The Student Voice Collaborative: An Effort to Systematize Student Participation in School and District Improvement

2015 ◽  
Vol 117 (13) ◽  
pp. 119-134
Author(s):  
Ari Sussman
Keyword(s):  
New York ◽  
New York City ◽  
High School Students ◽  
School Improvement ◽  
Student Voice ◽  
York City ◽  
School Level ◽  
School Students ◽  
District Improvement ◽  
Collective Work

Alienation from school improvement processes can lead students to disengage and disinvest in school. Through the creation of the Student Voice Collaborative (SVC) in New York City, an educational leadership program, high school students have partnered with teachers and principals as well as administrators in the New York City Department of Education to address educational issues that matter most to them. Their collective work has led to concrete changes in school and district practices, including the district-wide revision of a tool used to evaluate elementary, middle, and high schools. Students, too, have undergone personal transformation as they have strengthened their skills and realized their ability to effect meaningful change. In this chapter, the author and founder of SVC, Ari Sussman, recounts the program's first three years, noting its setbacks and accomplishments. He then describes the shared school-level governance model SVC has developed, the process it uses to launch and sustain campaigns, and nine design and implementation principles that can guide the work of others seeking to institutionalize student voice in schools and school systems.

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 The short-a split in a suburban area of the New York City dialect region

2018 ◽  
Vol 3 (1) ◽  
pp. 63
Author(s):  
Allison Shapp
Keyword(s):  
New York ◽  
New York City ◽  
High School Students ◽  
York City ◽  
Word List ◽  
Local Version ◽  
School Students ◽  
Conditioning Factors ◽  
Vowel Phoneme ◽  
Nasal Consonant

In American English, the most common pattern for the pronunciation of the allophones of the vowel phoneme /æ/ is the “nasal-split,” where the vowel is tense (raised, fronted) when followed by a nasal consonant and lax (lowered, backed) otherwise. In contrast, historically New York City English (NYCE) has had a “complex short-a split” with different conditioning factors for each allophone. This paper reports on new data from the eastern edge of the NYCE dialect region: suburban Nassau County, Long Island. Using word-list data from the sociolinguistic interviews of 24 high school students, aged 14-18, and 7 of their teachers and mentors, this paper shows that while young speakers in this region are moving towards the wider American nasal-split, the local version of that nasal-split still includes components of the traditional NYCE complex-split.

NASA MUREP AEROSPACE ACADEMY ENGAGING HIGH SCHOOL STUDENTS IN ROBOTICS WITH GEOSCIENCE APPLICATIONS: YORK COLLEGE, QUEENS, NEW YORK CITY

2020 ◽  
Author(s):  
Nazrul I. Khandaker ◽  
◽  
Sol De leon cruz ◽  
Ariel Skobelsky ◽  
Matthew Khargie ◽  
...  
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
High School Students ◽  
York City ◽  
School Students

Attitudes of New York City High School Students Regarding Firearm Violence

PEDIATRICS ◽  
2001 ◽  
Vol 107 (5) ◽  
pp. 1125-1132 ◽  
Author(s):  
D. J. Kahn ◽  
M. M. Kazimi ◽  
M. N. Mulvihill
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
High School Students ◽  
York City ◽  
School Students ◽  
Firearm Violence

scholarly journals More neighborhood retail associated with lower obesity among New York City public high school students

2013 ◽  
Vol 23 ◽  
pp. 104-110 ◽  
Author(s):  
Michael D.M. Bader ◽  
Ofira Schwartz-Soicher ◽  
Darby Jack ◽  
Christopher C. Weiss ◽  
Catherine A. Richards ◽  
...  
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
High School Students ◽  
York City ◽  
Public High School ◽  
School Students ◽  
Public High School Students

scholarly journals A Forced March for Failing Schools: Lessons from the New York City Chancellor's District.

2005 ◽  
Vol 13 ◽  
pp. 40 ◽  
Author(s):  
Deinya Phenix ◽  
Dorothy Siegel ◽  
Ariel Zaltsman ◽  
Norm Fruchter
Keyword(s):  
New York ◽  
New York City ◽  
School Improvement ◽  
York City ◽  
Large Scale ◽  
Local Community ◽  
Significant Proportion ◽  
School Level ◽  
Report Cards ◽  
Low Performing Schools

In the mid-nineties, the New York City Schools Chancellor created a citywide improvement zone to take over a significant proportion of the city's lowest performing schools whose local community school districts had failed to improve them. This "Chancellor's District" defined centralized management, rather than local control, as the critical variable necessary to initiate, enforce and ensure the implementation of school improvement. This large-scale intervention involved both a governance change and a set of capacity-building interventions presumably unavailable under local sub-district control. Our study retrospectively examined the origins, structure and components of the Chancellor's District, and analyzed the characteristics and outcomes of the elementary schools mandated to receive these interventions. Our longitudinal analysis compared Chancellor's District schools to New York City's other state-identified low performing schools, based on a school-level panel of performance, demographic, human resource, and expenditure data collected from district Annual School Report Cards and School Based Expenditure Reports from 1998-99 through 2001-02. The results suggest that the Chancellor's District intervention improved these schools' instructional capacity and academic outcomes, both relative to where these schools would have been and relative to comparable schools.

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