Data Analysis Tools
This workbook provides step-by-step procedures for school districts to analyze their special education classification data to address disproportionality.
Research and Evaluation Reports
EPGY is a computer-based instructional resource developed by Stanford University that uses multimedia lessons to introduce and illustrate math, science, and English language arts concepts and exercises to guide students’ learning and mastery of the concepts, and built-in tutorial support for struggling learners. This brief describes the value in utilizing EPGY curricula in two specific contexts: (1) as an accelerated program for gifted and talented students, and (2) as a means of effective supplemental instruction for students from low-income backgrounds in schools receiving Title I support. The findings presented in brief are drawn from a thorough review of published and unpublished research on the EPGY program. The research reviewed makes clear that:
- EPGY allows for individualization of the curriculum
- EPGY is equally effective with students across several demographic groups
- A high percentage EPGY students take and excel at Advanced Placement (AP) exams
- EPGY has a positive effect on achievement for K-8 students in both mathematics and English language arts
- Schools can use EPGY data to help identify struggling learners who may need additional interventions
A study by the Metropolitan Center for Urban Education (Metro Center) at New York University (NYU) shows that the tutoring services for low-income students created by Title I of the Elementary and Secondary Education Act leads to significant gains in reading achievement and has high satisfaction rates among parents of the students who receive tutoring. The Metro Center conducted an independent evaluation of one particular tutoring program, administered by Rocket Learning and analyzed student-level achievement data of program participants and non-participants from California, New York, Illinois, and New Jersey. The Study found that the tutoring program had a significant impact on student achievement.
A groundbreaking report and national scan of Hip-Hop educational programs by the Hip-Hop Education Center (H2ED Center) at the Metropolitan Center for Urban Education (Metro Center) at the New York University Steinhardt School of Culture, Education, and Human Development, is released. The report underscores how the culturally rich and indigenous art form of Hip-Hop encompasses key elements and skill-building activities including English language arts, entrepreneurship, leadership and team building, career development, identity formation, media literacy, storytelling, writing, oral debate, negotiating, and problem solving.
A joint community survey report from the Metropolitan Center for Urban Education at New York University (Metro Center) and the Newark Schools Research Collaborative (NSRC) at Rutgers University documents the perception of public education in Newark. This report summarizes the perceptions and beliefs of Newark residents—and recommends that they become one part of the complex data that will inform the direction of educational reform in the city.
A joint study for the Black Male Donor Collaborative (BMDC), published by the Metropolitan Center for Urban Education at New York University (Metro Center) and the Center for Research on Fathers, Children and Family Well-Being (CFRCFW) at Columbia University, tells the story of different educational paths taken by all Black males in the expected 2007 graduation cohort. The students included in the study attended New York City Schools since at least 4th grade.
Key findings from the BMDC Joint Trajectory Report:
- On average, Black males showed no growth in their test scores over time, and proficiency levels decreased over time.
- Patterns of low performance on the math exam in elementary and middle-school years continued into the first year of high school.
- Black male students who attended middle schools with fewer classmates who qualified for subsidized lunch and more schoolmates who earned higher math scores also completed more courses in the 9th grade. This finding suggests a school system stratified by academic performance exacerbates the persistence of low performance. Putting Black male students in more challenging learning environments may be the best way to increase math proficiency over time.
Recent findings of the Black and Latino Male Schools Intervention Study (BLMSIS), funded by the Bill and Melinda Gates Foundation (2006-2009) and directed by the Metropolitan Center for Urban Education, show that academic engagement, school climate, and out-of-school activities are key contributors to the academic performance of boys of color in single-sex schools. Among these factors, academic engagement was the single most important contributor to academic performance.
This brief presents the underlying theory of change surrounding the strategies implemented in seven single sex schools serving Black and Latino boys (grades 4-12). Our attention to the theories surrounding these strategies rests on the presumption that school practice involves complex processes and theories that are often overlooked, especially in current educational reform efforts (e.g., whole school reform, "turnaround" schools strategies). Our analytical approach to understanding single-sex schools for boys of color is to ask the question: what do you do and why do you do it.Our analysis of interviews and focus groups with 75 practitioners (e.g., administrators, teachers, guidance counselors, and social workers) uncovered two overarching theories regarding Black and Latino boys that guide the design of these schools: Theory 1 - schools need to understand and have a knowledgebase of the social/emotional needs of Black and Latino boys and Theory 2 - schools need to understand how the academic needs of Black and Latino boys have surfaced and target strategies for addressing those needs. As this brief demonstrates, it is such an analytical perspective that begins to outline the theory of single-sex schools as an educational equity intervention for Black and Latino boys.
In this report, we examine how the achievement levels of Black and Latino males vary across New York City neighborhoods and work to identify the neighborhoods where the needs of the two populations are most critical. The analysis shows that achievement patterns among Black and Latino males are especially low in five high poverty CSDs. These CSDs are also distinguished by the high level of need among the student populations (e.g. high proportions of English language learners and students qualifying for free lunch) and lower levels of experience among teachers in the CSD schools.
This report identifies factors distinguishing the schools that best serve Black and Latino males. We first determine which schools contribute the most to Black and Latino males graduating with a Regents Diploma in four years, and then examine the characteristics that distinguish these schools. Among the stronger patterns observed in the analysis, it appears that schools with higher expectations for students and more supportive school climates contribute more to the achievement of Black and Latino males.
This report focuses on Black and Latino males from the 2006-2007 high school cohort who dropped out. We closely examine who drops out and when, and their achievement levels in middle and high school. Our assumption is that by knowing more about who is likely to drop out, and at what point in their education they are at greatest risk, we can more effectively determine appropriate interventions and better work to reverse this alarming problem.
This report provides an analysis at how schools serving different populations are rated under the New York City school system. We focus on determining the level of quality, according to the Progress Report grades, of the schools attended by the most vulnerable of student populations, as well as the level of access students have to quality schools in different community school districts.
For the last forty years researchers have posited competing theories regarding the relative influence of social class background and racial-group membership on the school experiences, academic performance, behavior, and motivation of ethnic minority students. The general purpose of these competing theories has been to explain why ethnic minority students fail or succeed in schools. This study represents an initial foray into a complex conversation on internal and external social identification, racial constructs and interaction as part of the schooling experience of Latino students. Two significant findings from the larger study are reported in this article. First, the negotiation of identity among these Mexican and Puerto Rican students in predominantly African American schools demonstrates racial/ethnic boundary designations (i.e., who is in and who is out) as structured by skin color. Secondly, what is meant to be designated as White-looking, Hispanic/Mexican-looking, or Black/Bi-Racial looking maintained differing meaning and latitude in the racial/ethnic boundary options across skin color groups. Both these findings posit further questioning as to what we know about identification among Latino students, and more importantly how it gets played out in schools.
On January 17 and 18, 2008, the Metropolitan Center for Urban Education, under the leadership of Pedro Noguera and funding support from the Ford Foundation, convened leading scholars engaged in research related to the experiences and conditions of Latino males in the United States. This report serves to provide a summary of the research and policy areas outlined by these leading scholars.