SHSAT Sunset

Tag: reform

  • Elite or elitist? Lessons for colleges from selective high schools

    An in-depth report on the state of specialized high schools across the nation.

    NYC specialized high schools are the only “one-exam-only” admissions in the nation

    reformers might do better instead to look to Chicago’s use of area-based geographical tiers. One advantage of this system is that it retains the high-stakes entrance examination but takes inequality into account by having students with similar backgrounds compete against each other rather than pooling students from all backgrounds into one group.

    The most radical option is for cities to simply abolish their selective high schools. The evidence for their impact on long-run outcomes is mixed. A number of studies have compared long-run outcomes for students who scored just below and just above the passing score (i.e. with a regression discontinuity design). Reviewing evidence from studies of the New York and Boston schools, Dynarski concludes that there is a “precisely zero effect of the exam schools on college attendance, college selectivity, and college graduation.” A 2018 study of the Chicago schools by Barrow, Sartain and de la Torre comes to similar conclusions concerning college enrollment rates. It is possible that students who scored much higher do reap benefits (or that those who scored considerably lower could do so if admitted). The overall picture however is that students from those schools do well, but many of them were going to do well anyway. Perhaps the energy, political capital, and money going to these schools could be better spent elsewhere.

    https://www.brookings.edu/research/elite-or-elitist-lessons-for-colleges-from-selective-high-schools/

  • De Blasio’s Plan for NYC Schools Isn’t Anti-Asian. It’s Anti-Racist.

    The mayor’s plan isn’t anti-Asian, it’s anti-racist. It would give working-class parents — including Asian-Americans — who can’t afford and shouldn’t have to find ways to afford expensive test prep programs a fairer chance that their child will be admitted into what’s known as a specialized high school. True, taking a test prep course doesn’t guarantee admission to such a school, but it does offer clear benefits and is widely understood to be essential to test-takers.

    Nor is the plan a form of affirmative action. Affirmative-action admission policies — like those in place at some universities — require that race be one part of a host of measures considered. Mr. de Blasio’s plan doesn’t stipulate any racial criterion for admission, much less racial quotas (which the Supreme Court outlawed in 1978). The plan will simply give kids from a wider variety of backgrounds access to a public resource: an excellent public high school education. This is a public resource, something all New York City families contribute to with their taxes. Only about 5 percent of all New York City high school students are enrolled in a specialized high school and last year half of these kids came from just 21 middle schools.

    https://www.nytimes.com/2018/06/13/opinion/stuyvesant-new-york-schools-de-blasio.html

  • Pathways to an Elite Education Exploring Strategies to Diversify NYC’s Specialized High Schools (2015)

    This brief examines students’ pathways from middle school to matriculation at a specialized high school, and simulates the effects of various admissions criteria that have been proposed as alternatives to the current policy. Analyzing data from 2005 to 2013, we found that while the SHSAT is (by design) the most important factor determining who attends the specialized high schools, it is not the only factor. Many students—including many high-achieving students—do not take the SHSAT at all, and some of those offered admission decide to go to high school elsewhere.

    Even when comparing students with the same level of prior academic achievement (based on state tests), we noted disparities at each stage of the pathway into a specialized school. For example, among students with comparable prior achievement, girls and Latinos were less likely to take the SHSAT. And girls, Latino, and Black students who took the test were less likely to receive an offer of admission. These findings suggest that there are opportunities to increase access, even within the confines of SHSAT-based admissions. Interventions that ensure that well-qualified students sit for the SHSAT—and have adequate resources to prepare for it—could help make the specialized schools more diverse.

    https://steinhardt.nyu.edu/research_alliance/publications/pathways_to_an_elite_education