The Research Alliance is proud to highlight several recent publications from our affiliates that contribute valuable insights about school climate, teacher retention, racial dynamics in school choice, and more. Reflecting just some of the breadth and depth of research conducted by our network, these studies offer critical evidence to inform practice and policy in New York City and beyond:
Racial Prisms: Experimental Evidence on Families’ Race-Based Evaluations of School Safety by Chantal A. Hailey
Published in Social Forces, this paper explores how racial biases influence perceptions of school safety among NYC families. Using an original survey experiment with 995 parents and students from diverse racial backgrounds, Dr. Hailey examines how information about a school’s racial composition impacts beliefs about safety, even when schools have identical safety ratings and security measures in place. The findings reveal that anti-Black biases significantly shape perceptions of school safety, influencing school choice decisions and contributing to patterns of system-wide segregation and inequality.
Overpoliced? A Descriptive Portrait of School-Based Targeted Police Interventions in New York City by Jo Al Khafaji-King and Luis A. Rodriguez
This article examines police interventions as a response to student behavior in NYC schools. The authors find that schools serving more Black students experienced higher rates of intervention relative to schools with fewer Black students, and that these higher rates are not explained by differences in observable student behavior. Instead, “differences in teacher characteristics and resources contribute to the excess use of police interventions in predominantly Black schools.”
School Climate, Teacher Characteristics, and School Discipline: Evidence From New York City by Luis A. Rodriguez, Richard Welsh, and Chelsea Daniels
This paper uses data from more than 1,000 middle and high schools in NYC to examine the relationship between teachers’ perceptions of school climate, teacher characteristics, and disciplinary practices. Overall, results indicate more positive teacher perceptions of school climate, higher years of teaching experience, and a greater share of Black teachers are each associated with lower rates of office referrals and suspensions, overall and especially for Black and Latinx students. The authors outline important implications for teacher education and on-the-job support as well as school leadership, as part of larger efforts to enhance school climate and equity and improve student outcomes.
Leaving to Fit In? The Ethnoracial Composition of Principals, Peer Teachers, and Teacher Turnover in NYC by Luis A. Rodriguez, Julie Pham, & Briana K. Gonçalves
This study finds that Black teachers in NYC schools are significantly more likely to stay in their jobs when they have a Black principal and a strong presence of Black colleagues. The analysis suggests that teacher turnover, a persistent issue in education, is shaped by school leadership and peer demographics, and that representation matters not just for students but for educators as well. A recent article in Chalkbeat focused on the study’s findings, highlighted the personal experiences of several teachers and noted crucial connections to national debates about the importance of diversifying the teacher workforce.
Racial Attitudes Among Asian American Parents and Their Influence on School Choice by Tiffany Wu, Adriana Villavicencio, and Verenisse Ponce Soria
This study investigates how Asian American parents define and understand diversity and explores how racial attitudes shape their school choice decisions. The findings can help policymakers better understand the complex motivations within multiracial communities when designing and implementing school integration plans.
Other Recent Publications
In addition to the highlighted studies, our staff and affiliates have contributed to a range of other recent publications, including:
- Santagata, R., Villavicencio, A., Wegemer, C.M. et al. (2024). “I have been pushed outside of my comfort zone and have grown as a result”: Teacher professional learning and innovation during the pandemic. Journal of Educational Change 25, 699–726.
- Villavicencio, A., Martin, W., Fancsali, C., & Israel, M. (2024). Examining two different models for developing teachers new to computer science: lessons from a CS4All district. Journal of Research on Technology in Education, 57(1), 178–200.
- Murray, B., & Hailey, C. A. (2024). Missing the Forest for the Trees: Toward a Networked Racial Analysis of White Parents in Education Policy and Research. Educational Researcher, 53(8), 472-477.
- Rodriguez, L. A., Nguyen, T. D., & Springer, M. G. (2025). Revisiting Teaching Quality Gaps: Urbanicity and Disparities in Access to High-Quality Teachers Across Tennessee. Urban Education, 60(2), 467-504.
- Pham, L. D., Corcoran, S. P., Henry, G. T., & Zimmer, R. (2025). Do the Effects Persist? An Examination of Long-Term Effects After Students Leave Turnaround Schools. American Educational Research Journal, 62(1), 180-213.
Together, these studies provide vital evidence to inform ongoing conversations about equity, racism, and how to improve educational experiences and outcomes for all students. We encourage members of our community to engage with this research and to reach out with any questions, reflections, or ideas for related future work.