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.

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

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

The Research Alliance is collaborating with MDRC on a study that will examine INSIGHTS’ impact on students’ outcomes in middle and high school.

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.

This research-practice partnership is supporting the roll out of Pre-K For All in NYC and providing evidence to help improve the quality of pre-k programming.

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

Design2Learn is an afterschool program for students in middle school—a period in which student performance in science often declines sharply.

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.

In New York City, between the 2001-2002 and 2008-2009 school years, the Department of Education identified and scheduled 29 large low-performing high schools for closure. This was part of a larger reform effort that included opening smaller high schools throughout the City and implementing a new system of universal high school choice.

The New York City Department of Education’s recent efforts to improve high schools have in large part depended on a policy of choice, which enables families to select a school that they believe will best meet their child’s needs. This report examines the high school choices and placements of New York City’s lowest-achieving students, and assesses how these schools compare to those of their high-achieving peers. (2013)

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.

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.

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.

By examining the experiences of schools participating in the Center for Racial Justice in Education’s training, this study contributes to a growing body of research on equity in education and addressing racial injustice in the classroom.

Research has demonstrated important connections between students’ sense of safety—both physical and emotional—inside their schools and outcomes such as academic effort and achievement.

In the 2010-2011 academic year, three New York City middle schools began piloting School of One (SO1), a program that leverages data to individualize math instruction.

Unveiled in 2008, New York City’s Achievement Reporting and Innovation System (ARIS) was one of the first district-wide investments in data-driven education reform in the United States, a major undertaking for the nation’s largest school district.

The New York City Department of Education’s InnovateNYC Ecosystem aims to transform the DOE’s procurement process for education technology tools, thereby raising the quantity and quality of technology in NYC classrooms.