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P-TECH 9-14 pathways to success: Implementation, impact, and cost findings from the New York City P-TECH 9-14 schools evaluation (Rosen et al., 2023)

  • Findings

    See findings section of this profile.

    Evidence Rating

Review Guidelines

Absence of conflict of interest.

Citation

Rosen, R., Alterman, E., Treskon, L., Parise, L., Dixon, M., & Wuest, C. (2023). P-TECH 9-14 pathways to success: Implementation, impact, and cost findings from the New York City P-TECH 9-14 schools evaluation. New York: MRDC.

Highlights

  • The study’s objective was to examine the implementation of the P-TECH 9-14 model, which allows New York City high school students to earn a diploma and, by continuing their education for two more years, receive a free applied associate degree in science, technology, engineering, or math (STEM) from a City University of New York (CUNY) college. This helps them qualify for entry-level positions in STEM fields.  
  • The study authors conducted an implementation evaluation using qualitative interviews and surveys.  
  • The study found that all P-TECH 9-14 schools effectively provided all components of the P-TECH 9-14 model. However, the schools differed in the variation and level of engagement of the P-TECH 9-14 model. The COVID-19 pandemic increased the variation of the P-TECH 9-14 model components in the schools. 
  • The study did not provide information on the number of interviews that were conducted over Zoom during the COVID-19 pandemic when schools switched to remote learning. It also did not provide the response rate of school leaders who took part in the survey. 
  • The embedded impact study was reviewed by CLEAR in June 2024 and can be found here: P-TECH 9-14 pathways to success: Implementation, impact, and cost findings from the New York City P-TECH 9-14 schools evaluation (Rosen et al., 2023). 

Intervention Examined

P-TECH 9-14 Model

Features of the Intervention

  • Type of organization: Public high schools 
  • Location/Setting: Multi-site in New York  
  • Population served and scale: 1,479 high school students. 
  • Industry: Science, Technology, Engineering, and Math (STEM) 
  • Intervention Activities: Accelerated learning; Work based learning; Dual enrollment; Career pathways 
  • Organizational Partnerships: Employers and colleges 
  • Cost: 2014-2015 cohort total cost per degree was $531,180 and 2015-2016 cohort total cost per degree was $915,452 
  • Fidelity: Not included 

The first P-TECH 9-14 school opened in Brooklyn, New York in 2011, through a three-way partnership between P-TECH High School, City University of New York (CUNY), and IBM, and was funded by the U.S. Department of Education’s Institute of Education Sciences. The P-TECH 9-14 education model offers high school students in New York City Public Schools the chance to earn both a high school diploma and a free applied associate degree in science, technology, engineering, or math (STEM) within two years after completing twelfth grade. This prepares them to apply for entry-level positions in a STEM-related field. The model involves partnerships between New York City Public Schools, CUNY, and an employer.  

The P-TECH 9-14 model includes accelerated learning and exams; career and technical education in high school; college classes offered through a partnership with a college; and work-based learning from an employer in a STEM field. Students were admitted to P-TECH 9-14 schools via a lottery system in New York City Public Schools, where they were randomly selected for enrollment. The implementation study provides data on the first seven P-TECH 9-14 schools in New York City, which served 1,479 students during the 2014-2015 and 2015-2016 school years. 

Features of the Study

The implementation study’s objective was to determine how the first seven P-TECH 9-14 schools in New York City implemented the model’s components, examine the similarities and differences of the implementation of all seven schools, and analyze the cost effectiveness of the P-TECH 9-14 model. The study authors conducted in-person and virtual interviews (during the COVID-19 pandemic) with 119 school leaders, school staff, students, school district members, college partners, and employer partners. From these interviews, the study authors conducted an analysis to identify themes related to high school activities and advising, college activities and advising, work-based learning and advising, partnerships, general school information, family involvement, COVID-19, and implementation challenges and successes.  

Study Sites

The seven P-TECH 9-14 schools were: 

  • P-TECH High School in Brooklyn 
  • Energy Tech High School in Queens 
  • HERO High School in the Bronx 
  • Inwood High School in Manhattan 
  • MECA High School in Manhattan 
  • B-TECH High School in Queens 
  • City Polytechnic High School of Engineering in Brooklyn 

Findings

Intervention Activities/Services 

  • The study found that all seven P-TECH 9-14 schools implemented the components of the model. However, the schools differed in the specific opportunities that were available to students. 
  • Most P-TECH 9-14 schools required students to engage in specific activities. As students advanced through the P-TECH 9-14 program, more activities imposed additional requirements, making it challenging for students who did not meet these prerequisites to participate.  
  • P-TECH 9-14 students took their Regents exam earlier than usual, with some students taking it in the summer before ninth grade and others as late as the end of tenth grade. 
  • About a third of students did not continue with P-TECH 9-14 after finishing twelfth grade. During the COVID-19 pandemic, most students began to reconsider their post-secondary school choices and began to apply to four-year colleges and universities when SAT and ACT tests became optional.  
  • All P-TECH 9-14 schools provided mentoring, but they differed in the level and intensity of professional mentoring offered to students. Some schools offered mentoring in grades 9 and 10, while others provided it in later years when students had more work-based learning experiences. 
  • Every P-TECH 9-14 school offered work-based learning through at least one employer partnership, although the range of activities available varied depending on the number of partnerships each school established.  
  • While every P-TECH 9-14 school offered dual enrollment for college courses starting in the spring of tenth grade, not all students participated.  

Implementation Challenges and Solutions 

  • Throughout the COVID-19 pandemic, P-TECH shifted to remote learning and later adopted a hybrid model. However, keeping students engaged was harder than with full-time in-person instruction.  
  • Prior to the pandemic, work-based learning varied among P-TECH 9-14 schools, but there was a significant decline during the pandemic. To boost these opportunities, P-TECH 9-14 encouraged students to apply for the New York City Summer Youth Employment program.  
  • P-TECH 9-14 launched college support classes to help students with their college work during the pandemic, but they still faced difficulties in maintaining student engagement. 

Cost/ROI 

  • The study found that the total cost per degree earned after six years was $531,180 for students in the 2014-2015 cohort and $915,352 for students in the 2015-2016 cohort.  
  • The cost analysis revealed that the expenses for the 2014-2015 cohort were cost-effective, whereas those for the 2015-2016 cohort were not.  

Considerations for Interpreting the Findings

The study authors did not specify how many of their interviews were conducted via Zoom during the COVID-19 pandemic. They also did not disclose the number of school leaders who responded to their survey. In analyzing P-TECH 9-14 costs, the study authors suggest that certain years of high school might be more expensive than others due to course progression and the availability of work-based learning opportunities in specific years. Additionally, they lacked data on students who participated in the New York City Summer Youth Employment program.  

Reviewed by CLEAR

January 2025