New York

One in 1.1 million: After homelessness, an Ivy League admission

New York

For first time, college readiness factors into high school grades

New York

Study: Students who slip before they succeed still at risk later on

A chart from the report showing how students with very different high school trajectories can end up in the same place academically—at least on paper. Not all high school graduates are created equally: Some had to make up ground after falling behind along the path to graduation day. Identifying those future graduates early could be key to getting them to succeed in college later, according to a new report. The report, authored by researchers with the education nonprofit New Visions for Public Schools, tracked students in 75 New Visions-supported city schools through high school and into college. The report finds that students who graduate with a Regents diploma after years of struggling are much less likely to succeed in college than those students who have a history of good performance. Schools tend to pay special attention to students with obvious obstacles to overcome, such as a disability or status as an English language learner. But students who have a couple of bad semesters in tenth grade and then earn passing grades in their junior year don't always register as being "at risk" to their schools, the report concludes. The report advocates for schools to expand the definition of an "at-risk" student to include any student who has experienced ups and downs—which are marked and reviewed according to a metric system detailed in the study that New Visions schools will continue to use. It also argues that school districts like New York City are pushing schools in this direction by emphasizing schools' graduation rate as the main benchmark of success. "We're trying to take the conversation and say, every kid, whether high or low performing, is vulnerable but in a different way," said Susan Fairchild, one of the report's lead authors. "Our accountability structures don't necessarily support schools. We're moving in those direction, but our systems are really based on accumulation, not flow, not how kids actually come into the system."
New York

Annual survey reflects sanguine views of school performance

A slide from the Department of Education's presentation of this year's Learning Environment Survey results shows teachers' responses to questions about their evaluations. Results of the city's annual survey of what parents, students and teachers think about their schools paints a much rosier picture than data on school performance indicate. It also offers a rosier picture of teachers' views of their evaluation system than both city and union officials have painted in the past. This year, 94 percent of parents said they were "satisfied" with their children's education, and 95 percent of students said they have to "work hard to get good grades" — figures city officials touted as a sign that the schools are becoming more rigorous. Answering a new question, 94 percent of teachers said their school "does a good job supporting students who aspire to go to 2- or 4-year colleges." Those responses suggest that city parents, students, and teachers remain sanguine about their schools even as the city and state have mounted a concerted effort to raise expectations. The Learning Environment Survey results, which the city published today, come on the heels of annual state test scores that showed for the second straight year that fewer than half of the city's third through eighth graders are reading at grade level. And while the city's "college-readiness" rate inched up since it was first announced last year, only about a quarter of students meet the city's and state's standards. The survey results do signal that some schools are beginning to ask more of their students. Since 2009, the proportion of high school students who say they are receiving "helpful" college and career counseling has risen from 74 to 82 percent. And while the number of students reporting sophisticated research or essay assignments barely budged, the number who said they had been asked to "complete an essay or project where [they] had to use evidence to defend [their] own opinion or ideas" three or more times increased sharply, from 62 percent in 2011 to 67 percent this year.
New York

Schools picked to pioneer college prep program for young men

Schools Chancellor Dennis Walcott speaks at And thean Expanded Success Initiative announcement. And then there were 40. Earlier this year the Department of Education named 81 schools that could be eligible to lead one of the most significant educational programs in Mayor Michael Bloomberg's Young Men's Initiative. Last month, 57 schools submitted proposals for the pot of funds attached to the program,  called the Expanded Success Initiative. The funds would go toward programs to improve the college readiness rates of male students. The 40 schools that made the cut were named today. They will receive $250,000 each to pioneer new college-readiness strategies. Monitors will evaluate the progress the schools make over the course of the coming year and provide feedback for what may eventually become citywide policies. The schools were selected because they have already made strides serving youth of color, but they are still struggling to meet the city's new college readiness metrics, officials said. To be eligible, schools were required to have a four-year graduation rate above 65 percent, to have received an A or B on their most recent progress reports, and to have student bodies comprised of at least 35 percent are black or Latino males and 60 percent are qualified for free or reduced-price lunch. "You have done well in your high school graduation rate, but now we've redefined  the message, along with the state,"  Chancellor Dennis Walcott told an audience of school leaders and students at an event today welcoming schools to the initiative. "It's no longer just about high school graduation, it's about college and career readiness, making sure all of our students can attain that high goal."