The Articulated Technological Education Pathways (ATEP) project is developing three high school level courses that address standards-driven technology concepts and skills and STEM career choices in biochemical technology, information and communications technology, and materials and manufacturing technology. The materials are designed to bridge high school technical programs and community college programs in technician education. The materials are mainly digital and delivered through a learning management system. They emphasize web-based learning, simulations, and hands-on, design-based physical modeling activities that can be delivered as hybrid courses. Each course consists of two nine-week modules that can serve as replacement or supplementary curricula for high school Career and Technical Education and engineering and technology programs. They are being developed by a team of content experts, faculty from high schools and community colleges and a senior level industrialist. CASE is conducting formative and summative evaluation of the development process and materials.
Bridges provides an intervention for newly-arrived adolescent immigrant students with limited home language literacy. These students are designated by the New York City Department of Education (NYCDOE) as Students with Interrupted Formal Education (SIFE). Their work includes a subset of SIFE whom we designate SIFE with Developing Literacy (SDL). The Bridges program has developed and implemented in a number of schools a one-year, transitional program with dedicated classes that have been specifically designed to meet students’ language, literacy, academic, socio-cultural, and emotional needs. . The project began in selected New York City high schools and has since been implemented in school districts in Westchester County, Western New York State, and Long Island. With funding from the New York State Education Department (NYSED), Bridges has developed a SIFE-specific curriculum for middle and high school students in New York State that includes programming for Stand-alone ENL, Integrated ENL/ELA, Math, Science, and Social Studies classes. The Bridges team has also expanded the project to include substantial professional development workshops and “train the trainer” sessions for educators and school administrators across New York State. This is an ongoing project, which began in 2011 with support from the NYCDOE and the New York Community Trust and is now also being supported by NYSED.
The Development of a Self-Regulated Learning Online Prototype is a CUNY program designed to demonstrate how both instruction and assessment in developmental mathematics can be delivered online via the use of a self-regulated learning model. The prototype module deals with adding and subtracting fractions. Depending upon continued support, we expect to start pilot testing the prototype with students during the 2013 – 2014 academic year.
This project, conducted as a partnership between an independent research organization (MDRC) and The City University of New York (CUNY), is evaluating the effectiveness of the CUNY Start (CS) program. This project is funded by the Institute of Education Sciences of the United States Department of Education. Nationally, about 60% of new college freshmen are assessed as needing remediation, and the greater a student’s remedial needs, the less likely that student is to complete a college degree. National pass rates in remedial courses are less than 50%. In the current project the target population is students with significant remedial needs at four CUNY community colleges. Quasi-experimental analyses have previously shown that CS removes students’ remedial needs at a far greater rate than does traditional remedial education. For the current experiment, a random assignment design is being used to estimate the causal effects of CS. Over three semesters, approximately 5,000 students will be assigned to either a control group or a program group during the class registration process. The students in the program group are enrolled in CS, a multifaceted prematriculation program that provides intensive instruction in reading, writing, and math through a carefully prescribed curriculum and instructional delivery method to students with significant remedial needs. CS condenses the time students spend preparing for college-level English and math into a single semester. In addition, CS delivers enhanced academic and nonacademic supports in the form of advisors, tutors, and a weekly seminar that builds college success skills. Charging only $75 for the semester, CS allows students to preserve their financial aid for future college-credit courses. Control group members have the opportunity to matriculate in college and enroll in traditionally-structured courses. Most of these students will enroll in 1 or 2 developmental (remedial) courses offered for 3-6 hours per week that use a lecture-based pedagogy. They may also enroll in some college-level courses (e.g., psychology). Primary outcomes will be obtained through college transcript records and include: reduction and/or elimination of remedial needs and college-level credit accumulation (a proxy for overall academic progress toward a degree). The program’s effects on students’ knowledge and skills will be explored through college-administered standardized exams. Measures of implementation fidelity and the treatment contrast will be obtained through surveys (student and instructor), interviews and focus groups (instructors, advisors/counselors, academic support staff, and administrators), classroom observations, and transcript data. Intent-to-treat estimates will be computed by comparing average outcomes of the program group and control group members using standard statistical tests. Subgroup analyses will be conducted based on, e.g., students’ level of remedial need and college. Should this project demonstrate, consistent with the previous quasi-experimental data, that CS removes students’ remedial needs at a significantly higher rate than does traditional remediation, the CS program could be used to greatly enhance college completion rates in the United States.
The Engineering for All project created, tested and revised two-six week prototypical modules for middle school technology education classes, using the unifying themes and important social contexts of food and water. The modules employed engineering design as the core pedagogy and integrate content and practices from the standards for college and career readiness. This project provided exemplary materials and assessments for engineering/technology education that addressed standards, changed teacher practice, and increased the capacity of the engineering/technology education community to do research.
Enrichment to Excellence is a program that offered a diverse set of specialized learning activities, with the goal of motivating excellence and educating students. E2E’s partners included: Long Island Children’s Museum; the Cradle of Aviation Museum; Healing, Empowerment, Learning and Prevention (HELP) Services (formerly Freeport Pride); the Freeport Recreation Center; the International Association of Human Values through their Youth Empowerment Seminars (YES!); the South Shore Child Guidance Center; Culture Play; and the Hofstra University Museum. These partners worked together to provide students with meaningful and challenging experiences.
Arts in NYC is a class required for freshmen in CUNY Guttman Community College. The class exposes students to visual and performing arts, by visiting events and performances. The students also were introduced to major art concepts, such as art forms and vocabulary. Part of the course also entails students working with an artist and guest speaker to learn more about the experience as an artist in New York City.
New York City College of Technology (City Tech) in collaboration with Polytechnic High School of Engineering, Architecture and Technology (City Poly) and industry partners implemented an initiative titled Fuse Lab in an effort to transform the AEC (architecture, engineering and construction) curriculum and develop faculty expertise. The broader impact of the project includes addressing future needs of AEC technicians, increasing participation of underrepresented populations and producing a new AEC curriculum that can serve as a national model.
Identifying Best Practices for Implementing the Common Core Learning Standards in New York State is a 3 year, 4 million dollar project that concluded in March 2016 investigating implementation of the Common Core Learning Standards across New York State. Eight school districts, including NYC, were selected across the state for participation. Extensive case studies were conducted in the districts, involving multiple site visits, interviews, focus groups, surveys, document review and classroom observations.
This multi-case study design relied on a mixed-methods approach to examine two overarching research questions: (1) What is the fidelity of the implementation of the Common Core? and (2) What are the district, school, and teacher-level best practices of the Common Core? These two themes were explored in three overarching areas: capacity-building activities that supported CCLS; changes and shifts in curriculum and instruction related to CCLS implementation; and district level outcomes. District and Cross-Case study analytic reports included examination of numerous areas within the district, such as professional development, use of resources, teacher collaboration, leadership practices, data use and data driven instruction, communication within the district, adaptation for special populations, such as special education and English language learners, curriculum, instruction, and assessment practices, student and teacher impacts, as well as a detailed history of the CCLS rollout within the district.
This statewide study was commissioned by the New York State Education Department and conducted by an independent evaluation group at the Center for Advanced Study in Education (CASE) at the CUNY Graduate Center. Collaboration with faculty and graduate students from the Educational Psychology and Urban Education departments at The Graduate Center, as well as a research team at SUNY Albany and a Survey Research Group at Baruch College supported the conduct of this study.
ACUE worked with CASE, and 14 other colleges and universities, to work on professional development based on focus groups and faculty surveys. The project focused on pedagogical practice, including how to design an effective course and how to active learning techniques. The program worked to refine teaching by including evidence-based practices into the teachers’ instruction.
Jumpstart Research is a quasi-experimental, pre/post mixed methods research project to study the impact of participating in Jumpstart on young adult “Corp Members.” Jumpstart college students are trained to help develop literacy and language skills to their preschool age partners through a series of reading, writing and social activities. The research is examining the impact these experiences have upon the college students in areas that include civic engagement, knowledge of early childhood and workforce readiness. Data are collected from both Jumpstart and comparison students using pre-post surveys, interviews and observations.
The Mathematics Infusion into Science Project (MiSP) is an NSF project that developed, implemented, and researched an instructional model and prototypical materials that infuse mathematics into middle school science education. MiSP infuses mathematics into replacement science lessons which are taught at the 8th grade level. The program model was implemented and institutionalized in 14 low-performing schools in Long Island, New York. The mathematics that is infused in MiSP is related to unit rate of change/linear equations, a math concept that is considered critical for the understanding of more advanced math, particularly algebra, but with which middle school students typically struggle. Within MiSP the topic of unit rate of change is presented in three sequential levels: graphing, unit rate of change, and linear equations. Two math infused lessons are taught at each level, for a total of six replacement science lessons over the course of the year (generally, two in the fall, two in early winter, and two in early spring), By introducing the topics with increasing complexity, students are able to master and practice the skills needed to progress to more difficult work.
The MSPinNYC2 project extends a program called the Peer Enabled Restructured Classroom (PERC), which restructures 9th grade STEM courses to have 7 or 8 Teaching Assistant Scholars facilitate group work on a daily basis. TA Scholars are generally 10th graders who passed the course and the associated required state exit examination during the previous year and are concurrently trained in a TA Scholar course led by the same teacher as the 9th grade class. Pilot studies with PERC during the MSPinNYC project suggests that the program reduces failure rates, closes achievement gaps, and improves graduation rates. The MSPinNYC2 partnership is currently implementing PERC in seven high schools in New York City.
The research plan includes studying how PERC serves as a catalyst for school renewal, how the depth and sustainability of PERC implementation support scalability, how participation in PERC impacts teaching practice, and how and why PERC experiences lead to improved academic outcomes for students. The evaluation examines the fidelity of implementation and quality of the project's major components to provide formative evaluation, while the summative evaluation focuses primarily on assessing student achievement outcomes, their long-term academic success, and the overall diffusion of PERC into the secondary and post-secondary settings involved in the partnership.
The Multi-Campus SRL Program was a FIPSE supported project that used an enhanced formative assessment and self-regulated learning (EFA-SRL) model to improve the achievement students enrolled in developmental mathematics courses at several community colleges. The program included the use of specially formatted quizzes designed to assess both the students’ mathematics and metacognitive skill levels. When the corrected quizzes were returned, students were required to demonstrate how they used both the mathematics and metacognitive feedback to improve on their errors. Results indicate that program students earned higher mean grades and achieved higher pass rates in developmental mathematics course than students enrolled in comparison classes.
The nation faces a shortage of skilled technical professionals in occupations that require a high level of knowledge and skills in advanced technical fields, but may not require baccalaureate degrees. This conference will explore what mathematics is needed and the steps the STEM education enterprise should take to ensure students can successfully develop the requisite mathematical competency and fluency. In terms of broader impacts, the conference intends to provide guidance to groups of stakeholders with regards to the teaching and learning of mathematics in support of developing and sustaining a diverse workforce of skilled technical professionals.
CASE is conducting a two-year multi-method program evaluation of the Newark City of Learning Collaborative (NCLC). NCLC is a city-wide initiative to increase the percentage of Newark residents who hold postsecondary degrees, credentials, and certificates from 17% to 25% by the year 2025. NCLC uses a collaborative impact model, with the Cornwall Center at Rutgers University-Newark as the backbone organization. NCLC is made up of 60+ partners including non-profit organizations, local government, public school system, higher education intuitions, corporations, and foundations. The CASE evaluation encompasses all aspects of NCLC, including their work with high school students, higher education partners, and organizational structure and use of the collaborative impact paradigm. NCLC has proposed the following broad strategies: 1) gather and share readiness, enrollment, retention, and completion data of Newark residents, 2) develop a high school to college postsecondary pipeline, 3) increase postsecondary enrollment, retention, and completion through two- and four-year higher education institutions, 4) support adult learners to degree completion, and 5) develop financial support opportunities to assist with postsecondary attainment while developing links between education and future career opportunities.
This project was conducted by a consortium of two-year and four-year institutions in cooperation with the New York State Education Department to systemically reform Advanced Technological Education (ATE) curriculum in New York State. The three-year New York State Curriculum for Advanced Technological Education Project (NYS CATE) developed, field tested, and institutionalized 14 articulated, state-sanctioned grade 9-14 Advanced Technological Education curriculum modules within three overarching areas of technology: Bio/Chemical Technology, Information Technology, and Physical Technology (materials and manufacturing).
CASE is conducting a four-year multi-method program evaluation of Youth Leadership and Success Project (YLSP). YLSP is a Ford Foundation grant aimed at creating youth voice through organizing cohorts of high school students in Newark, NJ (from both traditional and alternative school settings), engaging them with a social justice curriculum and linking their local citizenship to a global network of similarly situated youth. The YLSP approach is to support traditional and opportunity youth through the transition from high school to postsecondary education for an initial 200 students over four years (50 students/year). CASE is conducting a formative and summative evaluation of YSLP activities and outcomes using qualitative and quantitative data for the purposes of documenting the rollout and delivery of the program, identifying strengths and challenges, improving and optimizing program delivery, identifying training and technical assistance needs, assessing program outcomes and impact relative to program activities.
Originally developed in Europe, the Virtual Enterprise (VE) is an experiential pedagogy that evolved in the United States to enable high school and college students to practice business skills in their classrooms by creating and running simulated businesses. In 2008, faculty members at the CUNY Institute for Virtual Enterprise (IVE) were awarded an NSF grant to enhance technician training by combining technical content with classroom activities that require students in STEM (science, technology, engineering and mathematics) classes to develop entrepreneurial and interpersonal skills. The grant supported the introduction of VE into both information technology (VEit) and biotechnology(VEbt) courses. The STEM-VE students worked in teams to create virtual companies in their technical fields and run their VEs by assuming the responsibilities of such positions as CEO, sales manager and marketing director. CASE conducted formative and summative evaluations of this project and subsequently of other types of VEs, such as VE-it Careers courses, designed to help students make informed career decisions on a lifelong basis and to strongly consider the IT field. CASE is currently evaluating a project, being conducted by IVE, designed to create videos that will serve both as tools for training STEM faculty in how to conduct VEs and as a means of instructing and interesting students in STEM entrepreneurship through observation of VE class activities.