child-centered language interaction. However, in spite of the difficulties, these parents have a drive to succeed and they understand the importance of education. By combining and linking Early Head Start and Head Start programs and integrating them into a community school, the CAS Zero to Five Program provides children and families with quality educational, health, and social services, after which the children transition into public school classes within the same building.

Does attending a STEM high school improve student performance? Evidence from New York City

2014 ◽  
Vol 40 ◽  
pp. 93-105 ◽  
Author(s):  
Matthew Wiswall ◽  
Leanna Stiefel ◽  
Amy Ellen Schwartz ◽  
Jessica Boccardo
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
Student Performance ◽  
York City ◽  
Improve Student Performance

Continued Decline in Obesity and Severe Obesity Prevalence Among New York City Public School Youth in Grades K‐8: 2011‐2017

Obesity ◽  
2020 ◽  
Vol 28 (3) ◽  
pp. 638-646 ◽  
Author(s):  
Sophia E. Day ◽  
Emily M. D’Agostino ◽  
Terry T.‐K. Huang ◽  
Michael Larkin ◽  
Lindsey Harr ◽  
...  
Keyword(s):  
New York ◽  
New York City ◽  
Public School ◽  
York City ◽  
Severe Obesity ◽  
Obesity Prevalence ◽  
School Youth

The Effect of Residential Mobility on Student Performance: Evidence From New York City

2019 ◽  
Vol 56 (4) ◽  
pp. 1380-1411 ◽  
Author(s):  
Sarah A. Cordes ◽  
Amy Ellen Schwartz ◽  
Leanna Stiefel
Keyword(s):  
New York ◽  
New York City ◽  
Student Performance ◽  
Residential Mobility ◽  
York City ◽  
Short Distance ◽  
Fixed Effects ◽  
Empirical Work ◽  
Long Distance ◽  
Positive Effects

Residential mobility is likely to have consequences for student performance, but prior empirical work is largely correlational and offers little insight into its impacts. Using rich, longitudinal data, we estimate the effects of residential mobility on the performance of New York City public school students. Using both student fixed effects and instrumental variables approaches, we find that long-distance moves have negative effects, while short-distance moves improve student performance. These differential effects are partially, but not fully, explained by school mobility. Rather, the positive effects of short-distance moves may be explained by improvements in housing, while the negative impacts of long-distance moves may be explained by lower performance relative to school peers and loss of social capital.

scholarly journals Physical fitness disparities among New York City public school youth using standardized methods, 2006-2017

PLoS ONE ◽  
2020 ◽  
Vol 15 (4) ◽  
pp. e0227185
Author(s):  
Kevin J. Konty ◽  
Sophia E. Day ◽  
Michael Larkin ◽  
Hannah R. Thompson ◽  
Emily M. D’Agostino
Keyword(s):  
New York ◽  
New York City ◽  
Public School ◽  
Physical Fitness ◽  
York City ◽  
School Youth

Neighborhoods and Felony Disenfranchisement: The Case of New York City

2020 ◽  
pp. 107808742092152
Author(s):  
Kevin Morris
Keyword(s):  
New York ◽  
New York City ◽  
York City ◽  
Indirect Effects ◽  
Political Representation ◽  
Spillover Effects ◽  
Geographic Concentration ◽  
Black Neighborhoods ◽  
Mayoral Election ◽  
Felony Disenfranchisement

Over the past two decades, scholars have sought to estimate the direct and indirect effects of felony disenfranchisement on political representation. This literature, however, has often overlooked both the geographic concentration of communities impacted by overincarceration and the low propensity to vote exhibited by individuals convicted of felony crimes. In this article, I redefine “lost voters” as disenfranchised individuals with a history of participating in elections. I map these individuals to their preincarceration addresses and use multiple approaches to explore whether their home neighborhoods turned out at lower rates than other neighborhoods in the 2017 New York City (NYC) mayoral election. I find that neighborhoods that were home to lost voters turned out at substantially lower rates than similar neighborhoods, and that Black neighborhoods are particularly impacted by the spillover effects of disenfranchisement. These indirect effects of the incarceration of would-be voters may have serious implications for the representation of impacted neighborhoods.

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