Where Are We?Latinos in New York City High

Schools

Latinos in New York City High Schools

A Collaborative Research Project of:

The Ph.D. Program in Urban Education, Graduate Center, CUNY

The Research Institute for the Study of Language in Urban Society

New York City Department of Education

 Dr. Ofelia GarcíaMr. Haiwen Chu

Mr. Nelson FloresMs. Suzanne Dikker

Dr. Ulla JensenMs. Laura Kaplan

Ms. Heather Woodley

“Where are we?”Concentration in schools and neighborhoods

Educational achievement and outcomes

Local changes in policy Mayoral controlRollback of bilingual educationSmall schools

Latino and Spanish-Speaking Public High School Students

in NYC

SOURCE: 2006-8 ACS

Percentage Latino mean = 38% max = 86%

Percentage Speaking Spanish at Home mean = 31% max = 79%

Percentage of Latinos by High School

SOURCE: 2008 CEP

Educational Outcomes By Subgroup

SOURCE: NYC DOE 2009

Small School MovementThe phasing out of large high schools and their

replacement with small high schools have been one of the major overhauls conducted by the Bloomberg/Klein administration since 2002.

Supporters cite research on how small schools can improve academic outcomes through the creation of more personalized relationships in contrast to the anonymity of large schools (Meier, 1995).

Critics have raised issues in terms of access for ELLs/emergent bilinguals and availability of bilingual programs in these small high schools (Advocates for Children & New York Immigration Coalition, 2006).

New York City High Schools

SOURCE: 2008 PR

Distribution of Students by High School Sizes

Distribution of Latinos and ELLs/EBs by High School Size

Percentage of Latinos and ELLs by High School Size

SIZEAverage

Percentage Latino*

Average Percentage ELL/

Emergent BIlingualSmall 43.7% 13.6%

Medium 45.7% 11.0%

Large 36.2% 11.8%

Total 42.3% 12.7%

Percentage of Latinos by High School Size

SOURCE: 2008 CEP

Large High Schools (>850)

Small High Schools (<450)

School Size by ELL/EB Program Type

SOURCE: 2008 CEP

How are graduation rates different by high school size?

High School Size and Latino and ELL Credit Accumulation

Words of CautionThe fact that large schools are underperforming as

compared to small/medium schools cannot be attributed to the existence of Transitional Bilingual Education programs in these schools as other factors contribute to the underperforming of these schools.

Research has demonstrated time and again the superiority of high quality bilingual programs to high quality ESL programs (Thomas and Collier, 1997)

We also do not have information specifically on Latino ELLs, who are most likely to receive Transitional Bilingual Education.

ImplicationsThe large schools cannot simply be ignored as the

majority of students, including Latinos and ELLs/Emergent Bilinguals continue to attend these schools.

Educational programs, such as bilingual education, can no longer be based solely on a large school model since large schools are no longer the norm in New York City.

Preliminary results indicate more positive outcomes for Latinos and ELLs at small schools. However, issues of access for Latino ELLs must be explored.

The high standard deviations in outcomes indicates a need to study more closely successful schools for Latinos and ELLs/Emergent Bilinguals to disseminate these practices to other schools.

Four-year Latino Graduation Rates in Cohorts 2005-2009

SOURCE: 2005-9 DOE

Percentage Latino in Cohorts 2005-2009

SOURCE: 2005-9 DOE

ELLs/Emergent Bilinguals in Graduating Cohorts of 2005-2009

SOURCE: 2005-9 DOE

Sample SelectionLatino 4 Year Graduation

Rate

50%

36%

Percentage of cohort Latino

Percentage of cohort “ELL”

37%

13%

Characteristics of Selected Schools

How do NYC high schools educate Latino

students?• How are NYC Latino students with different

characteristics being educated? • Emergent bilinguals?• General education students?

• What are the differences between those high schools where Latinos do well, somewhat well, or not well?

• Language use throughout the school• Curriculum• Pedagogical approaches• Interactions with teachers, school staff, and other

students• School structures, policies, and activities

Data Sources and Collection• Two days of observations at each school

following a student’s schedule• advanced or proficient English speaking

Latino student• beginner Latino ELL/emergent bilingual

• Interviews were conducted with the following staff at each school:• administrator• teacher selected as successful with Latino

students by administration• guidance counselor or social worker

Preliminary Findings In schools where Latinos and ELLs/EBs are

doing well, Spanish is "seeping in." Spanish is being used to educate in programs that are "officially" either bilingual or ESL

There is committed leadership, teachers and counselors who have designed creative and innovative programs to help Latino students and ELLs/EBs make a difference.

Our Ultimate Destination