The Research Alliance is developing a set of education equity indicators aimed at informing policy decisions and enhancing public understanding of educational inequality in New York City.

This study will examine how the pandemic shifted high school students’ academic trajectories, especially in historically underserved and marginalized communities.

One of the most significant challenges facing schools in New York City and around the nation lies in their relationship to larger societal inequalities.

This project filled important gaps in our knowledge about how and where students with disabilities are being served in New York City. The study illuminated inequities, as well as areas of progress, and laid a valuable foundation for future research.

This project will work to identify key indicators of being on track for success in postsecondary education and career pathways, and empirically test the relationship between those indicators and student outcomes.

The Research Alliance for New York City Schools is supporting Dr. Michael Kieffer's work leading CSEL’s policy strand. This research explores how policies, structures, and system-level practices may constrain or enhance secondary English Learners' access to the general curriculum.

This partnership between CUNY, the NYC DOE, and the Research Alliance is bringing together the key stakeholders who focus on secondary and post-secondary education in New York City, enabling researchers to link together CUNY and DOE student data.

In partnership with Share Our Strength, the Research Alliance is conducting a qualitative study to learn about families’ participation in summer meals programs, including barriers that may prevent low-income families from taking advantage of such programs.

Some amount of teacher turnover is generally thought to be constructive, as it brings new ideas, energy, and skills to schools. However, research suggests that too much turnover may have serious instructional, financial, and organizational costs.

In the 2012-2013 school year, the NYC Department of Education served 145,000 students designated as English language learners (ELLs)—nearly 15 percent of the total student population.

Educators have long asserted that the middle grades are a time of both great importance and vulnerability. Anecdotal and empirical evidence suggest that students encounter new social and emotional challenges, increased academic demands, and major developmental transitions during these years.