On Meeting NCLB School Improvement Mandate

Abstract

This descriptive study used nonparametric (Kruskal–Wallis and Mann–Whitney U) tests to determine the efficacy of New York City (NYC) small school initiative. A sample of 369 NYC high schools was tested on various performance indicators. The results: Large schools generated statistically significant higher performance scores and were more effective at preparing students for college and careers. On the New York State (NYS) English language arts (ELA) test, a Mann–Whitney U found statistically significant difference between scores for small school (median = 2.62, n = 213) and large school (median = 2.81, n = 58), U = 3200.00, z = −5.63, p = .001, r = −.34. On the state’s math test, a Mann–Whitney U found statistically significant difference between scores for small school (median = 2.76, n = 213) and large school (median = 3.12, n = 58), U = 3086.00, z = −5.84, p = .000, r = −.35. On NYC Department of Education (NYCDOE)–assigned college and career readiness scores (CCRS), a Mann–Whitney U found statistically significant difference between CCRS for small school (median = 3.00, n = 213) and large school (median = 3.00, n = 58), U = 4705.50, z = −2.90, p = .004, r = −.018. The evidence suggests the city reconfigured large failing schools into smaller ones, resulting in the concentration of poverty (through the placement of mostly low socioeconomic status [SES] and underperforming Black and Hispanic students) in those schools. Recommendations include future studies exploring the effect of mediating and moderating factors.