1 TECHNICAL APPENDICES Preparing Black and Latino Young Men for College and Careers: A Description of the Schools and Strategies in NYC s Expanded Success Initiative Sarah Klevan Adriana Villavicencio Suzanne Wulach November 2013
3 APPENDICES Appendix A: ESI Documents ESI Theory of Action ESI Design Challenge Application and Rubric Year 1 Planning Template (Work Plan)... 6 Appendix B: Schools Participating in ESI List of ESI Schools... 7 Appendix C: Coding Detailed Coding Process... 8 Full Codebook... 10
4 2 PREPARING BLACK AND LATINO YOUNG MEN FOR COLLEGE AND CAREERS APPENDIX A: ESI DOCUMENTS This appendix consists of documents from the Expanded Success Initiative that we used to develop our coding. The ESI Theory of Action shows the three domains that structured our coding system. It also defines the initiative s intended implementation, which serve as the framework for our implementation evaluation. The Design Challenge application and rubric, as well as the Year 1 planning template, are some the documents we used to identify each school s existing and proposed ESI strategies. See Chapter 4 of the full report or Appendix C for more details. ESI Theory of Action Source: NYC Department of Education (nd). ESI In Context. Retrieved 10/14/13 from
5 ESI Design Challenge Application 3
6 4 PREPARING BLACK AND LATINO YOUNG MEN FOR COLLEGE AND CAREERS
7 Source: NYC Department of Education (2012). ESI Design Challenge Application. (Not published). 5
8 6 PREPARING BLACK AND LATINO YOUNG MEN FOR COLLEGE AND CAREERS Year 1 Planning Template (Work Plan) Source: NYC Department of Education (2012). ESI Year 1 Planning Template. (Not published).
9 7 APPENDIX B: SCHOOLS PARTICIPATING IN ESI Academy for Young Writers ACORN Community High School Bedford Academy High School Bronx Academy of Letters Bronx Leadership Academy II Brooklyn Academy of Science & the Environment Brooklyn High School for Law & Technology Brooklyn Preparatory High School Central Park East High School Channel View School for Research Collegiate Institute for Math & Science Eagle Academy for Young Men East Bronx Academy for the Future East Side Community School El Puente Academy for Peace & Justice Essex Street Academy Explorations Academy Frederick Douglass Academy VII George Washington Carver High School for the Sciences Gregorio Luperon High School for Science & Mathematics High School for Law Enforcement High School for Civil Rights & Law High School for Enterprise, Business, & Technology High School for Law and Public Service High School for Sports Management High School of Service and Learning Manhattan Bridges High School Mott Hall Bronx High School New Design High School Performing Arts and Technology High School Queens Preparatory Academy Queens Vocational & Technical High School Renaissance school School for Human Rights Science, Technology & Research Early College High School at Erasmus Teachers Preparatory High School Thurgood Marshall Academy for Learning & Social Change Transit Tech Career & Technical Education High School Urban Assembly School for Careers in Sports Urban Assembly School for Design & Construction
10 8 PREPARING BLACK AND LATINO YOUNG MEN FOR COLLEGE AND CAREERS APPENDIX C: CODING PROCESS Detailed Coding Process Of the 40 ESI schools, two joined late and so did not have materials ready as we wrote this report. Two others did not start ESI in fall 2012 due to delays caused by Hurricane Sandy. Three schools did not fully describe existing initiatives in their applications. We excluded these seven schools, creating a final sample of 33 schools (See Appendix B for full list of all 40 ESI schools). We analyzed two types of documents that schools created during the design and startup phases of ESI: the application and the work plan. The application for ESI funding contains a section in which schools describe existing academic, youth development, and school culture strategies aimed at supporting Black and Latino male students. We used this document to gain a sense of the breadth of strategies already present in ESI schools across the three domains. Our analysis of intended ESI strategies is based on the final work plans that ESI schools developed in consultation with the DOE s ESI team during the summer and early fall of We developed 25 codes to describe the various strategies for supporting Black and Latino male students. Each code in our codebook represents a different strategy by which ESI schools support, or plan to support, their Black and Latino male students. Our choice to define each code as a strategy is in part driven by the language of the ESI Design Challenge Description (Appendix A), which indicates that ESI will support 40 high schools that have shown promise in graduating Black and Latino young men and develop strategies that work to raise the bar, and specifies that design teams should select strategies that build on and connect ESI s three domains (emphasis added). The codes we created were based on the Design Challenge description (see Appendix A), as well as the applications and work plans submitted by individual ESI schools (see Appendix A). A team of five researchers, trained in the coding process, coded both the applications and the work plans. Each researcher was assigned between 5 and 12 schools, so each of the 33 schools included in our analysis was coded by at least one researcher. A subset of school materials was designated for re-coding by a second team member to assess inter-rater reliability. The recoding process is described in detail below. See page 10 for our complete codebook. As the table illustrates, each strategy falls into one of the three ESI domains. A variety of supports and services comes under the umbrella of each strategy. For example, both culturally relevant curricula and new course materials are classified as curricular enhancement strategies, while professional development in culturally relevant education and subject-specific professional development are both classified as academic professional development strategies. Many programs schools proposed in their work plans or described in their applications incorporate more than one strategy. For example, consider a program wherein teachers receive professional development in culturally relevant education, develop new curriculum, and utilize new instructional materials. Though the school has described only one program, we identified two different strategies per our codebook: academic professional development and curricular enhancements. Our coding system thus highlights the breadth of strategies that the school offers or plans to offer to support Black and Latino male students, rather than the number of discrete programs. Also note that the number of codes we generated does not necessarily reflect the intensity with which a particular strategy is used. For example, the program described above includes two components related to curriculum (new curriculum and new course materials), but this only generated one code (curricular enhancements). Thus, our coding system captures the breadth of strategies employed within ESI s three domains better than the intensity with which schools pursue any single strategy. In order to enhance the reliability of our coding system overall and as applied to individual schools, we designated 17 applications and 20 work plans to be independently coded by two separate researchers. Different pairs of researchers were assigned to code these materials, so that by the end of the reliability checking process, every researcher had at some point been paired with every other researcher to code at least one school.
11 9 Once all the schools designated for reliability checking had been coded twice, we used binary output from our online coding tool (Qualtrix) to determine the extent to which researchers had recorded the same codes for the same schools. Our reliability measure was a simple percent match calculation. Across all programming approaches, we calculated the number of times two researchers codes matched for a given school divided by the total number of programming approaches available (25). For our purposes, a match was defined as any instance of two researchers recording the same code for the same school (a positive match), as well as any instance of neither researcher recording a given code for the same school (an empty match). A non-match, by contrast, was any instance of one researcher recording a code that the other did not record. Any application or work plan that did not have a 75 percent match rate was automatically flagged for recoding, and several applications or work plans were flagged for recoding for other reasons (e.g., to ameliorate disparities between the amount of training different researchers received in the coding system). Re-coding responsibilities were shared between researchers, so that two to three researchers reached consensus on the applicable codes for each application or work plan flagged for recoding. At the completion of the reliability checking process, we had reached an 88 percent overall match for existing programming approaches and an 81 percent match for proposed programs.
12 10 PREPARING BLACK AND LATINO YOUNG MEN FOR COLLEGE AND CAREERS Full Codebook Strategy Academics Programming Examples Programming for four-year sequence of college-ready courses in core subject, expanded learning time, etc. Curricular enhancements Digital literacy Additional textbooks, instructional materials, licenses for online materials, additional course requirements, common core alignment, AP/honors courses, International Baccalaureate program, culturally relevant curriculum, new course offerings, new curricula, alternative assessments (e.g., portfolios), special research projects, cross-curricular or interdisciplinary courses, etc. Additional use of technology in curriculum, additional technological resources, online courses, etc. Learning habits & skills Organization, time management, study skills, note-taking, etc. Attendance supports Attendance incentives, attendance calls, attendance tracking, systems for following-up with absent/truant students, etc. Academic supports Parent/family outreach Professional development Personnel Tutoring, summer/transitional programs (non-college focused), Regents prep, test prep, credit recovery, smaller classes, Saturday school, remediation and support classes, inquiry teams to support struggling students, recognition of academic accomplishments, Collaborative Team Teaching, etc. Student progress conferences, parent classroom visits, parent workshops (pertaining to: homework help, subject-specific content, curriculum, test prep, etc), Back to school night, phone contact with parents, home visits, etc. Trainings on: subject-specific content, instructional methods, technology, culturally relevant pedagogy/curriculum. Inquiry into practice; etc. ELA/Math coaches, resource room staff, tutors, volunteers, curriculum developers, new teachers, etc.
13 DRAFT: Not for Publication/Distribution 11 Strategy Youth Development Mentoring programs Wraparound services Extracurricular programs Non-academic supports Parent/family outreach Enrichment activities Student behavior supports Professional development Personnel School Culture Career supports College supports Parent/family outreach School environment College-going environment Professional development Personnel Examples Rites of passage programs, peer mentoring, adult-student mentoring, etc. Mental health services, physical health services (eye exams, dental services, etc.), counseling, health clinic, nutrition, family legal or immigration support, etc. Clubs, sports teams, visual and performing arts activities, etc. Service learning, life-skills training (persistence, grit, resilience, etc.), community- and team-building, leadership training, advisory, etc. Informational materials for parents around youth development, workshops for parents/family members, home visits, etc. Field trips, travel, non-academic summer programs, etc. Incentive systems, recognition events, school-wide discipline code, alternatives to suspension (in-house suspensions, reflective assignments, community service), restorative justice programs, etc. Trainings on: youth development, cultural competence, etc. Social worker, school psychologist, school psychiatrist, guidance counselor, advisor, etc. Internships, co-op programs, workplace experiences, aptitude tests, career workshops, vocational certification programs, career days, etc. One-on-one college advising, peer college advising, push-in college counseling, programs to address undermatching, college workshops, visits from college representatives, alumni panels, higher-education partnerships, college-focused summer bridge programs, SAT/PSAT prep, college tours, college courses, etc. Workshops for parents or family members on financial aid, course planning, application process, SAT prep, etc. Meetings with guidance counselor, information materials and resource packets, etc. Uniforms, award assemblies, school spirit events, school orientation programs, school leadership opportunities, etc. Recognition of seniors with college acceptances, college displays, posters, slogans, college pendants, etc. Trainings on: CUNY/SUNY application process, financial aid, SAT prep, college advising, college matching, etc. Guidance counselor, college advisor, etc.
14 285 Mercer Street, 3rd Floor New York, New York fax The Research Alliance for New York City Schools conducts rigorous studies on topics that matter to the city s public schools. We strive to advance equity and excellence in education by providing non-partisan evidence about policies and practices that promote students development and academic success.