Table 4 - available via license: CC BY-NC-ND
Content may be subject to copyright.
Effect of Title I status on noncategorical per pupil teacher finding (N=526) Fixed effects -Boroughs
Source publication
Research has shown that Title I’s “comparability” provision causes gaps in noncategorical per pupil teacher funding. Using a unique dataset that merges 2009-2010 New York City (NYC) Department of Education value-added scores, school finance data, and school demographic data, this study not only confirms that NYC Title I elementary schools received...
Contexts in source publication
Context 1
... there is a positive relationship between the percentage of free and reduced price lunch students and per pupil teacher noncategorical funding when controlling for borough and Title I status is a negative relationship. For every percentage point increase in the percent of free and reduced price lunch students, there is a $10.85 increase in noncategorical per pupil teacher funding (Table 4). This would mean that when a school had 53.32% or more of its students qualify for free and reduced lunch that the negative impact of being a Title I school is cancelled out. ...
Context 2
... noncategorical per pupil teacher funding increases by $14.49 for every one percentage point increase in the percentage of free and reduced price lunch students. Although, the percentage of free and reduced does increase noncategorical per pupil teaching funding on average, the percentage of English language learners decreases noncategorical per pupil teacher funding by $8.24 for every one percentage point increase in the percentage of English language learners (Table 4). ...
Similar publications
Background
COVID-19 vaccines have been available to all adults in the USA since April, 2021, but many adults remain unvaccinated. We aimed to assess the joint effect of a proof-of-vaccination requirement, incentive payments, and employer-based mandates on rates of adult vaccination in New York City (NYC).
Methods
We constructed a synthetic control...
Citations
... These data suggest that the housing market responds significantly to the release of teacher quality information, even when considering the school grades and other variables that may influence teacher quality measures. As such, policymakers should keep this in mind and be cautious when releasing this information (Rivera Rodas, 2019a). ...
... Teachers who have not been in their school for three years or more do not receive a teacher quality score, and as the literature states, teacher retention is low in schools that serve predominantly underrepresented populations. Therefore, these schools have fewer of their teachers included in teacher quality data releases than higher performing schools where teachers remain for longer periods of time (Rivera Rodas, 2019a). This is especially problematic when looking at Title I schools. ...
Using New York City as an example, the author of this commentary argues that the public release of teacher quality data impacts neighborhood and school demographics.
Natural mentoring relationships are characterized as organic, committed, and long-term connections with non-parental adult figures within schools and the community. The objective of this qualitative descriptive design study is to understand how males of color in a mentoring program articulate the support they received in their social-emotional, cognitive, and identity development through natural mentoring relationships during the transition from high school to college in Central Florida. Eleven male students of color took part in individual semi-structured and follow-up focus group interviews. Thematic analysis of the interview helped the author develop themes, forming the basis of the study’s outcomes. The findings underscore the significance of fostering the social, emotional, cognitive, and identity competencies of males of color through a natural mentoring approach. However, the study suggests the need for continued support for males of color after the transition to college, addressing challenges such as financial barriers and the absence of long-term support systems, which hinder their graduation. In response, the author proposes the Natural Mentoring Model for Males of Color (NMMMC) transitioning to college, derived from the distinctive experiences of male students of color who successfully transitioned to college with the support of natural mentoring relationships.
