This study examined parents' perspectives on children's learning in Pre-K, their expectations for Pre-K, and how to prepare their child(ren) for kindergarten. Researchers conducted semi-structured interviews with 22 ethnically diverse parents from 8 schools in New York City. This paper presents a thematic analysis of these interviews. Findings…

New York City's Pre-K for All (PKA) is the nation's largest universal early childhood initiative, serving over 64,000 four-year-olds annually. Stemming from the program's choice architecture as well as the city's stark residential segregation, PKA programs are extremely segregated by child race/ethnicity. Our current study explores the complex…

Including charter schools and pre-kindergarten programs, New York public school enrollment in 2017-18 was estimated at 2,608,473 million, 15,222 fewer than in 2016-17 and just slightly above the 1991-92 count of 2,584,967, according to the State Education Department. The latest U.S. Census data, which shows a continued decline in New York's…

Schools in the United States are highly segregated by socioeconomic group. Segregation is pervasive throughout all levels of the school system but particularly prevalent in early childhood environments. Increased racial/ethnic and socioeconomic diversity in classrooms and schools has been shown to lead to positive developmental and social outcomes…

In 2014, a study by the Civil Rights Project at UCLA found that New York State had the most segregated schools in the country, more segregated than the school systems in the deep south. In recent years, however, attention to and action on school integration in New York has grown. Through groups such as Teens Take Charge, IntegrateNYC, and the…

Early math skills are a strong predictor of later achievement for young children, not only in math, but in other domains as well. Exhibiting strong math skills in elementary school is predictive of later high school completion and college attendance. To that end, the Making Pre-K Count and High 5s studies set out to rigorously assess whether…

This is the final report of the Institute for Educational Development's evaluation of District 14's 1972-73 Title VII, 1965 Elementary Secondary Education Act, program. The Bilingual Early Childhood Center Program has completed its third year of operation. This year the program served approximately 200 students divided into seven classes; one…

Children in foster care are the most educationally at risk population in New York City, and the longstanding failure of the responsible agencies to address the educational needs of foster children in New York City is a problem that has, for the most part, been ignored. This paper reports on a study aimed at creating a database to inform the…

THE MORE EFFECTIVE SCHOOLS PROGRAM WILL BE INSTIGATED PRINCIPALLY IN INTEGRATED URBAN SCHOOLS. THE PROGRAM WILL INCLUDE A PREKINDERGARTEN AND NONGRADED PRIMARIES USING THE BEST MATERIALS ADAPTED FOR URBAN USE, INCLUDING CLOSED CIRCUIT TV AS AN AUDIOVISUAL AID. THIS EARLY CHILDHOOD PROGRAM PROVIDES FOR ACCELERATION AS WELL AS REMEDIAL INSTRUCTION.…

This pamphlet contains addresses by Francis Keppel, Calvin E. Gross, and Samuel Shepard, Jr. before a 1964 public meeting called by the Council for Basic Education on the problems of educating the disadvantaged child. Questions and responses from the audience are included. (NH)

Aimed at grades pre-K through 2 in five selected elementary schools, this program was to provide an overlay of staff and services in addition to those already provided by other poverty area school projects. Academic achievement, parental involvement, and better communication among the grades were the objectives. The emphasis was on reading and…

This report results from the efforts of a committee established to make suggestions for the use of a $10 million fund for the improvement of the New York City (NYC) elementary schools. The committee, consisting of school administrators, an educational specialist, and representatives from the United Federation of Teachers and the United Parents…

The "Open Door" Program began in Spring 1968 at PS 123 and in Fall 1968 at PS 84, and has been expanded in these schools in the 1969-70 school year. It seeks, within the large urban school, to set up a flexible and intimate learning environment, to provide greater continuity between grade levels, and to enrich the curriculum so that…

THE NEW YORK CITY BOARD OF EDUCATION HAS SEVERAL PLANS FOR ACHIEVING BETTER ETHNIC DISTRIBUTION IN THE SCHOOLS--(1) TRANSFERRING EIGHTH GRADERS IN 10 JUNIOR HIGH SCHOOLS TO MORE INTEGRATED HIGH SCHOOLS, (2) SHIFTING SIXTH GRADERS TO THE 10 JUNIOR HIGH SCHOOLS, (3) PAIRING ELEMENTARY SCHOOLS UNDER COMMUNITY ZONING PLANS, (4) CHANGING FEEDER…

The STOP Abusive Behavior Syndrome (STOP ABS) Project attempts to implement a community-based discipline model for inner-city elementary schools that avoids both physical and emotional abuse by teachers and students, while contributing to the students' overall development. Prevailing disciplinary models either relate to children as objects to be…