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Rebecca Unterman
Research Associate
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Sustained Positive Effects on Graduation Rates Produced by New York City’s Small Public High Schools of Choice
Policy Brief
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2012. Howard S. Bloom and Rebecca Unterman.
A rigorous study that takes advantage of lottery-like features in New York City’s high school admissions process demonstrates that new small public high schools that are open to students of all academic backgrounds have substantial impacts on rates of graduation with Regents diplomas for every disadvantaged subgroup of students that was examined.
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Transforming the High School Experience
How New York City’s New Small Schools Are Boosting Student Achievement and Graduation Rates
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2010. Howard S. Bloom, Saskia Levy Thompson, and Rebecca Unterman, with Corinne Herlihy and Collin F. Payne.
Taking advantage of lottery-like features in New York City’s high school admissions process, this study provides rigorous evidence that new small public high schools are narrowing the educational attainment gap and markedly improve graduation prospects, particularly for disadvantaged students.
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New York City’s Changing High School Landscape
High Schools and Their Characteristics, 2002-2008
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2010. Janet C. Quint, Janell K. Smith, Rebecca Unterman, and Alma E. Moedano, with Corinne M. Herlihy, Saskia Levy Thompson, and Collin F. Payne.
This report examines the sweeping transformation of New York City’s public high school system — the nation’s largest — during the first decade of the twenty-first century, when nearly 200 new small high schools were created. Two companion reports focus on the role of intermediaries in this reform effort and provide case studies of six schools.
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The Evaluation of Enhanced Academic Instruction in After-School Programs
Final Report
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U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance
2009. Alison Rebeck Black, Marie-Andrée Somers, Fred Doolittle, Rebecca Unterman, and Jean Baldwin Grossman.
This report presents two-year implementation and impact findings on two supplemental academic instruction approaches developed for after-school settings -- one for math and one for reading. It addresses whether one-year impacts are different in the second year of program operations and whether students benefit from being offered two years of enhanced after-school academic instruction.
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The Evaluation of Enhanced Academic Instruction in After-School Programs
Findings After the First Year of Implementation
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U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance
2008. Alison Rebeck Black, Fred Doolittle, Pei Zhu, Rebecca Unterman, and Jean Baldwin Grossman
This report presents one-year implementation and impact findings on two supplemental academic instruction approaches developed for after-school settings — one for math and one for reading. Compared with regular after-school programming, the supplemental math program had impacts on student SAT 10 test scores and the supplemental reading program did not — although the reading program had some effect on reading fluency.
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