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). New York: MDRC. Retrieved from: https://eric.ed.gov/?id=ED605308

  • Randomized Controlled Trial
     examining 
    1,203
     Students
    , grades
    9-11

Reviewed: January 2021

At least one finding shows strong evidence of effectiveness
At least one statistically significant positive finding
Meets WWC standards without reservations
Academic achievement (secondary school) outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
ESSA
rating

Passed ELA Regents Exam to CUNY Standard

P-TECH 9-14 vs. Business as usual

3 Years

Full sample;
1,203 students

58.40

50.60

Yes

 
 
8
 
More Outcomes

Passed Math Regents Exam to CUNY Standard

P-TECH 9-14 vs. Business as usual

3 Years

Full sample;
1,203 students

47.60

40.80

Yes

 
 
7
 
Show Supplemental Findings

Passed ELA Regents Exam to CUNY Standard

P-TECH 9-14 vs. Business as usual

1 Year

Full sample;
3,161 students

8.20

1.40

No

--

Passed ELA Regents Exam to CUNY Standard

P-TECH 9-14 vs. Business as usual

2 Years

Full sample;
2,164 students

42.00

25.20

Yes

 
 
18

Cumulative Regents Passed, score of 65+

P-TECH 9-14 vs. Business as usual

1 Year

Full sample;
3,161 students

1.30

1.10

No

--

Cumulative Regents Passed, score of 65+

P-TECH 9-14 vs. Business as usual

2 Years

Full sample;
2,164 students

3.00

2.70

Yes

 
 
7

Cumulative Regents Passed, score of 65+

P-TECH 9-14 vs. Business as usual

3 Years

Full sample;
1,203 students

4.40

4.00

Yes

 
 
5

Passed Math Regents Exam to CUNY 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 CUNY Standard

P-TECH 9-14 vs. Business as usual

2 Years

Full sample;
2,164 students

42.70

40.00

No

--
Attendance (secondary school) outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
ESSA
rating

Attendance - percentage of 180 days attended

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 - percentage of 180 days attended

P-TECH 9-14 vs. Business as usual

2 Years

Full sample;
2,027 students

74.30

71.20

Yes

 
 
5

Attendance - percentage of 180 days attended

P-TECH 9-14 vs. Business as usual

1 Year

Full sample;
2,929 students

78.50

76.60

No

--
College readiness (secondary school) outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
ESSA
rating
Progressing in school (secondary school) outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
ESSA
rating

Cumulative total credits earned

P-TECH 9-14 vs. Business as usual

3 Years

Full sample;
1,155 students

33.60

31.60

Yes

 
 
6
 
More Outcomes
Show Supplemental Findings

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

 
 
28

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

 
 
24

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

 
 
23

Cumulative total credits earned

P-TECH 9-14 vs. Business as usual

2 Years

Full sample;
2,054 students

22.80

21.40

Yes

 
 
5

Cumulative total credits earned

P-TECH 9-14 vs. Business as usual

1 Year

Full sample;
2,952 students

11.70

11.40

No

--

Cumulative total academic credits earned

P-TECH 9-14 vs. Business as usual

3 Years

Full sample;
1,155 students

23.20

24.00

No

--

Cumulative total academic credits earned

P-TECH 9-14 vs. Business as usual

2 Years

Full sample;
2,054 students

15.80

16.50

No

--

Cumulative total academic credits earned

P-TECH 9-14 vs. Business as usual

1 Year

Full sample;
2,952 students

8.10

8.60

No

--

Characteristics of study sample as reported by study author.


  • 11% English language learners

  • Female: 47%
    Male: 53%
  • Race
    Asian
    7%
    Black
    42%
    Not specified
    49%
    White
    3%
  • Ethnicity
    Hispanic
    47%
    Not Hispanic
    53%

  • Urban
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    New York

Setting

The study includes students who applied for admission to one of seven P-TECH 9-14 schools in New York City.

Study sample

The full analytic sample included 3,161 students who attended one of seven New York City’s P-TECH 9-14 schools from 2013–2017. In this group – labeled the Year 1 sample – 46 percent of students were Hispanic, 40 percent were Black, four percent were White, and eight percent were Asian. Ten percent of students were English language learners and 40 percent were female. In the subsample for which three years of data are available – labeled the Year 3 sample – and which provides the impacts for the study’s main contrasts, out of 1,203 students, 47 percent of students were Hispanic, 42 percent were Black, three percent were White, and seven percent were Asian. Eleven percent were English language learners and 47 percent were female.

Intervention Group

The P-TECH 9-14 model involves a partnership between a high school, a local community college, and one or more employer partners that focus on preparing students for both college and careers within six years. P-TECH 9-14 schools partner with local community colleges to provide students with an opportunity to earn both a high school diploma and an associate’s degree, free of cost. During the six-year program, the employers who are partners support P-TECH 9-14 schools by providing students with internships, mentoring, job shadowing, and other work-based learning experiences.

Comparison Group

Students in the comparison group applied to one of the P-TECH 9-14 schools, but were not admitted and, instead, enrolled in one of 399 other high schools across New York City. One hundred of these schools were either dedicated career and technical education (CTE) high schools or academic high schools with some CTE programming available. Thirty-eight percent of comparison group students were enrolled in dedicated CTE high schools or schools that offered some CTE programming; the rest of the comparison group students attended other academic high schools.

Support for implementation

Each P-TECH 9-14 school relies on a partnership between the high school, college partner, and employer partners. In New York City, the P-TECH 9-14 school development process is co-led by CUNY’s Early College Initiative (ECI) and NYC Department of Education’s Office of Postsecondary Readiness (OPSR). Through collaboration, these organizations identify employer partners and provide support for and oversight of the P-TECH 9-14 model implementation. More specifically, during the startup of a school, ECI and OPSR provide analysis of labor market trends to identify potential career pathways, map out necessary skills, and contact and convene partners. After startup, P-TECH 9-14 schools meet regularly with ECI and OPSR staff, who conduct professional development activities for school staff members, participate in steering committees made up of representatives from each partner organization, and convene P-TECH 9-14 school principals at least twice a year.

 

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