Schools are remarkably resilient institutions, with the core of instruction and the dynamics between teachers, students, and school leaders remaining largely unchanged despite a churn of reforms efforts. To move away from “tinkering” around the edges of the system, reach deeper into classrooms, and mitigate the effects of policy churn, teacher-driven approaches to organizing school improvement have been promoted. One such approach is teacher leadership. Teacher leadership seeks to position teachers as decision makers in their school communities, so that they might influence their fellow teachers, school leaders, and other stakeholders to improve teaching and learning practices, subsequently improving school quality and, ultimately, student achievement. While teacher leadership initiatives have been popular with school leaders, policymakers, funders, and advocacy organizations since the 1980s, researchers and evaluators have struggled to quantify the impact of teacher leadership, thus leading to questions about the viability of programs to move the proverbial needle on student achievement and other measures. This dissertation explores how the New York City Department of Education (NYCDOE) attempted to impact instruction and school quality, and institute distributed leadership practices through Teacher Career Pathways (TCP), a teacher leadership program. My investigation examined four questions: 1) Do stakeholders in schools with teacher leaders experience changes to organizational processes and relational dynamics over time?; 2) Do schools participating in TCP show greater improvement in school quality compared to schools that do not participate?; 3) Do TCP-participating schools show greater gains in student achievement scores than schools that do not participate?; and 4) Do schools implementing TCP under centralized oversight from the district observe different outcomes than schools that are entirely self-directed and implemented under decentralized control? To answer these questions, I use quantitative data collected by the NYCDOE, including TCP annual survey results, School Quality Review (SQR) ratings, and student achievement outcomes for ELA and math in grades 3 through 8. I apply descriptive and inferential statistics to examine changes in survey responses and SQR ratings, and difference-in-difference and event study approaches to analyze student achievement. I find that where school leaders staff teacher leaders into formal roles with defined responsibilities, positional authority, and commensurate salary increases, schools show improvement in the experiences of stakeholders, school quality, and student achievement. In the case of student achievement, this improvement compounds over time, with schools exhibiting increasing gains in each year following the initial introduction of teacher leaders. Schools that have qualified teacher leaders who are never staffed see no changes in any areas examined. Finally, schools that staffed teacher leaders with funding and implementation support from the district experience even more improvement than schools staffing teacher leaders but with no district oversight. These findings offer crucial insight for districts and schools, making the case for increased teacher empowerment and teacher contributions to school-level policymaking, and highlighting the influence centralized governance at the district level can have on the success of initiatives aimed at decentralizing authority within schools.

Objective. The purpose of this study is to examine the relationship between the COVID-19-related waivers and the number of Summer Food Service Program (SFSP) meals served, accessibility of SFSP sites, and implementation of the SFSP sponsored by the Office of Food and Nutrition Service (OFNS) of the New York City Department of Education (NYC DOE). Methods. This study is a convergent parallel mixed methods study. In the quantitative component, there are two research questions (“research question 1” and “research question 2”); the design is a non-experimental, one-group, completely within-subjects design; and the unit of analysis is NYC DOE geographic districts (n = 32). Research question 1 is “Among NYC DOE geographic districts, was there a significant difference in the number of SFSP meals served during the summers when the COVID-19-related waivers were used compared to the summers without the waivers?” Research question 2 is “Among NYC DOE geographic districts, was there a significant difference in the accessibility of SFSP sites during the summers when the COVID-19-related waivers were used compared to the summers without the waivers?” Both research questions 1 and 2 compare the first summer of the waivers (2020) to the six summers prior to the waivers (2014-2019) and the second summer of the waivers (2021) to the six summers prior to the waivers (2014-2019). In the qualitative component, there is one research question (“research question 3”); the methods consist of a document analysis of the policy memos for the waivers (n = 8) using the READ approach for document analysis of health policies. Research question 3 is “What were the intended relationships between the COVID-19-related waivers and SFSP participation, site accessibility, and implementation according to the policy memos for the waivers?” Data Analysis. For research question 1, the statistical tests are the repeated-measures analysis of variance (ANOVA) omnibus test and post-hoc analysis with Bonferroni adjustment. The primary outcome is the total number of SFSP meals served per student. For research question 2, the statistical tests are the repeated-measures ANOVA omnibus test and post-hoc analysis with the Bonferroni adjustment when the full sample is analyzed (n = 32), and the Friedman test and sign test with the Bonferroni adjustment when high poverty districts (n = 16), high non-White districts (n = 16), and high enrollment districts (n = 16) are analyzed. The primary outcome is the number of SFSP sites per 1,000 students. For research question 3, the analysis consists of deductive coding, inductive coding, and identification of themes. Results. For research question 1, the results show a significant increase in the number of SFSP meals served per student during the first summer of the waivers compared to summers 2016-2019 (p ≤ 0.01). However, there were no significant differences in the number of SFSP meals served per student during the second summer of the waivers compared to summers 2014-2019. Among the secondary outcomes, there was a significant increase in the number of breakfast meals served in August per student during both the first and second summer of the waivers compared to summers 2014-2019 (p < 0.05). For research question 2, the results show a significant decrease in the number of SFSP sites per 1,000 students during the first summer of the waivers compared to summers 2014-2019 (p < 0.01). Similarly, there was a significant decrease during the second summer of the waivers compared to summers 2015-2019 (p < 0.01). For research question 3, the results show that the Meal Service Time Flexibility Waiver may address pre-pandemic barriers in the SFSP, but the Parent/Guardian Meal Pickup Waiver may cause implementation issues. Conclusions. Among NYC DOE geographic districts, the waivers may increase the reach of breakfast meals served in August while decreasing the number of SFSP sites and making SFSP implementation easier. There is a need for a pilot study or more controlled study to establish causal relationships. Policymakers should consider making the Meal Service Time Flexibility Waiver and the Non-Congregate Feeding Waiver permanent flexibilities for summer meal programs.

Trans and queer children are experiencing discrimination starting in the earliest years of schooling. In a paradoxical era of increased support for transgender and queer children on the one hand, and persistent gender violence on the other, this study examines how the New York City Department of Education (NYCDOE) gender policy is taken up in Early Childhood Education practice. In particular, I ask: (a) What are early childhood teachers’ understanding of NYCDOE’s policy? (b) How do the larger social and material contexts, shape teachers’ enactments of the policy? (c) What do teachers’ understandings and enactments of NYC gender policy look like in their everyday classroom practices? I use a critical policy-as-practice conceptual framework that does not take policy for granted but understands that embedded in all the policy processes, there is always a great deal of negotiation of power, where some stakeholders are empowered and other perspectives are silenced. Through semi-structured interviews with district policymakers, school administrators, and early childhood teachers, this study unveils how different actors took up NYCDOE’s gender policy in their practice, in accordance with their own ideas, motivations, and broader social and material contexts. Findings indicate that the policy formation processes excluded the knowledge and perspectives of school communities and grassroots trans activist movements. Principals and teachers had little knowledge of the Guidelines on Gender and resources available, while several policy content and procedures reproduced gender and racial violence. Moreover, the sediment construct of childhood innocence shaped early childhood teachers’ gender-justice practices. Shifting understandings of gender, without revising understandings of childhood, this study concludes, hinders the possibility of transformative change.

Multi-Layered Predictors of ESE Policy Adoption: A growing number of K-12 public school districts in the United States have begun to embrace the whole-school approach to environmental and sustainability education through the implementation of simultaneous efforts to green their facilities and provide related educational programming. This article explores the breadth of this critical approach in the 200 largest school districts in the country. In examining policy predictors at the district, municipal, and state levels, the study combines National Center for Education Statistics data and information from a systematic web scan of school district and municipal websites. Using logistic regression, the analysis reveals four main findings. First, school districts under mayoral control are more likely to have a policy. Second, the study underscores the interconnectedness of these policies with the sustainability efforts of the municipalities they are located in. Third, school districts located in large cities are more likely to have a policy. Fourth, support from state educational agencies plays a role in advancing a policy. The Case of New York City Public Schools: Within an educational system increasingly focused on test-based accountability, how can a local education authority adopt a holistic environmental and sustainability education (ESE) policy? What local and global factors and actors shape and inform the creation of such a policy? In answering these questions, this article examines the formulation of ESE policy in the New York City Department of Education. Based on an analysis of archival documents and 20 expert interviews, the study draws on the Advocacy Coalition Framework and extends its application by adding global and social movement perspectives. In doing so this study finds that external events enabled the initial enactment of the policy in 2009, while the practice and local pilots of ESE programs substantially informed the reformulation of the policy in 2012. Taking the Expected Path vs. Forging Their Own: ESE Policies at DPS and PWCS: How do similar environmental and sustainability education policies unfold in fundamentally distinct locations? This article compares and contrasts environmental and sustainability education policies in two school districts: Denver Public Schools and Prince William County Public Schools. Although the districts are similar in size and education governance (elected school board), the locale of the school district, public opinion, local sustainability efforts, and the support at the state level for environmental and sustainability education are quite different. Grounded in an extended Advocacy Coalition Framework, the study contextualizes the different global, state and local factors and explores the agency of actors that shape policy change over time. The research finds that the policy at Denver Public Schools is following an expected path influenced by external factors such as the city’s sustainability plan, public opinion, and state support in the form of an Environmental Literacy Plan. In contrast, gubernatorial influence, and joint action of the sustainability team, parents and students forged a pathway to an unexpected policy at Prince William County Public Schools. The study strengthens empirical research of subnational environmental and sustainability policies and shows how different pathways are possible.

Two-sided matching markets are a cornerstone of modern economics. They model a wide range of applications such as ride-sharing, online dating, job positioning, school admissions, and many more. In many of those markets, monetary exchange does not play a role. For instance, the New York City public high school system is free of charge. Thus, the decision on how eighth-graders are assigned to public high schools must be made using concepts of fairness rather than price. There has been therefore a huge amount of literature, mostly in the economics community, defining various concepts of fairness in different settings and showing the existence of matchings that satisfy these fairness conditions. Those concepts have enjoyed wide-spread success, inside and outside academia. However, finding such matchings is as important as showing their existence. Moreover, it is crucial to have fast (i.e., polynomial-time) algorithms as the size of the markets grows. In many cases, modern algorithmic tools must be employed to tackle the intractability issues arising from the big data era. The aim of my research is to provide mathematically rigorous and provably fast algorithms to find solutions that extend and improve over a well-studied concept of fairness in two-sided markets known as stability. This concept was initially employed by the National Resident Matching Program in assigning medical doctors to hospitals, and is now widely used, for instance, by cities in the US for assigning students to public high schools and by certain refugee agencies to relocate asylum seekers. In the classical model, a stable matching can be found efficiently using the renowned deferred acceptance algorithm by Gale and Shapley. However, stability by itself does not take care of important concerns that arose recently, some of which were featured in national newspapers. Some examples are: how can we make sure students get admitted to the best school they deserve, and how can we enforce diversity in a cohort of students? By building on known and new tools from Mathematical Programming, Combinatorial Optimization, and Order Theory, my goal is to provide fast algorithms to answer questions like those above, and test them on real-world data. In Chapter 1, I introduce the stable matching problem and related concepts, as well as its applications in different markets. In Chapter 2, we investigate two extensions introduced in the framework of school choice that aim at finding an assignment that is more favorable to students -- legal assignments and the Efficiency Adjusted Deferred Acceptance Mechanism (EADAM) -- through the lens of classical theory of stable matchings. We prove that the set of legal assignments is exactly the set of stable assignments in another instance. Our result implies that essentially all optimization problems over the set of legal assignments can be solved within the same time bound needed for solving it over the set of stable assignments. We also give an algorithm that obtains the assignment output of EADAM. Our algorithm has the same running time as that of the deferred acceptance algorithm, hence largely improving in both theory and practice over known algorithms. In Chapter 3, we introduce a property of distributive lattices, which we term as affine representability, and show its role in efficiently solving linear optimization problems over the elements of a distributive lattice, as well as describing the convex hull of the characteristic vectors of the lattice elements. We apply this concept to the stable matching model with path-independent quota-filling choice functions, thus giving efficient algorithms and a compact polyhedral description for this model. Such choice functions can be used to model many complex real-world decision rules that are not captured by the classical model, such as those with diversity concerns. To the best of our knowledge, this model generalizes all those for which similar results were known, and our paper is the first that proposes efficient algorithms for stable matchings with choice functions, beyond classical extensions of the Deferred Acceptance algorithm. In Chapter 4, we study the discovery program (DISC), which is an affirmative action policy used by the New York City Department of Education (NYC DOE) for specialized high schools; and explore two other affirmative action policies that can be used to minimally modify and improve the discovery program: the minority reserve (MR) and the joint-seat allocation (JSA) mechanism. Although the discovery program is beneficial in increasing the number of admissions for disadvantaged students, our empirical analysis of the student-school matches from the 12 recent academic years (2005-06 to 2016-17) shows that about 950 in-group blocking pairs were created each year amongst disadvantaged group of students, impacting about 650 disadvantaged students every year. Moreover, we find that this program usually benefits lower-performing disadvantaged students more than top-performing disadvantaged students (in terms of the ranking of their assigned schools), thus unintentionally creating an incentive to under-perform. On the contrary, we show, theoretically by employing choice functions, that (i) both MR and JSA result in no in-group blocking pairs, and (ii) JSA is weakly group strategy-proof, ensures that at least one disadvantaged is not worse off, and when reservation quotas are carefully chosen then no disadvantaged student is worse-off. We show that each of these properties is not satisfied by DISC. In the general setting, we show that there is no clear winner in terms of the matchings provided by DISC, JSA, and MR, from the perspective of disadvantaged students. We however characterize a condition for markets, that we term high competitiveness, where JSA dominates MR for disadvantaged students. This condition is verified, in particular, in certain markets when there is a higher demand for seats than supply, and the performances of disadvantaged students are significantly lower than that of advantaged students. Data from NYC DOE satisfy the high competitiveness condition, and for this dataset our empirical results corroborate our theoretical predictions, showing the superiority of JSA. We believe that the discovery program, and more generally affirmative action mechanisms, can be changed for the better by implementing the JSA mechanism, leading to incentives for the top-performing disadvantaged students while providing many benefits of the affirmative action program.

The current neoliberal education system often positions bilingual youth as deficient or lacking in skills. The discourse from some academic research paradigms tends to also take up this deficit orientation, focusing on the issues and needs of Latinx bilingual students, or the pedagogical strategies to “close achievement gaps.” The NYC Department of Education has attempted to address gaps in achievement by offering increased access to college and career readiness programs, positioning access as synonymous to equity. However, access alone does not lead to equity when the systems and norms that prioritize assimilation to the dominant white culture are not being challenged; moreover, increased access will not lead to equity if the voices and experiences of marginalized youth experiencing the transition to college are not amplified. This project will add to the growing body of scholarly work that aims to subvert deficit discourse around bilingual students by inviting them to author their own stories about their experiences in the transition to college. These narratives bring up various aspects of the transition to college: how first-generation Latinx bilingual youth navigate cultural and linguistic expectations in college, how they navigate the white, western, and patriarchal institutional norms of the college going process, sources of support in their educational journeys, what factors influenced their college choices, and how they have experienced college in the context of a global pandemic. This research recognizes bilingual students’ experiences and knowledges as truths, positioning them as knowledge creators. The purpose of this study is to document and explore how first-generation Latinx/ bilingual students experience the transition from high school to college, and how they navigate and question spaces in high school and college fraught with linguistic and cultural erasure. Employing Chicana Feminist epistemologies and post-positive realist perspectives of identity, this study will use pláticas to better understand the experiences of Latinx students as they transition to college, what educators can do to support their transition, and to think about how educators can work alongside Latinx students to fight erasure.