Data HUB

The REPS Data Hub houses aggregate data tables and visualizations on a variety of programs and initiatives across CUNY.

Featured Report

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Look Inside

City skyline for OFFICE OF RESEARCH EVALUATION & PROGRAM SUPPORT banner

The Office of Research, Evaluation, and Program Support (REPS) investigates issues of college access, college success, career readiness, and educational equity among learners of all ages in New York City. REPS was founded in 2012 and is situated within the Office of Academic Affairs (OAA). We partner with OAA programs and external organizations to provide evaluation services and data management support.

As an evaluation unit, the REPS team conducts implementation, outcome, and impact studies to provide our partner programs with the knowledge and awareness needed to develop, improve, and, ultimately, reach key project goals. REPS evaluators employ rigorous qualitative and quantitative research methods to examine program processes and performance. The REPS data team provides essential reporting tools and data management services, supporting program operations, research, and accountability. We regularly share our findings with program administrators, campus officials, and a broad national audience of educators, researchers, and policymakers.

Photo credit: “New York City sunrise with One World Trade” by Anthony Quintano, used under CC BY. Modified from original.

News

REPS Receives Federal Institute of Education Sciences Funding for P-TECH Study

REPS is pleased to announce a grant to support research on the Early College Initiative’s P-TECH 9-14 school model. This five-year, nearly $3 million grant from IES to MDRC includes a $315,000 sub-award to REPS and to our program partner ECI. The research includes: (1) an impact evaluation, (2) an implementation review, and (3) a cost study. more

The researchers will employ rigorous, quantitative methods to estimate the impacts for students enrolled in seven P-TECH schools. In addition, researchers will assess program implementation across these P-TECH schools to measure model fidelity and to inform the impact findings. The study investigates what types of programs, supports, and practices students who did not attend a P-TECH school experience in a business-as-usual comparison condition. The team will also explore each school’s efforts to support the four core program components: early college, focus on career, individual student pathways, and adding extended learning time to the school schedule. Finally, a cost-effectiveness study will examine start-up and ongoing costs.

REPS Assistant Director Althea Webber worked with Collaborative Programs Dean Cass Conrad to develop the proposal in partnership with MDRC. Webber and Vanessa Paul, the evaluation team lead for ECI, will work with Brian Donnelly, Director of ECI, who will lead program operations.

REPS Team Supports Testimony to the New York City Council

REPS researchers attended an October 23 New York City Council hearing on associate degree-earning opportunities for New York City high school students, including CUNY’s Early College Initiative (ECI). Vanessa Paul and Vandeen Campbell  provided analyses to support testimony on ECI given by Cass Conrad, the University Dean for K-16 initiatives, and John Mogulescu, the Senior University Dean for Academic Affairs and Dean of the School of Professional Studies. New York City Department of Education Deputy Chancellor Phil Weinberg, Kingsborough Early College Secondary School (KECSS) Principal Tracee Murren, and Leara Marshall, graduate and teacher at KECSS, also testified at the hearing. more

The REPS team—which also includes Paul Agnello, Millie Symns, and Andrew Byrum —works closely with ECI, which offers students at participating high schools the opportunity to obtain college credits and/or earn their associate degrees early. Campbell and the ECI team supported Conrad’s testimony with data on ECI high school enrollment patterns, college credit attainment in high school, and associate degrees earned both in high school and after enrolling in CUNY. The City Council members were interested in the extent to which black and Hispanic students had access to the program, and how many credit-earning students subsequently enrolled in CUNY and earned their associate degrees early.

City Council members expressed interest in the costs and benefits of the different ECI program models and the transferability of credits towards ECI graduates’ postsecondary degree programs.  As Campbell noted, these are important areas for future research.

Five-year grant to MDRC, CUNY, and CCRC to evaluate CUNY Start

REPS is proud to partner with MDRC and the Community College Research Center (CCRC) on a $4.8-million IES Research Grant to evaluate the CUNY Start program. The U.S. Department of Education’s Institute of Education Sciences has awarded a five-year grant to MDRC, CUNY, and CCRC to evaluate CUNY Start.
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