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Abstract: This paper examines the relationship between admission status and college performance. In particular, we analyze admissions data from Hamilton College and find that students who applied through the Early Decision Plan II program have significantly lower GPAs and are less likely to receive departmental honors, fellowships, and outside scholarships than those admitted through the regular decision process. However, the results for Early Decision Plan I students are less consistent. These students have lower outcomes for some measures of academic achievement, but not others, than regular decision students. [Copyright &y& Elsevier]

The No Child Left Behind (NCLB) Act of 2001 requires that public schools adopt research-supported programs and practices, with a strong recommendation for randomized controlled trials (RCTs) as the "gold standard" for scientific rigor in empirical research. Within that policy framework, this paper compares the relative utility of federally-recommended RCT versus the demonstrated extended term mixed-method (ETMM) designs as options for monitoring effects of novel programs in real-time field settings. Guided by the program's theory of action, a year-long, two-phase study was conducted to monitor the context, processes and early outcomes of an after-school supplemental program in a New York elementary school. In both phases, the design combined a matched-groups, quasi-experiment with qualitative classroom observations and descriptive surveys. Early findings showed some positive, albeit "gross" program effects. Although findings are tentative, the ETMM approach enhanced interpretations by shedding light on relevant environmental variables, causes for program instabilities and sample attrition, and factors affecting treatment fidelity and scaling-up of the program beyond the pilot year. [ABSTRACT FROM AUTHOR]

The article focuses on Colgate University's educational program in Hamilton, New York. It is said that the purpose of the program is to offer something for the disadvantaged students and its objective is to provide an experience in keeping with a traditional purpose of the liberal arts institution. It is discussed that the program is considered as an attempt to take problematic students beyond the tutorial and vocational training offered at the camp and to introduce them to a totally different educational atmosphere. Moreover, the paper also discusses the process as well as the history of the program.

Teacher compensation schemes are often criticized for lacking a performance-based component. Proponents argue that teacher incentive pay can raise student achievement and stimulate system-wide innovation. We examine a group-based teacher incentive scheme implemented in New York City and investigate whether specific features of the program contributed to its ineffectiveness. Although overall the program had little effect on student achievement, we show that in schools where incentives to free ride were weakest, the program led to small increases in math achievement. Our results underscore the importance of carefully considering the design of teacher incentive pay programs. [ABSTRACT FROM AUTHOR]

This essay examines the impact of WAC/WID methodology and technology in an Education Capstone Course for Childhood Education majors at LaGuardia Community College/CUNY. Written discourse and ePortfolio development of students enrolled in the writing-intensive capstone course is examined within the framework of Veronica Boix Mansilla's (2004) work on assessment of student interdisciplinary learning in learning communities under the auspices of the Harvard Interdisciplinary Studies Project. Boix Mansilla's (2004) criteria for assessing disciplinary grounding and interdisciplinary understanding in learning communities forms the basis of an examination of interdisciplinary understanding of students enrolled in a thirteen-week education capstone course prior to graduation and transfer to the four-year college. The use of Blackboard eLearning course management technology to share documents and lectures, and ePortfolio technology bolstered deeper levels of reflection essential to disciplinary grounding and interdisciplinary understanding. Students' written Reading Reflection and Linking Knowledge to Practice papers demonstrate their disciplinary grounding in education and linguistic principles and their interdisciplinary understanding. A digital portfolio format firmly establishes students' integrative learning and clearly illustrates their deeply personal and academic connections to the teaching profession and display of an emerging teacher identity. Student ePortfolios additionally illustrate the struggle to provide an academic and/or professionally focused ePortfolio in the face of limitations imposed by use of available general-purpose ePortfolio templates. Close examination of students' written discourse and student learning in this multimedia WID environment reveals ways in which technology reinforced and enhanced students' deeper reflection as evidenced in their visual and textual links to education and linguistic pedagogies. [ABSTRACT FROM AUTHOR]

The article presents the authors opinions and experiences during her visit at the Genesee Community Charter School, and the World of Inquiry School 58 in Rochester, New York. Portraiture of the schools is said to be part of the author's job at the national school reform organization, Expeditionary Learning Schools. The author notes the efforts improve the quality of the schools made by their respective principals. Further discussed is the author's perceptions on several aspects of the schools including their students, teachers, teaching methods, and school programs.

In this article, the authors describe the state of teacher education in and around the large and diverse school district of New York City. Using multiple data sources, including program documents, interviews, and surveys of teachers, this study attempts to explore the characteristics of programs that prepare elementary teachers of New York City public schools, including the kinds of programs that exist, who enters these different programs, who teaches in the programs, and what characterizes the core curriculum. A central question concerns the amount of variation that exists in the preparation of elementary teachers for a single, large school district. Despite the number and variety of programs that exist to prepare elementary teachers, the authors found the overall curriculum and structure of teacher education to be more similar than different. To understand this lack of variation, the authors draw on organizational theory, particularly, the concept of institutional isomorphism, to examine the case of teacher education. The authors conclude with recommendations for what it might take to change the landscape of teacher education in the context of a large urban district. [ABSTRACT FROM AUTHOR]

The article examines the relationship between the narrowing gap of teacher qualifications and its implication for student achievement in high-poverty schools in New York City. It discusses the teacher qualifications distribution in schools, the effect of the changing pattern of teacher qualifications to student achievement, and the implications for improving program and policies for highly effective teachers. The analysis of the relationship is extracted from teachers' background, educational attainment, certifications, work experience and the students' relevant examination scores, lagged scores, student characteristics which have been drawn from a student-level database. Results showed that the changes in teachers' qualifications had a significant effect to student achievement.

The article discusses Chemistry in Action Research (CiA) and South Shore Estuary Watch (SSEW), which are two educational programs based out of Long Island, New York, that allow students to work with local governmental, academic, and civic entities on environmental and scientific research. An overview of the various efforts that students were involved with while being apart of the program is presented.

BACKGROUND: Work hour regulations for house staff were intended in part to improve resident clinical and educational performance. OBJECTIVE: To characterize the effect of work hour regulation on internal medicine resident inpatient clinical experience and didactic education. DESIGN: Cross-sectional mall survey. PARTICIPANTS: Chief residents at all accredited U.S. internal medicine residency, programs outside New York. MEASUREMENTS AND MAIN RESULTS: The response rate was 62% (202/324). Most programs (72%) reported no change in average patient load per intern after work hour regulation. Many programs (48%) redistributed house staff admissions through the call cycle. The number of admissions per intern on long can (the day interns have the most admitting responsibility) decreased in 31% of programs, and the number of admissions on other days increased in 21% of programs. Residents on outpatient rotations were given new ward responsibilities in 36% of programs. Third-year resident ward and float time increased in 34% of programs, while third-year elective time decreased in 22% of programs. The mean weekly hours allotted to educational activities did not change significantly (12.7 vs 12.4. P=. 12). but 56% of programs reported a decrease in intern attendance at educational activities. CONCLUSIONS: In response to work hour regulation, many internal medicine programs redistributed rather than reduced residents' inpatient clinical experience. Hours allotted to educational activities did not change: however, most programs saw a decrease in intern attendance at conferences, and many reduced third-year elective time. [ABSTRACT FROM AUTHOR]

The distribution of state aid for public education in New York is the result of a combination of political and educational concerns. They influence the amount of school aid distributed, the pattern of aid distribution among school districts, the types of programs funded, and the accountability required for these funds. This article focuses on the forces that influence the split between general state aid and targeted state aid. General aid refers to aid that districts may use for any purpose consistent with local priorities or needs. Targeted aid is money provided by the state to a district for a particular purpose. When a district accepts targeted aid, it must agree to spend the funds in accord with specific statutes or regulations. Considerations of equity, mechanics of state aid distribution, and the history of the development of school aid legislation are also discussed in this article. [ABSTRACT FROM AUTHOR]