The Impact Of The New York City Early College Model On Preparing Black And Latino Males To Successfully Transition To City University Of New York Cuny Colleges
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| Author | : Noah S. Angeles |
| Publisher | : |
| Total Pages | : 100 |
| Release | : 2019 |
| Genre | : Articulation (Education) |
| ISBN | : |
This qualitative study investigated the impact of the New York City early college model and the extent to which system leaders at the New York City Department of Education and City University of New York are systematically collaborating to evaluate and improve the early college model to support the preparation of Black and Latino males to successfully transition to a CUNY college. The participants for this study included early college principals, CUNY college liaisons, Early College High School alumni and systems leaders within the New York City Department of Education and City University of New York who are directly responsible for supporting early college schools. Several key findings were identified from this study, including (1) early college principals do not primarily focus on students’ race and/or gender when implementing systems and structures that address college preparation; but rather focus on implementing best practices and supports that address the individual needs of all students, (2) Early College High School alumni attribute developing positive relationships with high school and college staff while attending an early college school as an important factor in their preparedness to transition to a CUNY college and (3) There is no specific instrument used by DOE and CUNY to evaluate the early college program as it relates to supporting the successful transition of Black and Latino males to a CUNY college. Lastly, from the overall findings from the study, several key conclusions were made, including (1) The leadership practices of early college principals have an impact on preparing Black and Latino males to successfully transition to a CUNY college, (2) early college schools that have a systemic approach to developing students’ academic behaviors and understanding of how college operates have an impact on the preparation of Black and Latino males transition to a CUNY college and (3) the collaborative practices between NYC DOE and CUNY do not impact the successful transition of Black and Latino males to a CUNY college.
| Author | : University of Pennsylvania Graduate School of Education, Center for the Study of Race and Equity in Education |
| Publisher | : |
| Total Pages | : 44 |
| Release | : 2013 |
| Genre | : |
| ISBN | : |
This report examines how young black and Latino males succeed in New York City schools. Succeeding in the City includes over 400 face-to-face student interviews from the 40 New York City high schools participating in the Expanded Success Initiative (http://schools.nyc.gov/Offices/ESI/default.htm) (ESI), which is designed to increase college and career readiness among the City's black and Latino males. ESI schools are a part of New York City's Young Men's Initiative (http://nyc.gov/html/ymi/home/home/shtml), the nation's most comprehensive effort to tackle the broad disparities slowing the advancement of black and Latino young men. The research team attributed levels of success to several factors including: Consistently high expectations from parents and families; Reputations that exempted them from gang recruitment; A desire to transcend poverty; and Meaningful relationships with caring teachers and other adults in their schools who foster innovative college-going cultures and respectful educational environments. The study also included 90 black and Latino male undergraduate students who were enrolled at 44 colleges and universities. The data collected from the college participants revealed the following: Approximately 75% applied exclusively to public colleges in New York because these were the only schools to which they were introduced. Students felt intellectually prepared for college. Few students established substantive relationships with professors (a key factor in high school success). Succeeding in the City features recommendations for student success aimed at parents and families, urban high school teachers, high school guidance counselors, principals and other high school leaders, and postsecondary professionals and leaders.
| Author | : Cherrel Miller Dyce |
| Publisher | : IAP |
| Total Pages | : 127 |
| Release | : 2021-04-01 |
| Genre | : Education |
| ISBN | : 1648024610 |
A major premise of the book is that teachers, school leaders, and school support staff are not taught how to create school and classroom environments to support the academic and social success of Black male students. The purpose of this book is to help champion a paradigmatic shift in educating Black males. This books aims to provide an asset and solution-based framework that connects the educational system with community cultural wealth and educational outcomes. The text will be a sourcebook for in-service and pre-service teachers, administrators, district leaders, and school support staff to utilize in their quest to increase academic and social success for their Black male students. Adopting a strengths-based epistemological stance, this book will provide concerned constituencies with a framework from which to engage and produce success.
| Author | : Adriana Villavicencio |
| Publisher | : |
| Total Pages | : 61 |
| Release | : 2013 |
| Genre | : |
| ISBN | : |
Increasingly, school districts are recognizing that high school graduation rates may not be the ultimate measure of success, as evidence accumulates that students who obtain a college degree do markedly better than students who only graduate from high school. In New York City, while graduation rates have increased dramatically over the last decade, college readiness rates remain troublingly low, especially for young men of color. Among students scheduled to graduate in 2010, for example, only 9 percent of Black males and 11 percent of Latino males graduated college ready. Our new report, Moving the Needle: Exploring Key Levers to Boost College Readiness Among Black and Latino Males in New York City, examines the trajectory of Black and Latino young men on their path to college, zeroing in on points along that path where schools might provide more effective support. The report describes college-related outcomes and other indicators that help predict college readiness for Black and Latino male students over time, and discusses key contextual factors that underlie these educational outcomes. This paper is the first in our ongoing evaluation of the Expanded Success Initiative (ESI), a new citywide effort providing resources to 40 schools with the aim of improving college and career readiness among Black and Latino young men. The final chapter of Moving the Needle uses our findings to reflect on potential directions for ESI schools as they work to support Black and Latino young men on the path to college and successful careers. (Contains 18 notes, 10 figures, and 7 tables.).
| Author | : Andy Carvin |
| Publisher | : |
| Total Pages | : 290 |
| Release | : 2012 |
| Genre | : Arab Spring, 2010- |
| ISBN | : 9781939293022 |
In this book, NPR social media chief Andy Carvin - hailed by The Guardian as 'the man who tweets revolutions' - offers a first hand recap of the Arab Spring. Part memoir, part history, the book includes intimate stories of the revolutionaries who fought for freedom on the streets and across the internet - stories that might have never been told before the days of social media.
| Author | : Douglas S. Massey |
| Publisher | : Princeton University Press |
| Total Pages | : 298 |
| Release | : 2011-06-27 |
| Genre | : Education |
| ISBN | : 1400840767 |
African Americans and Latinos earn lower grades and drop out of college more often than whites or Asians. Yet thirty years after deliberate minority recruitment efforts began, we still don't know why. In The Shape of the River, William Bowen and Derek Bok documented the benefits of affirmative action for minority students, their communities, and the nation at large. But they also found that too many failed to achieve academic success. In The Source of the River, Douglas Massey and his colleagues investigate the roots of minority underperformance in selective colleges and universities. They explain how such factors as neighborhood, family, peer group, and early schooling influence the academic performance of students from differing racial and ethnic origins and differing social classes. Drawing on a major new source of data--the National Longitudinal Survey of Freshmen--the authors undertake a comprehensive analysis of the diverse pathways by which whites, African Americans, Latinos, and Asians enter American higher education. Theirs is the first study to document the different characteristics that students bring to campus and to trace out the influence of these differences on later academic performance. They show that black and Latino students do not enter college disadvantaged by a lack of self-esteem. In fact, overconfidence is more common than low self-confidence among some minority students. Despite this, minority students are adversely affected by racist stereotypes of intellectual inferiority. Although academic preparation is the strongest predictor of college performance, shortfalls in academic preparation are themselves largely a matter of socioeconomic disadvantage and racial segregation. Presenting important new findings, The Source of the River documents the ongoing power of race to shape the life chances of America's young people, even among the most talented and able.
| Author | : Clarence Taylor |
| Publisher | : Fordham Univ Press |
| Total Pages | : 294 |
| Release | : 2011 |
| Genre | : History |
| ISBN | : 0823232891 |
Clarence Taylor is Professor of History and Black and Hispanic Studies at Baruch College and Professor of History at the Graduate Center, City University of New York. --Book Jacket.
| Author | : Anthony Picciano |
| Publisher | : A&C Black |
| Total Pages | : 159 |
| Release | : 2004-10-18 |
| Genre | : Education |
| ISBN | : 0826472028 |
An accessible guide designed as an introduction to educational research and statistics. Dr Picciano places especial emphasis on understanding and interpreting statistical procedures rather than on working with mathematical formulae. The primer covers the main areas of concern to any student embarking on a research project, such as how to locate material for research purposes, how to plan a research project, how to conduct various types of research as well as how to use research in educational practice. The primer is brought to life with numerous examples from Dr Picciano's workshops which demonstrate how to interpret various statistical routines using statistical software packages.
| Author | : Shaun R. Harper |
| Publisher | : |
| Total Pages | : 44 |
| Release | : 2014 |
| Genre | : African American boys |
| ISBN | : |
"This report is the first publication from the New York City Black and Latino Male High School Achievement Study, a project that entailed face-to-face individual interviews with 415 students from 40 public high schools. Ninety were enrolled in 44 colleges and universities, the rest were college-bound high school juniors and seniors. Understanding how these young men succeeded in and out of school, developed college aspirations, became college-ready, and navigated their ways to postsecondary education was the primary aim of this project. Instead of further amplifying deficits and documenting failures in urban schools, 13 Black and Latino male researchers from the University of Pennsylvania chose to study students who figured out how to foster productive relationships, resist pressures to join gangs and drop out of high school, and succeed in environments cyclically disadvantaged by structural inequities. Several important findings are presented in this report. It concludes with recommendations for six different constituencies: (1) parents and families; (2) urban high school teachers; (3) high school guidance counselors; (4) principals and other high school leaders; (5) postsecondary professionals and leaders; and (6) mayors, governors, and policymakers. Anyone who wishes to understand how young men of color succeed in urban educational contexts is likely to find this report interesting and useful." --Publication web page, http://www.gse.upenn.edu/equity/nycReport, (viewed on Oct. 28, 2013).
| Author | : Institute of Medicine |
| Publisher | : National Academies Press |
| Total Pages | : 229 |
| Release | : 2011-07-29 |
| Genre | : Education |
| ISBN | : 0309159687 |
In order for the United States to maintain the global leadership and competitiveness in science and technology that are critical to achieving national goals, we must invest in research, encourage innovation, and grow a strong and talented science and technology workforce. Expanding Underrepresented Minority Participation explores the role of diversity in the science, technology, engineering and mathematics (STEM) workforce and its value in keeping America innovative and competitive. According to the book, the U.S. labor market is projected to grow faster in science and engineering than in any other sector in the coming years, making minority participation in STEM education at all levels a national priority. Expanding Underrepresented Minority Participation analyzes the rate of change and the challenges the nation currently faces in developing a strong and diverse workforce. Although minorities are the fastest growing segment of the population, they are underrepresented in the fields of science and engineering. Historically, there has been a strong connection between increasing educational attainment in the United States and the growth in and global leadership of the economy. Expanding Underrepresented Minority Participation suggests that the federal government, industry, and post-secondary institutions work collaboratively with K-12 schools and school systems to increase minority access to and demand for post-secondary STEM education and technical training. The book also identifies best practices and offers a comprehensive road map for increasing involvement of underrepresented minorities and improving the quality of their education. It offers recommendations that focus on academic and social support, institutional roles, teacher preparation, affordability and program development.
