A T ALE OF T WO S TUDENTS : A NALYSIS OF N EW Y ORK C ITY S CHOOL D ATA & I MPLICATIONS FOR LEA S A ROUND THE C OUNTRY Jennifer Erb-Downward, MPH National.
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A TALE OF TWO STUDENTS: ANALYSIS OF NEW YORK CITY SCHOOL DATA & IMPLICATIONS FOR LEAS AROUND THE COUNTRY
Jennifer Erb-Downward, MPH
National Association for the Education of Homeless Children and Youth
26th Annual Conference
Kansas City, MO
October 27, 2014
PAIR & SHARE
Turn to the person sitting next to you and discuss:“How does your work involve educational
data (do you collect and report data, do you analyze data, do you use data for policy or advocacy purposes etc.)?
“What sources of information on homeless students exist in your community?”
“What support or resources would you need to be able to use data on homeless students to strengthen your work?”
PROJECT BACKGROUND
Institute for Children, Poverty & Homelessness
Independent non-profit research organization Focus on research that will enhance public
policies and programs affecting poor or homeless children and their families
Why were we interested in data on student homelessness in NYC? Homelessness is a children’s issue Homelessness is a local issue Homelessness is more than just a housing issue
PROJECT BACKGROUND CONT’D?
NYS-TEACHS Publically available NYS data online Aggregated by county
Freedom of Information Law (FOIL) NYC DOE data Aggregated by school district or grade
Collaboration with the NYC DOE Individual student data
WHAT DID WE FIND?“A TALE OF TO STUDENTS: HOMELESSNESS IN NEW YORK CITY PUBLIC SCHOOLS”
Over 80,000 homeless students in NYC public schools in SY 2012-13.
55% doubled-up 35% in family shelter 10% living in hotels, motels or unsheltered
Close to 60% growth in the last six years
CHALLENGES IN AND OUT OF CLASS
More than 1 in 5 homeless students transferred schools at least once in SY 2011-12.
On average, homeless students missed over a month of school (24 days vs. 16 days for all students).
CHALLENGES IN AND OUT OF CLASS CONT’D
A significant proportion of homeless students in NYC have English language learning needs. The proportion is higher among homeless students than all
students. Greater disparities are seen in the higher grades.
FALLING BEHIND Homeless students enter school at a disadvantage.
Close to 1 in 10 were held back in first grade.
K 1 2 3 4 5 6 7 80%
5%
10%
15%
20%
25%
30%
35%
3.4%
9.2%7.1% 6.2%
3.5% 2.9%
5.5% 5.8%
6.4%
Percent of homeless elementary schools students required to repeat a grade in SY 2011–12 (by grade level)
Grade level
5.4%*
* Average percent of all students citywide held back in grades 1-9. Data exist only for those grades.
FALLING BEHIND CONT’D Homeless students score more poorly on exams.
29% vs. 47% of 3-8th graders were proficient in reading.
41% vs. 60% of 3-8th graders were proficient in math.
Achievement gap grows as children move through middles school.
FALLING BEHIND
Grade retention increases sharply between middle school and high school.
5 6 7 8 9 10 11 120%
5%
10%
15%
20%
25%
30%
35%
2.9%
5.5%5.8%
6.4%
23.8%
30.2%
11.6%
20.7%
Percent of homeless students required to repeat a grade in SY 2011–12 (by grade level)
Grade Level
* Average percent of all students citywide held back in grades 1-9. Data exist only for those grades.
CHANGING THESE TRENDS Increase understanding that homelessness is a
children’s issue Use this kind of data to raise awareness and identify points
of intervention
Use data to support the expansion of programs that we already know can help homeless children After school programs Early childhood education Summer camp
Transform schools, shelters and other local institutions to meet the needs of homeless children Schools = Community Schools Family shelters = Community Residential Resource Centers
QUESTIONS AND BREAKOUT SESSION
Questions? How does this relate to what you have seen? What is missing or surprising? What other information would be useful? What other questions does this presentation
raise?
Breakout session
DEVELOPING A PLAN: WHO DO YOU NEED TO CONNECT WITH?
Data on Homeless Students in your
Community
Schools
Data Analysts
Advocates
Shelters
Social Service Provider
s
?
??
?
?
???
?
?
?
?
?
BREAK OUT AND REPORT BACK: DEVELOPING A PLAN
What would I like to know and why? How/where could I get data to answer this
question? What skills do I have? What skills do I need? What relationships can I build to access
either skills or data? What resources do I have that would be
useful to others/that can help me to build these relationships?
Once I have the answer to my question, how will I use this information to further my work with homeless students?
BEFORE YOU LEAVE
What will you do when you get to work on Wednesday to turn this plan into action?
Who did you meet today who can help you?Name:Email:Phone number:
Final questions or comments?
THANK YOU!
Jennifer Erb-Downward, MPH
Principal Policy Analyst
44 Cooper Square, 4th Floor
New York, NY 10003
Jerb-downward@icphusa.org
www.icphusa.org
(212) 358-8086 x 1213
NYC’S HOMELESS POPULATION IN SHELTER
53,910 homeless people living in shelters 11,275 families, including
23,260 children 16,140 adults (parents)
14,510 single individuals and adult families Families make up almost three-quarters
(73%) of the population 80 to 150 families request shelter each day
TYPICAL HOMELESS HOUSEHOLDS
Race/Ethnicity: 58% Black, 37% Hispanic, 5% Other
Age: Most parents (78%) are 21-44 years old 55% of children in shelter are ages 6-17
Family composition: Mother with 1-2 children
IMPACTS OF HOMELESSNESS ON STUDENTS
Miss more days of school 24 days vs. 16 days for all students
Transfer schools more often 22% of homeless students transfer at least once 18% transfer two or more times
Are held back at higher rates 9% of homeless 1st graders are held back
SERVICES FOR HOMELESS STUDENTS
After school programs Early childhood education programs Community Schools initiative Community Residential Resource Centers
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