Many policymakers agree that housing and land use reform is a top priority, particularly in New York State, in order to moderate housing prices. But an often-overlooked point is that such reform is also important in order to promote equal educational opportunity. This report proceeds in five parts. The first part takes a deep dive into how two…

As the COVID-19 pandemic ebbs, thousands of New Yorkers are searching for jobs, and employers across the state are struggling to fill empty positions. New York's publicly funded city and state community colleges are uniquely positioned to help bridge this gap, providing more job-focused education for mid-career adults and traditional college-age…

This report examines and explains the most recent achievement results for New York City and New York State students in district and charter schools, and to put New York City's achievement levels in context. The New York City public school system is the largest in the country, with more than 1 million students in grades prekindergarten through 12…

Between 1994 and 2014, New York City engaged in a historic overhaul of its publicly funded high schools. This included the opening of charter high schools (made possible by a 1999 state law) and the creation of new, smaller district high schools that would, in time, replace many of the city's large, traditional, comprehensive, and vocational high…

This technical appendix provides additional information about the sample, data, and estimation strategy used for a series of American Educator Panels (AEP) Data Notes published by the RAND Corporation in 2019. The Data Note series is intended to provide brief but incisive analyses of teacher and school leader survey results that may be of…

This longitudinal study analyzes high school graduation outcomes of students who entered New York City public schools in grade 5 or 6 as English learner students. It extends the work of Kieffer and Parker (2016) by investigating the high school graduation rates and the types of diploma earned by the 1,734 students who entered New York City public…

A DISCUSSION ON THE VARIOUS RACES WAS PRESENTED. STATISTICS SHOWED THAT LIKENESSES AMONG GROUPS WERE ABOUT 95 PERCENT, WHILE DIFFERENCES WERE ONLY 5 PERCENT. FROM THE BIOLOGICAL STANDPOINT, THERE WAS NO PHYSICALLY INFERIOR OR PHYSICALLY SUPERIOR RACIAL TRAITS. THERE WAS NO PROOF THAT "RACE" AND INTELLIGENCE WERE LINKED. RATHER EVIDENCE…

THE INTELLECTUAL TEST DIFFERENCES BETWEEN NEGRO AND WHITE FIRST- AND FIFTH-GRADERS OF DIFFERENT SOCIAL CLASSES WERE CONSIDERED. THE LORGE-THORNDIKE, LEVEL I, PRIMARY BATTERY WAS USED FOR FIRST GRADERS, AND LEVEL III FOR FIFTH GRADERS. IT WAS CONCLUDED THAT RACE INFLUENCE TENDS TO BECOME MORE MANIFEST AND CRUCIAL AS THE SOCIAL CLASS LEVEL…

THE PARTICULAR FOCUS OF THIS STUDY WAS UPON THE EXTENT TO WHICH VALUES AND ATTITUDES OF TEACHERS INFLUENCE THEIR EVALUATION AND RATINGS OF STUDENTS OF VARYING CLASSES AND ETHNIC ORIGINS. IT WAS HYPOTHESIZED THAT TEACHERS WITH MIDDLE-CLASS BACKGROUNDS AND BIASES TEND TO EVALUATE MORE NEGATIVELY THOSE PUPILS IDENTIFIED AS BEING OF A LOW…