Journal Article
This article examines the impacts of summer instruction and test-based grade retention in New York City.
Commentary
Super Storm Sandy has created a rare moment when New York City and surrounding areas are singularly focused on the infrastructure needed in a changing environment. It is a moment to look south at Louisiana.
Commentary
If Hurricane Sandy causes extensive disruptions in public schools—particularly in hard-hit New York City—our research shows that choices made by parents and policymakers could significantly limit the negative short-term effects of changing schools under such difficult circumstances, writes John Pane.
Announcement
At its annual meeting in April, Division L of the American Educational Research Association (AERA) will give the first "Outstanding Policy Report (Short Report)" award to "A Big Apple for Educators"—an evaluation of New York City's Schoolwide Teacher Bonus Program. RAND Education research on teacher quality also will be presented in a panel discussion.
Report
Shares the results of Safe Start Promising Approaches, a community-based initiative that implemented and evaluated promising and evidence-based programs to prevent and reduce the impact of children's exposure to violence in 15 U.S. program sites.
Journal Article
This article examines the micropolitics of implementing New York City's Schoolwide Performance Bonus Program and school governance bodies (Compensation Committees) that determined distribution of school-level rewards among personnel.
Journal Article
In 2007, New York City schools commenced a school-level pay-for-performance program for teachers and staff in about 200 schools. The authors found that the program didn't improve schools or student outcomes.
Commentary
Motivation alone does not improve schools. Even if incentives inspire staff to improve practices or work together, educators may not have the capacity or resources to bring about improvement, writes Julie Marsh.
News Release
A New York City program designed to improve student performance through school-based financial incentives for teachers did not improve student achievement, most likely because it did not change teacher behavior and the conditions needed to motivate staff were not achieved.
Report
A New York City program designed to improve student performance through school-based financial incentives for teachers did not improve student achievement, most likely because it did not change teacher behavior and the conditions needed to motivate staff were not achieved.
Research Brief
New York City's Schoolwide Performance Bonus Program did not improve student achievement at any grade level, perhaps in part because it provided no significant additional motivation beyond other accountability incentives.
Report
Coordinating the work of the many different institutions involved in after-school activities—including schools, nonprofits and municipal agencies like parks and libraries—holds the promise of making programs better and more accessible to urban children and teens who need them.
News Release
Coordinating the work of the many different institutions involved in after-school activities -- including schools, nonprofits and municipal agencies like parks and libraries -- holds the promise of making programs better and more accessible to urban children and teens who need them.
Research Brief
Five cities that received a grant from The Wallace Foundation, along with three other cities that were not part of the initiative, were successful in using data from management information systems to improve out-of-school-time programs.
Research Brief
Five cities that received a grant from The Wallace Foundation to increase collaboration, access, quality, information sharing, and sustainability in their out-of-school-time systems used different planning approaches to meet the initiative's goals.
Report
The third in this three-volume series presents in-depth case studies of five cities that received funding from The Wallace Foundation to improve out-of-school-time program provision: Providence, Boston, New York City, Chicago, and Washington, D.C.
Report
The second in this three-volume series describes how Wallace Foundation grantees and three other cities used management information systems to collect and use data on out-of-school-time programs, including enrollment, attendance, and outcomes.
News Release
The New York City Department of Education's test-based promotion and retention policy, which identifies and provides support for struggling students, has demonstrated positive effects for student achievement in fifth grade that continue into seventh grade.
Research Brief
RAND researchers conducted a three-year study of New York City's promotion policy, using interviews, case studies, student surveys, and demographic and test score data to determine its effects on the outcomes of 5th-grade students held to the policy.
Report
The New York City Department of Education asked RAND to conduct a longitudinal evaluation of its 5th-grade promotion policy. The findings provide a comprehensive view of the policy's implementation and its impact on student outcomes.
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