York City Public Research Articles

Continued Decline in Obesity and Severe Obesity Prevalence Among New York City Public School Youth in Grades K-8: 2011-2017.

This study aimed to estimate population-level prevalence of obesity and severe obesity for New York City youth and examine the most recent trends over time. All public school youth in grades kindergarten through eighth (K-8) (2011-2012 through 2016-2017) with valid weight and height measures were included (N = 1,137,782 unique students; 3,720,297 observations). Age- and sex-specific BMI percentiles for obesity and severe obesity were estimated using Centers for Disease Control and Prevention growth charts. Repeated cross-sectional analyses were conducted using logistic regression, weighting for missing or invalid responses and accounting for clustering by students and schools to examine trends over time and by sociodemographics. Among youth in K-8 (aged 5-15 years, 48.8% girls), the prevalence of obesity and severe obesity in 2011-2012 was 21.5% and 6.4%, respectively, compared with 20.2% and 6.0%, respectively, in 2016-2017. Since 2011-2012, decreasing trends in obesity and severe obesity (relative declines: 6.0% and 6.3%, respectively, P < 0.001) have been observed. Significant decreases were observed for all subgroups (P < 0.001), although there remained disparities in relative declines over time by race/ethnicity and poverty. Decreasing trends in obesity and severe obesity among all New York City K-8 public school youth are promising; however, persistent disparities highlight the need to improve intervention design and implementation strategies for groups disproportionately burdened by obesity.

“I Struggled But I Made It”: Black Gifted Underachievers on Transitioning to College

Research on Black student presence in gifted and talented programs consistently illuminates issues with recruitment and underrepresentation. While enrolled, gifted Black students face a series of issues that affect their ability to persist and achieve, especially in nondiverse environments. This work examines the reflections of four Black adults who attended gifted schools in New York City and encountered significant hurdles during their K–12 schooling. These findings are excerpted from a larger qualitative study that investigated how Black adults, who were identified as gifted in New York City Public Schools, reflected on their experiences as gifted students and how they leveraged those experiences to persist to and through college. Using Schlossberg’s model for adapting to transitions as the theoretical frame, findings suggest that participants received limited guidance as they transitioned to college but learned many lessons that led to become productive in college.

The Effects of Wellness In The Schools (WITS) on Physical Activity During Recess in New York City Public Schools

Only 21% of U.S. children meet federal physical activity (PA) guidelines. Schools have insufficient time for physical education classes. School children typically have recess daily, making recess a venue to increase PA. Programs such as Wellness In the Schools (WITS) provide a coach during school recess to lead organized activities and encourage all students to participate may provide students with health, psychological, academic and social benefits. This study was a quasi-experimental matched-control design with seven WITS intervention schools and seven matched control schools, measuring two outcomes: 1) PA level, 2) PA type (measured with an observational tool: System for Observing Play and Leisure Activities in Youth (SOPLAY)). Outcomes were measured in second and third graders pre-(T0) and post-(T1), one school-year into the WITS intervention during outdoor (T0 and T1) and indoor (inclement weather) (T1 only) recess. Results at T1 were compared between control and WITS schools with ANOVA tests. For PA level, the WITS intervention increased PA in indoor recess, a higher percentage of WITS girls and boys were vigorously active, a lower percentage were sedentary, and overall recess PA levels were higher (all p ≤ .001). For PA type, WITS intervention schools had higher overall PA level during ball-like activities during outdoor recess in girls (p = 0.002) and boys (p = 0.010). This study suggests active recess interventions increase PA level during indoor recess and during ball-like activities in outdoor recess, suggesting the WITS intervention has the potential to increase PA during school and help students receive the benefits of regular PA.

Experiential and Real-World Learning for Teachers in the Billion Oyster Project and Curriculum and Community Enterprise (BOP-CCERS) for the Restoration of New York Harbor with New York City Public Schools Program

The Billion Oyster Project and Curriculum and Community Enterprise for the Restoration of New York Harbor withNew York City Public Schools (BOP-CCERS) seeks to integrate harbor restoration activities with science teachers inorder to provide their students with experiential learning through environmental impact in New York City with thevision that public school students in New York City can benefit from environmental science and experiential learningwork through authentic research, data collection, and experimentation. The purpose is to engage science teachers withexperiential learning opportunities in the New York Harbor that helps them create engaging lessons for their ownstudents. It was found that teachers responded most positively to workshops that included hands-on activities,specifically the oyster restoration station trainings, classroom oyster tank setups and activities with scientists. Teachersreported that the BOP-CCERS program prepared them to support student learning of the program content and scientificresearch activities. Students who engage in real-world science are more likely to see the relevance of science and seethemselves working toward a career pathway in STEM.

NYPD launches MH initiatives in wake of police officer suicides

The New York City Police Department is attempting to address an increasing need for mental health care access, officials said Aug. 27, amid a spate of officer suicides, Politico reported. The police department is launching a “peer‐to‐peer support program” wherein volunteers within the department “will be available to ask, listen, encourage and follow‐up with all members of the service in each command,” NYPD spokesperson Devora Kaye said in an email. The department is also deploying a smartphone app listing available services to officers. The initiatives come after nine police suicides this year — deaths that have raised concerns NYPD brass have not fostered a sufficient environment for cops to seek mental health care. The announcement followed news earlier in the day that New York City Public Advocate Jumaane Williams would introduce legislation establishing an independent office for cops to receive mental health care outside the department. The NYPD is also mandating mental health training for executive staff and command‐level officers, which is also underway. The NYPD is also increasing staffing resources, including mental health professionals, to provide continuous training and outreach to officers. The city is still working on expanding mental health provider options through the NYPD's insurance plan.

Black Theology Project: Organizational Gift, Intellectual Apparatus—Legacies of Dr. James Cone

Abstract This article offers a brief review of Dr. James H. Cone's involvement with the organizational beginnings and function of the Black Theology Project. The discussion centers on the Project because Cone's writings and participation helped inspire U.S. African descendant clergy, laypeople, academics, activists, and theologians to work collectively in BTP efforts. BTP was also an influential and international touchstone for other groups of African descendants seeking to articulate liberation theology as developed within the historical realities of their existence. The article reviews the origins of BTP and some of what it accomplished during its fifteen-year tenure, drawing on archival materials held at the Schomburg Center for Research in Black Culture of the New York City Public Library. In addition, I was an active member of BTP and served as a past executive director.

Pediatric Blood Lead Levels Within New York City Public Versus Private Housing, 2003-2017.

Objectives. To compare blood lead levels (BLLs) among children residing in public and private housing in New York City and examine the implications for lead identification and remediation policies. Methods. We examined electronic medical records for BLLs among 4693 children receiving care at a multisite Federally Qualified Health Center during 2003 to 2017. We plotted home addresses against city housing data to assess BLL differences between children living in public housing and private housing. Results. Only 0.25% of children residing in public housing had BLLs exceeding the upper reference limit of 5 micrograms per deciliter, as compared with 2.76% of children residing in private housing. After adjustment for age, gender, and race/ethnicity, public housing was associated with 92% lower odds of having a BLL of 5 micrograms per deciliter or above (odds ratio [OR] = 0.08; 95% confidence interval [CI] = 0.02, 0.33; P = .001). Decreases in BLLs were observed in both public and private housing over time. Conclusions. Children living in public housing in New York City were significantly less likely to have elevated BLLs than were children living in private housing. Decreases in BLLs over time were likely a result of lead reduction legislation.

The Expansion of Dual Language Bilingual Education into New Communities and Languages: The Case of Hebrew in a New York City Public Middle School

This article describes a case study of dual language bilingual education (DLBE) that challenges the model’s traditional mold while offering important insights into its utility for communities of less commonly taught languages. We begin with an outline of the expansion of DLBE in New York City, part of a broader national trend. We then explore a new Hebrew-English DLBE program at a traditional New York City public middle school, documenting the program’s establishment and evolution over its first few years. Following this, we examine the school’s replacement of DLBE with a “heritage language program” model and show how both options are mismatched to the community’s actual needs or interests and ultimately restrict the possibilities for Hebrew learning. Specifically, we contribute to growing critiques of rigidity in program models, showing how at times adherence to the model is prioritized over the actual needs of students and their families—even when school leaders maintain they are implementing DLBE for the community. We argue that alternatives to DLBE with greater flexibility can serve crucial goals for local communities.

Environmental habitat restoration and inquiry-based learning with New York City public schools—an urban model in STEM education

The tension between academic rigor and real-world relevance is a long-standing struggle in the world of education. Never has that tension been greater than the present day, when metrics about student academic success and pressure about career preparation are each the subject of increased scrutiny. STEM education straddles this debate, demanding an equal measure of both rigor and relevance. Therein lies its unique challenge. Beyond the familiar vocabulary of job training, linked learning, and twenty-first century skills, STEM teachers must create a combined learning experience that has no precedent in education. In addition to improving student proficiency in Science, Technology, Engineering, and Math, they must deliver the real-world component of the STEM curriculum, often a daunting task. Here, the authors maintain that American waterways, near which the vast majority of the U.S. population lives, are ideal STEM classrooms that can fulfill the interdisciplinary and experiential goals of STEM while helping schools rediscover the larger environmental community. The authors present their experience with the Curriculum and Community Enterprise for New York Harbor Restoration in New York City Public Schools (CCERS), a program of student education and teacher training through direct participation in the planning and physical implementation of oyster restoration in New York Harbor. They argue that if STEM’s promise is that society will reap the benefits of a future job force and future innovation, community professionals such as scientists, engineers, policy makers, and more have a duty to participate as volunteer adjuncts to help implement such programs in local school systems, particularly in underserved communities.

The New York Herald's Very First Report on Dr. Horace Well's Arrest and Suicide—An Original Article Found in New York City Public Library

The accounts of Dr. Wells' personal life, particularly those of his tempestuous final days, have remained somewhat speculative. On January 24, 1848, a troubled Dr. Wells raced outside of his home and practice on Chambers Street and threw sulfuric acid (vitriol) on two alleged “loose” Broadway girls. We were able to find an original copy of an article published by the New York Herald in the New York City Public Library describing the events of Well's final days.

Teachers Mentoring Teachers in the Billion Oyster Project and Curriculum and Community Enterprise for the Restoration of New York Harbor with New York City Public Schools (BOP-CCERS) Fellowship

The Billion Oyster Project and Curriculum and Community Enterprise for the Restoration of New York Harbor withNew York City Public Schools (BOP-CCERS)(NSF DRL 1440869/PI Lauren Birney) program is a National ScienceFoundation (NSF) supported initiative through collaboration by multiple institutions and organizations led by PaceUniversity. Partners on this initiatitve include Columbia Lamont Doherty, the New York Aquairum, the New YorkHarbor Foundation, the New York Academy of Sciences, the River Project, Good Shepher Services, SmartstartEvaluation and Research, the University Maryland Center for Environmental Science and Fearless Solutions. Inthis study, teachers from one cohort were paired with teachers from a succeeding cohort in order to facilitate amentoring process between the two cohorts. This allows for teacher ambassardors to have a support structurethroughout the program, seek integral feedback, modify teaching techniques, integrate project research and establishlong term partnerships within the project team.

Mental Health First Responders

Mental Health First Responders

The Bustle of Horses on a Ship: Drug Control in New York City Public Housing

For decades, violence, drugs and public housing have been closely linked in political culture and popular imagination. In 1990, the Department of Housing and Urban Development (HUD) made funds available to public housing authorities to combat drug and crime problems. This program, the Drug Elimination Program (DEP) combined several strategies under one administrative umbrella: police enforcement, drug treatment, drug prevention, youth and gang outreach, community organizing, integrated health and social service agencies, and tenant mobilization projects. In New York, the Housing Authority spent $165 million on DEP in its 330 public housing sites between 1990 and 1996. Yet there has been little research on this large investment, either in New York City or nationwide. In this study, we examined the effects of the DEP intervention at three levels of complementary theoretical relevance: the public housing development itself, the neighborhood in which public housing is situated, and the police precinct that surrounds each public housing project. We used spatial analyses and hierarchical regressions to estimate DEP effects on drug and crime in public housing sites and their surrounding neighborhoods. We show that crime and drug problems were reduced significantly in the immediate neighborhoods and police precincts surrounding the public housing sites, but crime and drug problems in public housing sites were unaffected by DEP interventions. The absence of effects within public housing reflects the details of the DEP strategies, with its disproportionate allocation of funds to policing strategies compared to demand reduction and informal social control programs. DEP police efforts were nominally focused on public housing sites, but in reality were diffused in the NYPD's broader administrative units to provide resources that benefited law enforcement generally. Seen this way, DEP was an important and strategically valuable supplement to the NYPD's strategic response to a particularly acute violence and crime epidemic, but did little to alter the basic social organization of crime and drugs within public housing sites. We argue for an intervention model that promotes collective action between residents and legal actors, interactions that promote citizen compliance and cooperation with police. The police depend heavily on the voluntary cooperation of citizens to fight crime, and DEP created disincentives for cooperation. This social norms approach would invite policing of drug problems in the context of a legitimacy-focused approach that promotes citizen-based regulation of crime and disorder.

Food Insecurity in Families of Overweight/obese Children Enrolled in the Wholesome Wave Fruit &amp; Vegetable Prescription Program® (fvrx®) in New York City Public Hospitals

Food Insecurity in Families of Overweight/obese Children Enrolled in the Wholesome Wave Fruit &amp; Vegetable Prescription Program® (fvrx®) in New York City Public Hospitals

Still Separate, Still Unequal: Litigation as a Tool for Integrating New York City Public Schools

Still Separate, Still Unequal: Litigation as a Tool for Integrating New York City Public Schools

The Environmental Barriers to Healthy Eating and Physical Activity among Caregivers of Obese Children Living in New York City Public Housing

The Environmental Barriers to Healthy Eating and Physical Activity among Caregivers of Obese Children Living in New York City Public Housing

An embodied cognition approach to enhancing reading achievement in New York City public schools: Promising evidence

The study purpose was to examine the relationship between the Mark DeGarmo Dance (AKA Dynamic Forms, Inc.) (MDD) program, involving principles of embodied cognition, and student achievement over time. The sample included fourth grade students (N = 169) in schools (N = 4) in New York City Public School District whose teachers and students participated in the MDD program. Using a pretest posttest single group design and hierarchical linear modeling, the results of this study analyze student achievement as measured by standardized test scores. Teacher survey results are also reported. The achievement results reveal a significant increase in reading between pretest and posttest for students that were in the program. Teachers reported adequate fidelity of implementation.

Pilot Study of a Cross-Sector Partnership to Integrate Inner-City Community College Students into a School Based Health Promotion Program

While overweight and obesity continue to be significant public health problems in the United States, especially among minority and disadvantaged youth, there are also many initiatives in the school environment that aim to combat these concerns. The effectiveness of these interventions is of course a major point of interest. This paper describes issues raised in an early-stage cross-sector partnership between a community-based organization (CBO) and an urban community college for tackling obesity in public school children. Seven college students worked as paid interns in the CBO�s New York City Public School-based health promotion program located in the Bronx. As part of the program, college students paired with chefs to educate schoolchildren about healthy eating. This study examines the successes, challenges and lessons learned from the themes that arose in the college students� pre and post surveys and logs, faculty journal entries and notes from a debriefing session with CBO staff. The college students reported multiple successes such as applying their nutrition knowledge, an interest in working in their community and positive changes in some of the schoolchildren�s and college students� eating behaviors. Challenges included a short and chaotic lunch period, which discouraged healthy eating, and a lack of buy-in from the school staff and parents. This study highlights the issue of cultural relatability and the effectiveness of role models originating in the community. When this factor is taken into account, crosssector partnerships, which develop programming to expose individuals to healthy, affordable food, may have a long-term impact on the participants and the community in which they live.

High-Dosage Tutoring and Reading Achievement: Evidence from New York City

This study examines the impact on student achievement of high-dosage reading tutoring for middle school students in New York City Public Schools, using a school-level randomized field experiment. Across three years, schools offered at least 130 hours of 4-on-1 tutoring based on a guided reading model, which consisted of 1-on-1 read alouds, independent reading, vocabulary review, and group discussion. We show that, at the mean, tutoring has a positive and significant effect on school attendance, a positive, but insignificant, effect on English Language Arts (ELA) state test scores and no effect on math state test scores. There is important heterogeneity by race. For black students, our treatment increased attendance by 2.0 percentage points (control mean 92.4 percent) and ELA scores by 0.09 standard deviations per year – two times larger than the effect of the Promise Academy Middle School in the Harlem Children’s Zone and KIPP Charter Middle Schools on reading achievement. For Hispanic students, the treatment effect is 0.8 percentage points on attendance (control mean 92.0 percent) and 0.01 standard deviations per year on ELA scores. We argue that the difference between the effectiveness of tutoring for black and Hispanic students is best explained by the average tutor characteristics at the schools they attend.

Challenging Linguistic Purism in Dual Language Bilingual Education: A Case Study of Hebrew in a New York City Public Middle School

ABSTRACTDual language bilingual education (DLBE) programs, in which students are taught language and academic content in English and a partner language, have dramatically grown in popularity in U.S. schools. Moving beyond the teaching of Spanish and Chinese, DLBE programs are now being offered in less commonly taught languages and attracting new student populations. Based on qualitative research conducted in a New York City public middle school that recently began a Hebrew DLBE program, we found that this program, in its inception and design, challenges traditional definitions of DLBE and offers new understandings about bilingual education for the 21st century. We argue that the policies and guidelines for the provision of DLBE and the scholarship upon which they are based are rooted in notions of linguistic purism that fail to consider or meet the needs of communities enrolling in bilingual education programs today.