School Characteristics and Teacher Policy Influence: Evidence From New York City

2016 ◽  
Vol 32 (7) ◽  
pp. 1041-1069
Author(s):  
Eric William Shannon ◽  
Argun Saatcioglu
Keyword(s):  
New York ◽  
New York City ◽  
Public Schools ◽  
Charter Schools ◽  
York City ◽  
Future Research ◽  
Data Set ◽  
Policy Influence ◽  
Charter School Movement ◽  
Teacher Policy

Proponents of the charter school movement often claim that the decentralized, autonomous nature of charter schools from district and state authority allows teachers greater influence over school policy both instructionally and administratively. Using a data set of 1,427 New York City schools, we empirically examine the extent to which organizational characteristics predict the amount of policy influence charter schools and traditional public schools grant to teachers. Results indicate not only do charter schools grant their teachers less policy influence but also other organizational features are stronger predictors of teacher policy influence including several nonlinear relationships. Directions for future research are discussed.

Do Charter Schools Worsen Conditions in Neighborhood Public Schools? An Analysis of School Safety in New York City

2020 ◽  
pp. 004208592095911
Author(s):  
Daniel Hamlin
Keyword(s):  
New York ◽  
New York City ◽  
Public Schools ◽  
Charter Schools ◽  
York City ◽  
School Safety ◽  
Negative Influence ◽  
Violent Offenses ◽  
Key Resources

Safety has contributed to the growth of charter schools. However, charter schools may drain public schools of key resources, leading to a decline in safety in public schools. This study examines whether the opening of charter schools in New York City is associated with decreased safety in public schools. Results indicate very little or no difference in violent and non-violent offenses for public schools co-locating with charter schools and those within a quarter-mile and a half-mile of new charter schools. Charter schools in New York City may provide safer options without having a negative influence on safety in public schools.

Cultural Competence Needed to Distinguish Disorder from Difference: Beyond Kumbaya

2015 ◽  
Vol 22 (2) ◽  
pp. 64-76 ◽  
Author(s):  
Catherine J. Crowley ◽  
Kristin Guest ◽  
Kenay Sudler
Keyword(s):  
New York ◽  
New York City ◽  
Public Schools ◽  
Cultural Competence ◽  
York City ◽  
Cultural Sensitivity ◽  
Graduate Program ◽  
Language Disorder ◽  
New York State ◽  
Deep Understanding

What does it mean to have true cultural competence as an speech-language pathologist (SLP)? In some areas of practice it may be enough to develop a perspective that values the expectations and identity of our clients and see them as partners in the therapeutic process. But when clinicians are asked to distinguish a language difference from a language disorder, cultural sensitivity is not enough. Rather, in these cases, cultural competence requires knowledge and skills in gathering data about a student's cultural and linguistic background and analyzing the student's language samples from that perspective. This article describes one American Speech-Language-Hearing Association (ASHA)-accredited graduate program in speech-language pathology and its approach to putting students on the path to becoming culturally competent SLPs, including challenges faced along the way. At Teachers College, Columbia University (TC) the program infuses knowledge of bilingualism and multiculturalism throughout the curriculum and offers bilingual students the opportunity to receive New York State certification as bilingual clinicians. Graduate students must demonstrate a deep understanding of the grammar of Standard American English and other varieties of English particularly those spoken in and around New York City. Two recent graduates of this graduate program contribute their perspectives on continuing to develop cultural competence while working with diverse students in New York City public schools.

Abstract T P390: Baseline Stroke Knowledge of 4th-6th Grade Children in New York City Public Schools Has No Appreciable Trend from 2005-2014

Stroke ◽  
2015 ◽  
Vol 46 (suppl_1) ◽  
Author(s):  
James M Noble ◽  
Cailey Simmons ◽  
Mindy F Hecht ◽  
Olajide Williams
Keyword(s):  
New York ◽  
New York City ◽  
Public Schools ◽  
Real World ◽  
York City ◽  
Hip Hop ◽  
Expected Value ◽  
Stroke Symptom ◽  
Stroke Diagnosis ◽  
Stroke Knowledge

Background and Purpose: To examine whether the baseline stroke knowledge of children in schools participating in our Hip Hop Stroke program has changed since its inception in late 2005. Methods: We gathered baseline stroke knowledge surveys from 2,839 students enrolled in the Hip Hop Stroke program from November 2005 through April 2014 with median annual enrollment of 344 (range 55 to 582). All students were enrolled in New York City public schools, in 4th through 6th grade. Students who left ≥3 questions blank were discarded; other blank answers were treated as missing. Data were analyzed using binomial, Chi-Square and regression analysis (SPSS v22.0). Results: Overall there was no consistent trend in baseline stroke knowledge by academic year. Overall, 28.4% of students recognized stroke occurred in the brain (expected value 25% [p<0.001], range from 13.8-61.2% for any given year). With stroke diagnosis provided, 85.5% of 1436 students knew to call 911, whereas only 59.6% of 1243 students knew to call 911 when given a hypothetical real-world stroke symptom scenario without stroke diagnosis included, p<0.001. For a composite assessment of knowledge including 4 stroke symptoms (blurred vision, facial droop, sudden headache, slurred speech), 1 distractor (chest pain), and urgent action plan (call 911), asked consistently since 2006, overall students scored a mean 2.86 (95% CI: 2.80-2.92; possible range 0-6, expected value 2.75), with annual scores ranging from 2.54-3.56. Conclusion: Stroke knowledge among elementary school students remains low and has not appreciably changed during the last 9 years. The use of hypothetical real-world stroke symptom scenarios may more accurately reflect intent to call 911 for stroke than the use of questions in which stroke diagnosis is given.

Varieties of Drug Trafficking Organizations: A Typology of Cases Prosecuted in New York City

1998 ◽  
Vol 28 (4) ◽  
pp. 1005-1025 ◽  
Author(s):  
Mangai Natarajan ◽  
Mathieu Belanger
Keyword(s):  
New York ◽  
New York City ◽  
Drug Trafficking ◽  
York City ◽  
Single Case ◽  
Federal Courts ◽  
Systematic Sampling ◽  
Future Research ◽  
Two Dimensional ◽  
Drug Trafficking Organizations

This paper examines a sample of 39 drug trafficking organizations prosecuted in New York City federal courts. Using a new two-dimensional typology based on organizational structure and tasks/roles, a considerable variety of organizational types was found. This result has important implications for future research. In particular it suggests the need for caution in generalizing from the findings of single case studies. These studies need to be located in the broader framework provided by the typology. The typology also permits the systematic sampling of trafficking organizations for detailed study. This is particularly important for policy since interventions must be closely tailored to the nature of criminal enterprises.

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