IBO examines the demographic differences at each step of the gifted admissions process when the test was still in place—for students entering kindergarten in the 2018-2019 school year.
The study used administrative data collected by the NYC Department of Education (DOE) and the NYC Administration for Children Services (ACS) to determine graduation rates of over 11,000 youth who spent time in foster care during their high school years 2005 through 2019.
The 2021 Disparity Report analyzes city-wide trends in racial disparities for youth and young adults in New York City across 28 indicators. The report finds that while disparities persist in four sectors (education, economic security, health and justice), outcomes have improved significantly.
Parent–teacher associations can buy a range of goods and services for their schools. But the associations can also make monetary donations to their school’s budget, as 132 did in school year 2017-2018. How much did the associations contribute and how did it vary by school type, school poverty rate?
In compliance with Local Law 142 passed by the New York City Council in 2017, ACS submits an annual report on educational continuity and school attendance rates of children in foster care.
Earlier we reported that 132 New York City parent-teacher associations granted nearly $13 million to their school budgets in school year 2017-2018. Now we answer the question: how were the funds spent?
What if the de Blasio Administration’s proposal to base admissions to the city’s specialized high schools on grades and the state assessment tests had been in place for 8th graders in school year 2017-18? How would it have changed the demographics and achievement levels of students who got offers?