TEACHER TENURE

PEDIATRICS ◽  
1994 ◽  
Vol 94 (6) ◽  
pp. 922-922
Author(s):  
J. F. L.
Keyword(s):  
New York ◽  
Special Education ◽  
New York City ◽  
York City ◽  
Special Education Teacher ◽  
Board Of Education ◽  
School Officials ◽  
Education Teacher ◽  
Teacher Tenure ◽  
Upstate New York

". . . a special education teacher in New York City was arrested, convicted, and sent to prison in 1990 for selling $7000 worth of cocaine to undercover police, and school officials thought it would be easy to dismiss him. Not so. While the teacher, Mr Dubner, served his sentence in Sullivan Correctional Center in upstate New York, he collected his teacher's pay, and, after 5 years and more than $185 000 spent by the Board of Education on disciplinary proceedings, Mr Dubner has prevailed. He still has his job. The story of New York City's failed effort to dismiss Mr Dubner underlines how difficult it has become for school boards to get rid of tenured employees, even in extreme cases."

scholarly journals Birth characteristics of children who used early intervention and special education services in New York City

2019 ◽  
Vol 42 (4) ◽  
pp. e401-e411
Author(s):  
Matthew L Romo ◽  
Katharine H McVeigh ◽  
Phoebe Jordan ◽  
Jeanette A Stingone ◽  
Pui Ying Chan ◽  
...  
Keyword(s):  
New York ◽  
Special Education ◽  
New York City ◽  
Early Intervention ◽  
Gestational Age ◽  
York City ◽  
Service Use ◽  
Maternal Obesity ◽  
Use Patterns ◽  
Birth Characteristics

Abstract Background Early intervention (EI) and special education (SE) are beneficial for children with developmental disabilities and/or delays and their families, yet there are disparities in service use. We sought to identify the birth characteristics that predict EI/SE service use patterns. Methods We conducted a retrospective cohort study using linked administrative data from five sources for all children born in 1998 to New York City resident mothers. Multinomial regression was used to identify birth characteristics that predicted predominant patterns of service use. Results Children with service use patterns characterized by late or limited/no EI use were more likely to be first-born children and have Black or Latina mothers. Children born with a gestational age ≤31 weeks were more likely to enter services early. Early term gestational age was associated with patterns of service use common to children with pervasive developmental delay, and maternal obesity was associated with the initiation of speech therapy at the time of entry into school. Conclusions Maternal racial disparities existed for patterns of EI/SE service use. Specific birth characteristics, such as parity and gestational age, may be useful to better identify children who are at risk for suboptimal EI use.

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.

Is Special Education Improving? Case Evidence From New York City

2020 ◽  
pp. 104420732093481
Author(s):  
Leanna Stiefel ◽  
Michael Gottfried ◽  
Menbere Shiferaw ◽  
Amy Schwartz
Keyword(s):  
High School ◽  
New York ◽  
Special Education ◽  
New York City ◽  
General Education ◽  
Students With Disabilities ◽  
York City ◽  
Education Act ◽  
Education Of Students ◽  
Disability Education

In this study, we assess changes in the education of students with disabilities (SWDs) in the nation’s largest school district, New York City (NYC), over the decade 2005–2015. Specifically, we examine progress toward the twin legislative goals of both the federal Individuals with Disability Education Act (IDEA) and NYC district goals of (a) including SWDs in general education settings and (b) improving their academic performance. We find that the inclusion of SWDs with their general education peers (GENs) has increased in elementary and middle schools, but decreased in high school. Furthermore, although more SWDs are completing high school, their graduation rate remains considerably below that of GENs (50% vs. 80%). In assessing these patterns, we provide empirical evidence of the changing context of education in NYC before, during, and after policy changes that affected special education.

CONGENITAL MALFORMATIONS AND BIRTH INJURIES IN NEW YORK CITY

PEDIATRICS ◽  
1953 ◽  
Vol 12 (5) ◽  
pp. 525-535
Author(s):  
HELEN M. WALLACE ◽  
LEONA BAUMGARTNER ◽  
HERBERT RICH
Keyword(s):  
New York ◽  
New York City ◽  
Cleft Palate ◽  
York City ◽  
Congenital Malformations ◽  
Similar Data ◽  
Birth Injury ◽  
Live Births ◽  
Birth Injuries ◽  
Upstate New York

1. In 1951, a total of 1,501 children was reported to have been born alive with one or more congenital malformations, an over-all reported incidence of 9.2 per 1,000 live births. a. Two-thirds of the babies were delivered by a private physician in a hospital, and one-third on a ward service in a hospital. The incidence in the two groups and in white and nonwhite babies was approximately the same. However, the incidence in babies weighing less than 2,500 gm. was twice that in those babies weighing more. b. Club foot, dactylism, cleft palate and/or harelip, and hypospadias were the most frequent types of congenital malformations reported, accounting for 78% of the total. c. There were 128 babies reported with cleft palate and/or harelip, an over-all incidence of 0.79 per 1,000 live births. d. The effect on neonatal mortality is presented. 2. In 195 1 a total of 377 children was reported to have been born alive with one or more birth injuries, an over-all reported incidence of 2.3 per 1,000 live births. One half were reported with severe birth injury. The reported incidence was the same regardless of type of patient (private or ward service), color, or birth weight. 3. The 1951 data for New York City are compared with similar data for upstate New York for 1940-1942. The over-all incidence in reported congenital malformations in the two groups is similar, although some differences occurred in the frequency of individual malformations. The over-all incidence of reported birth injury in upstate New York was more than three times that in New York City; the incidence of each type of birth injury was higher in the upstate group. 4. The use of such data in planning services for these children in a community is discussed.

Strategies for Failure

1971 ◽  
Vol 41 (2) ◽  
pp. 158-204 ◽  
Author(s):  
Annie Stein
Keyword(s):  
New York ◽  
New York City ◽  
Public School ◽  
York City ◽  
School System ◽  
Vice President ◽  
Public School System ◽  
Board Of Education ◽  
School Practices ◽  
Field Notes

Annie Stein draws upon thirty-five years of broad experience as a research analyst. During her long association with the New York City Public School System she has served as consultant, curriculum evaluator, community advocate, and staff aide to Dr. Milton A. Galarnison when he was vice-president of the New York City Board of Education. These selections from her field notes present a range of observations on various school practices.

“A War of Ideas”: The Rise of Conservative Teachers in Wartime New York City, 1938–1946

2015 ◽  
Vol 55 (2) ◽  
pp. 218-243 ◽  
Author(s):  
Zoë Burkholder
Keyword(s):  
New York ◽  
New York City ◽  
Public School ◽  
York City ◽  
Board Of Education ◽  
Public School Teachers ◽  
School Teachers ◽  
Political Beliefs ◽  
Brooklyn Academy Of Music

On the evening of May 17, 1946, more than 1,200 festive supporters streamed into the Brooklyn Academy of Music to honor a New York City teacher who had survived, by the skin of her teeth, charges of “un-American” teaching. Since 1935, New York City's public school teachers faced the threat of investigation and dismissal for potentially subversive radical political beliefs or affiliations. Tonight, however, the audience breathed a collective sigh of relief that the Board of Education hearing had turned out well and that the teacher in question would retain her position.

Intervention in Maturity

1967 ◽  
Vol 20 (2) ◽  
pp. 413-414
Author(s):  
Ruth E. Hartley
Keyword(s):  
New York ◽  
New York City ◽  
York City ◽  
School System ◽  
Written Expression ◽  
Board Of Education ◽  
Special Training ◽  
Teaching Positions ◽  
Substantial Degree

42 mature individuals, with a median age of 38 yr., who had lost their teaching positions in Southern schools because of desegregation procedures, were subjected, as members of an NDEA Institute, to special training to enable them to fulfill New York City Board of Education qualifications for teachers. Massive educational handicaps, revealed in habitual modes of oral and written expression, were overcome to a substantial degree in 3 mo. of intensive effort, with 71% of the group attaining “acceptable” levels for service in the school system.

scholarly journals The Principal and Nurse Perspective on Gaps in Asthma Care and Barriers to Physical Activity in New York City Schools: A Qualitative Study

2017 ◽  
Vol 45 (3) ◽  
pp. 410-422 ◽  
Author(s):  
Agnieszka Cain ◽  
Marina Reznik
Keyword(s):  
Physical Activity ◽  
New York ◽  
New York City ◽  
York City ◽  
Asthma Management ◽  
Asthma Care ◽  
School Officials ◽  
Children With Asthma ◽  
New York City Schools ◽  
City Schools

Background. School officials and nurses play an important role in facilitating asthma management in schools. Little is known about their perspectives on in-school asthma management and barriers to physical activity (PA) at school. Aims. The goal of this study is to explore school officials’ and nurses’ perspectives on asthma care and barriers to PA in children with asthma attending New York City schools. Method. We conducted qualitative, semistructured interviews with 10 principals, 3 assistant principals, and 9 nurses in 10 Bronx, New York elementary schools. Sampling continued until thematic saturation was reached. Interviews were recorded, transcribed, and coded for common themes. The thematic and content review was subsequently used to analyze interview data. Emerging themes were discussed and agreed on by both investigators. Results. Three main categories arose from the analysis: (1) procedures and policies around asthma management in school, (2) barriers to effective medication administration in school, and (3) barriers to PA in children with asthma. Discussion. Participants identified gaps to in-school asthma management and barriers to PA participation: ineffective ways of identifying students with asthma; lack of written procedures for asthma management; difficulty in meeting the administrative requirements to administer asthma medication; lack of knowledge and training on asthma management for the parents, students, and school staff; parental limitation of children’s PA; and schools not meeting the state physical education requirement. Conclusions. Our findings suggest the need for policy reform on asthma management and PA in urban schools and should be considered in the design of future interventions.

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