The present paper uses a rich dataset based on naturally‐occurring lotteries for 68 new small non‐selective high schools in New York City, which we refer to as small schools of choice (SSCs), to address two related questions: (1) What high school features are promising levers for increasing graduation rates for disadvantaged students? and (2) What high school features helped to produce SSCs’ positive impacts on graduation rates? Our findings provide suggestive evidence that school leadership quality, teacher empowerment, teacher mutual support, teacher evaluation and feedback, teacher professional development, data‐driven instruction, teacher/parent communication, academic rigor, personalized learning, and teacher/student respect are promising levers for increasing graduation rates for disadvantaged students. Our findings also provide suggestive evidence that many of these school features explain part of the total average SSC effect on graduation rates, although most of this average effect remains unexplained. Lastly, our findings indicate that SSCs are clearly distinguishable from their counterfactual counterparts in terms of school features that were emphasized by SSC funders.

中文翻译：

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纽约市选择的小型学校关于促进弱势学生毕业的高中特色的教训

本论文使用了一个丰富的数据集，该数据集基于纽约市 68 所新的小型非选择性高中（我们将其称为小型选择学校 (SSC)）的自然发生的抽签，以解决两个相关问题：（1）什么高中特色是提高弱势学生毕业率的有希望的杠杆吗？(2) 高中的哪些特点有助于产生 SSC 对毕业率的积极影响？我们的研究结果提供了暗示性的证据，表明学校领导质量、教师授权、教师相互支持、教师评估和反馈、教师专业发展、数据驱动教学、教师/家长沟通、学术严谨、个性化学习和教师/学生尊重是有前途的杠杆提高弱势学生的毕业率。我们的研究结果还提供了暗示性证据，表明许多这些学校特征可以解释部分平均 SSC 对毕业率的影响，尽管这种平均影响的大部分仍然无法解释。最后，我们的研究结果表明，就 SSC 资助者所强调的学校特征而言，SSC 与他们的反事实同行明显不同。