Curriculum Quality and High Expectations Better Predict New York City Constituents’ Perceptions of Instructional Rigor Than School Type (Poster 26)

• In Event: Saturday Poster Sessions 7:45 am
  In Poster Session: Curricular and Instructional Policy Poster Session

Abstract

In open enrollment systems, districts often offer special school options under the premise they will provide more rigorous instruction than traditional public schools (TPS). I employed mixed effects multilevel modeling with three years of New York City school quality data to explore (1) how special school constituents perceive rigorous instruction in their schools compared to TPS constituents and (2) which school composition and quality factors predicted perceptions of rigor. Results suggested no significant differences in perceived rigor across any school type; significant decreases for schools with higher percentages of disabled and low-income students; and significant increases in schools with higher ratings of curriculum quality and expectations. Critical theories will be connected with the findings to offer possible explanations and recommendations.

Author

• Sarah A Caroleo, Brown University