This paper provides information on findings on whether the presence of small schools in New York would significantly improve the educational standards of students who have not been performing well in the current form of schools. New York is particularly noted as one of the regions with high levels of uneducated children. Most of these children come from failed schools and they are not willing to continue with their education. The creation of Small Schools of Choice helps to alleviate the problem by providing a different type of learning method compared to the initial one taught in their respective schools. The paper addresses key points. The first is whether the use of Small Schools of Choice would help increase the graduation numbers (Bloom & Unterman, 2014). The second question is whether the use of these schools would answer questions related to policy while the last one is the difference between costs of such schools compared to the other types of schools present in New York. The main hypothesis question is whether small schools of choices can increase the education levels of children who are disadvantaged.
The above topics represent a policy initiative to change some important aspects related to providing education to children who are disadvantaged. The topic would be important for policy makers since they would want to compare the benefits such schools would provide for disadvantaged communities. The ultimate aim of most policy makers is always to come up with a cost-effective system that addresses the needs of all players in the society (Bloom & Unterman, 2014). This is an interesting subject because it addresses all of the above issues. The underlying theory is that if there is a change in the current system of education, there is a probability that it might influence the behavior of children who had earlier attended other high schools. The Small School of Choices seeks to incorporate what is important to this student instead of focusing on what has been making them fail.
More than 100 schools within the United States were used. The total number of participants was 12130 (Bloom & Unterman, 2014). The collection of the students was based on randomized selected subgroups with the main aim being whether the introduction of new schools would improve the education prospects for children who had been disadvantaged. The paper placed emphasis on whether instrumental variables had inherently shown that most of the problems facing the current student population were coming from public schools (Bloom & Unterman, 2014). The schools that were incorporated in the study were majorly from New York and they had failed to achieve the desired results. However, the research incorporated other important aspects including academic backgrounds and general backgrounds of the students
The paper uses regression to compare the effect that Small School will have on disadvantaged students. Most of the results collected are compared to the normal standards. The paper is able to show that Small School of Choice will have an overall positive effect as compared to the other types of schools. This paper presents important concepts that can be used by policy makers to address the current problems in the society. Small Schools of Choice increased the number of graduating students from disadvantaged communities. This could be used by policy makers to address the current shortfalls in the system.
Bloom, H. S., & Unterman, R. (2014). Can high small schools of choice improve educational prospects for disadvantaged students? Journal of Policy Analysis and Management, 33(2), 290-319.