76) Just last month, NYCDOE itself released extensive data about the 2010-2011 school year, leading to more discussion of correlations with race and special needs status, (77) as well as income status.
To answer these questions, we studied the five years (2005-2010) of suspension data provided to us by the NYCDOE.
The data that we have assembled about these schools include the progress report grades that the NYCDOE awarded the schools and, for some years, whether the school's principal changed.
To what extent do the schools adhere to NYCDOE suspension policy?
In other words, is there evidence that the NYCDOE
or individual schools consider the possibility that some families, particularly those of immigrant origin, may be unfamiliar with the concept of school choice, may approach it from a distinct cultural perspective, and may require additional guidance?