This project is leveraging the diversity and scale of NYC's CTE programs to learn about the conditions under which CTE is most effective

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

Exploring how systemic racism and disinvestment drive the phenomenon of "school pushout" in NYC, this study examines the impact of neighborhood-, school-, and individual-level factors on students' high school completion.

The Research Alliance is conducting a case study of John Jay's CUNY Justice Academy to understand the practices it uses to support transfer students.

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 study is aimed at better understanding how many and which students are interested in STEM apprenticeships, documenting students’ experiences in the programs, and assessing how the programs shape students’ interest and engagement in STEM subjects and fields.

The Internationals Network for Public Schools (INPS) is a system of public high schools that serve recently arrived students with low levels of English language proficiency.

The Student Success Network (SSN) is a group of about 80 youth development and education organizations (including schools) that have coalesced around the goal of measuring and improving students’ social emotional learning skills.

The Research Alliance is continuing our partnership with the NYC DOE to define, measure, and support effective learning environments in NYC schools.

CS4All is a 10-year, $81 million public-private partnership between the City of New York and the private sector, designed to bring computer science education to every student in NYC public schools.

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

The Research Alliance is collaborating with AIR to support the study’s examination of NYC schools that have adopted deeper learning principles and practices.

The Research Alliance for New York City Schools is collaborating with MDRC on a rigorous study of the effects of the Urban Assembly school support network on students’ academic and social emotional outcomes.

MDRC is conducting a study of the NYC P-TECH Grades 9-14 school model. The Research Alliance is supporting MDRC’s work by advising on research design and analyses, helping identify appropriate samples of students for the study, and constructing longitudinal data files needed to evaluate P-TECH’s implementation and impact.

The Expanded Success Initiative (ESI) was designed to improve the educational experiences and outcomes of Black and Latino young men in high schools across the City. To gain an understanding of whether, and how, ESI benefitted students, the Research Alliance undertook a five-year mixed-methods longitudinal evaluation of the initiative.

Between 2002 and 2008, 29 low-performing high schools were designated for closure in New York City. This report presents the results from the first rigorous study of the impact of these closures on students’ academic performance, attendance, and mobility. (2015)

Since 1999, the landscape of New York City high schools has changed dramatically. Over 150 new high schools have opened, with an average enrollment of just over 100 students per grade.

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.

iMentor is a nonprofit organization that provides school-based mentoring, with a focus on helping students develop the skills they need to be prepared for and succeed in college.

As early as 9th grade, student engagement and achievement can offer strong signals about which students are on the path to on-time graduation, and which are at risk of dropping out.

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.

The Teagle Foundation’s College-Community Connections (CCC) program aims to help financially disadvantaged high school students overcome the barriers they face in pursuing an undergraduate degree.

The power of early warning and college-readiness indicator systems is that they take messy, seemingly overwhelming problems—such as getting students to graduate from high school and persist in college—and focus attention on opportunities to successfully intervene.