WWC review of this study

Bridging the School-to-Work Divide: Interim Implementation and Impact Findings from New York City's P-TECH 9-14 Schools.

Rosen, R., Byndloss, D. C., Parise, L., Alterman, E, & Dixon, M. (2020). MDRC. Retrieved from: https://eric.ed.gov/?id=ED605308

  • Randomized Controlled Trial
     examining 
    3,161
     Students
    , grades
    9-PS

Reviewed: April 2021

At least one finding shows strong evidence of effectiveness
At least one statistically significant positive finding
Meets WWC standards without reservations
General Literacy Achievement outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Passed ELA Regents exam to The City University of New York admissions standard

P-TECH 9-14 vs. Business as usual

3 Years

Full sample;
1,203 students

58.40

50.60

Yes

 
 
8
 
More Outcomes
Show Supplemental Findings

Passed ELA Regents exam to The City University of New York admissions standard

P-TECH 9-14 vs. Business as usual

1 Year

Full sample;
3,161 students

8.20

1.40

No

--

Cumulative number of English Language Arts Regents Exams passed with a score of 65 or higher

P-TECH 9-14 vs. Business as usual

2 Years

Full sample;
2,164 students

0.80

0.30

Yes

 
 
31

Cumulative number of English Language Arts Regents Exams passed with a score of 65 or higher

P-TECH 9-14 vs. Business as usual

1 Year

Full sample;
3,161 students

0.20

0.00

Yes

 
 
25

Cumulative number of English Language Arts Regents Exams passed with a score of 65 or higher

P-TECH 9-14 vs. Business as usual

3 Years

Full sample;
1,203 students

1.10

0.70

Yes

 
 
24

Passed ELA Regents exam to The City University of New York admissions standard

P-TECH 9-14 vs. Business as usual

2 Years

Stable sample;
1,203 students

45.00

23.30

Yes

 
 
23

Passed ELA Regents exam to The City University of New York admissions standard

P-TECH 9-14 vs. Business as usual

2 Years

Full sample;
2,164 students

42.00

25.20

Yes

 
 
18

Passed ELA Regents exam to The City University of New York admissions standard

P-TECH 9-14 vs. Business as usual

1 Year

Stable sample;
1,203 students

12.10

-0.50

Yes

--
General Mathematics Achievement outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Passed math Regents exam to The City University of New York admissions standard

P-TECH 9-14 vs. Business as usual

3 Years

Full sample;
1,203 students

47.60

40.80

No

--
More Outcomes
Show Supplemental Findings

Passed math Regents exam to The City University of New York admissions standard

P-TECH 9-14 vs. Business as usual

1 Year

Stable sample;
1,203 students

24.20

17.30

No

--

Cumulative number of Math Regents Exams passed with a score of 65 or higher

P-TECH 9-14 vs. Business as usual

3 Years

Full sample;
1,203 students

1.30

1.10

Yes

 
 
9

Cumulative number of Math Regents Exams passed with a score of 65 or higher

P-TECH 9-14 vs. Business as usual

1 Year

Full sample;
3,161 students

0.60

0.50

No

--

Passed math Regents exam to The City University of New York admissions standard

P-TECH 9-14 vs. Business as usual

2 Years

Stable sample;
1,203 students

37.10

31.40

No

--

Cumulative number of Math Regents Exams passed with a score of 65 or higher

P-TECH 9-14 vs. Business as usual

2 Years

Full sample;
2,164 students

0.90

0.90

No

--

Passed math Regents exam to The City University of New York admissions standard

P-TECH 9-14 vs. Business as usual

1 Year

Full sample;
3,161 students

34.40

31.50

No

--

Passed math Regents exam to The City University of New York admissions standard

P-TECH 9-14 vs. Business as usual

2 Years

Full sample;
2,164 students

42.70

40.00

No

--
Progressing in secondary school or adult education outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Cumulative Total Credits Earned

P-TECH 9-14 vs. Business as usual

3 Years

Full sample;
1,155 students

33.60

31.60

Yes

 
 
5
 
More Outcomes
Show Supplemental Findings

Cumulative CTE/Other Credits Earned

P-TECH 9-14 vs. Business as usual

2 Years

Stable sample;
1,155 students

5.30

2.80

Yes

 
 
34

Cumulative CTE/Other Credits Earned

P-TECH 9-14 vs. Business as usual

2 Years

Full sample;
2,054 students

5.00

2.70

Yes

 
 
33

Cumulative CTE/Other Credits Earned

P-TECH 9-14 vs. Business as usual

1 Year

Stable sample;
1,155 students

2.90

1.40

Yes

 
 
33

Cumulative CTE/Other Credits Earned

P-TECH 9-14 vs. Business as usual

1 Year

Full sample;
2,952 students

2.50

1.40

Yes

 
 
27

Cumulative CTE/Other Credits Earned

P-TECH 9-14 vs. Business as usual

3 Years

Full sample;
1,155 students

7.30

4.40

Yes

 
 
27

Cumulative Total Credits Earned

P-TECH 9-14 vs. Business as usual

2 Years

Stable sample;
1,155 students

23.60

21.60

Yes

 
 
8

Cumulative Total Credits Earned

P-TECH 9-14 vs. Business as usual

2 Years

Full sample;
2,054 students

22.80

21.40

Yes

 
 
6

Cumulative Total Credits Earned

P-TECH 9-14 vs. Business as usual

1 Year

Stable sample;
1,155 students

12.00

11.30

Yes

 
 
6

Cumulative Total Credits Earned

P-TECH 9-14 vs. Business as usual

1 Year

Full sample;
2,952 students

11.70

11.20

No

--

Cumulative Academic Credits Earned

P-TECH 9-14 vs. Business as usual

2 Years

Stable sample;
1,155 students

16.20

16.60

No

--

Cumulative Academic Credits Earned

P-TECH 9-14 vs. Business as usual

3 Years

Full sample;
1,155 students

23.20

24.00

No

--

Cumulative Academic Credits Earned

P-TECH 9-14 vs. Business as usual

2 Years

Full sample;
2,054 students

15.80

16.50

No

--

Cumulative Academic Credits Earned

P-TECH 9-14 vs. Business as usual

1 Year

Full sample;
2,952 students

8.10

8.60

No

--

Cumulative Academic Credits Earned

P-TECH 9-14 vs. Business as usual

1 Year

Stable sample;
1,155 students

8.00

8.70

No

--
Secondary school academic achievement outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Cumulative number of New York State Regents Exams passed with a score of 65 or higher

P-TECH 9-14 vs. Business as usual

3 Years

Full sample;
1,203 students

4.40

4.00

Yes

 
 
6
 
More Outcomes
Show Supplemental Findings

Cumulative number of New York State Regents Exams passed with a score of 65 or higher

P-TECH 9-14 vs. Business as usual

1 Year

Stable sample;
1,203 students

1.40

1.00

Yes

 
 
15

Cumulative number of New York State Regents Exams passed with a score of 65 or higher

P-TECH 9-14 vs. Business as usual

2 Years

Stable sample;
1,203 students

3.10

2.50

Yes

 
 
11

Cumulative number of New York State Regents Exams passed with a score of 65 or higher

P-TECH 9-14 vs. Business as usual

2 Years

Full sample;
2,164 students

3.00

2.70

Yes

 
 
7

Cumulative number of New York State Regents Exams passed with a score of 65 or higher

P-TECH 9-14 vs. Business as usual

1 Year

Full sample;
3,161 students

1.30

1.10

No

--
Secondary school attendance outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Attendance (out of 180 days)

P-TECH 9-14 vs. Business as usual

3 Years

Full sample;
1,135 students

70.60

66.80

Yes

 
 
5
 
More Outcomes
Show Supplemental Findings

Attendance (out of 180 days)

P-TECH 9-14 vs. Business as usual

2 Years

Stable sample;
1,135 students

75.40

71.00

Yes

 
 
6

Attendance (out of 180 days)

P-TECH 9-14 vs. Business as usual

2 Years

Full sample;
2,027 students

74.30

71.20

Yes

 
 
4

Attendance (out of 180 days)

P-TECH 9-14 vs. Business as usual

1 Year

Full sample;
2,929 students

78.50

76.60

No

--

Attendance (out of 180 days)

P-TECH 9-14 vs. Business as usual

1 Year

Stable sample;
1,135 students

79.80

77.80

No

--


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.


  • 11% English language learners

  • Female: 37%
    Male: 63%

  • Urban
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    New York
  • Race
    Asian
    7%
    Black
    45%
    Other or unknown
    45%
    White
    3%
  • Ethnicity
    Hispanic    
    43%
    Not Hispanic or Latino    
    57%

Setting

The study was conducted in New York City public schools. Students in the intervention group enrolled in one of seven P-TECH 9-14 high schools. Students in the comparison group enrolled in one of 399 other New York City high schools.

Study sample

The students in the sample were 45% Black, 7% Asian, 3% white, 43% Hispanic, and 2% of another race or ethnicity. Thirty-seven percent were female. More than 70% scored below proficient in both math and English language arts prior to entering high school as measured by state exams. Eleven percent were classified as English learners before high school. Students in both the intervention and comparison group applied to a P-TECH 9-14 school and were entered into a lottery for admission.

Intervention Group

The P-TECH 9-14 school model brings together a high school, local community college, and employer partner(s) to prepare students for college and a career in a specific career pathway. It is a whole school model that begins in grade 9. Over six years, students participate in accelerated high school coursework; work-based learning activities, which include job shadowing and paid internships; and college preparation activities, including the opportunity to earn up to 60 college credits. All schools focus on career and technical education programs. College coursework offered in each school is designed to complement the career and technical education coursework.

Comparison Group

Students in the comparison group attended one of 399 other high schools in New York City, which encompasses nearly all non-P-TECH 9-14 high schools in the city. One hundred of the schools attended by students in the comparison group offered CTE programming or were dedicated CTE high schools. Approximately 26 percent of students in the comparison group attended a school that offered dual-enrollment or dual-credit.

Support for implementation

The P-TECH 9-14 school development process is led by the City University of New York's Early College Initiative (ECI) and the New York City Department of Education's Office of Postsecondary Readiness (OPSR). These organizations also help schools identify employer partners and provide support and oversight for implementation. ECI and OPSR staff conduct professional development for P-TECH 9-14 school staff, participate in school steering committees, and bring together school principals at least twice per year. In addition, each P-TECH 9-14 school has a college partner and one or more employer partners. These partners help to monitor implementation and participate in steering committee meetings.

 

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