Improving College Readiness Among Black and Latino Males: Evaluating the Implementation of New York City's Expanded Success Initiative

• In Event: 63.043 - Improving College-Going for Black and Latino Young Men: Evidence From New York City's Expanded Success Initiative

Abstract

Objectives or purposes
The objective of this study is to evaluate the implementation of the Expanded Initiative over the Initiative’s first two years. The primary research questions guiding the implementation evaluation are: What services and supports are planned and implemented under the ESI? What challenges do schools confront as they implement the ESI services and supports and how do they address those challenges? In addition to these central questions, this paper will also discuss dimensions along which ESI schools differ from one another with respect to implementation, with an eye towards how, if at all, these types of variation may impact the intended outcomes of the initiative.

Perspective(s) or theoretical framework
The Expanded Success Initiative was designed to serve a population of students that has been vastly underserved by our educational system. Yet, to continually focus on the struggles and challenges faced by Black and Latino males further reinforces a deficit perspective that is already widespread in academic research, the media, and educational settings. Drawing on the work Shaun Harper and others (Harper 2012; Noguera, 2008; Scramm, 2008), this work seeks to provide an alternative to a deficit framing by focusing on potential solutions, strategies and programs that improve outcomes for Black and Latino males.

Data sources and methods
The research team has visited all 40 ESI schools twice, once during year one of the initiative and again in the following year, in order to collect data on the process of ESI implementation, the fidelity of programming, and program intensity (frequency, duration, etc.). Additionally, each year of data collection included visits to 20 comparison schools in order to collect data on the availability and quality of services at schools similar to ESI schools. Each school visit included structured interviews with the principals, teachers, and students (students were only interviewed in ESI schools, not in comparison schools). After uploading interview and focus group transcripts to a computer-assisted qualitative data analysis software program, the research team will engage in initial coding, pattern coding, and data display techniques in order to identify emerging themes and assertions related to our research objectives (Miles, Huberman, and Saldana 2014).
Results
This paper will present findings from the first two years of the ESI implementation study. Our findings will address both the quality of ESI program implementation as well as initial connections between the implementation of ESI across the 40 ESI schools and various student outcomes related to college readiness.

Scholarly Significance
This study addresses a critical need for research about strategies that will improve college and career trajectories for Black and Latino males. This research will not only benefit ESI recipient schools, but will also provide empirical data that will inform policy and practice in high poverty school districts serving minority males.

Authors

• Adriana Villavicencio, New York University

• Sarah L Klevan, Learning Policy Institute

• Rory Lee Santaloci, New York City Department of Education