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Results indicate citywide concentration in higher-need settings, including schools with more low-performing students, ELLs, and dropouts, as well as struggling schools and schools targeted for closure. 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\nInequitably Distributing New York City’s Late-Enrolling High School Students  \nABOUT THE ANNENBERG INSTITUTE FOR SCHOOL REFORM  \nThe Annenberg Institute for School Reform (AISR) is a national policy-research and reform-support organization, affiliated with Brown University, that focuses on improving conditions and outcomes for all students in urban public schools, especially those attended by traditionally underserved children. AISR’s vision is the transformation of traditional school systems into “smart education systems” that develop and integrate high-quality learning opportunities in all areas of students’ lives – at school, at home, and in the community. AISR conducts research; works with a variety of partners committed to educational improvement to build capacity in school districts and communities; and shares its work through print and Web publications.  \nRather than providing a specific reform design or model to be implemented, AISR’s approach is to offer an array of tools and strategies to help districts and communities strengthen their local capacity to provide and sustain highquality education for all students.  \n[http://annenberginstitute.org](http://annenberginstitute.org)  \nACKNOWLEDGMENTS  \nThe authors would like to offer their special thanks to Yoav Gonen from the New York Post for providing us with over-the-counter rates for New York City students, and to New York City’s Independent Budget Office for providing us with student enrollment data. Great appreciation is also extended to Stephen Phillips (superintendent of the Alternative High School Division, 1987–1997) and to Larry Edwards ( New York City school system’s director of guidance and pupil personnel services, 1990s) for sharing their experiences with and thoughts on over-the-counter student placements in New York City.  \nPrepared by Toi Sin Arvidsson Norm Fruchter Christina Mokhtar  \nEditing  \nO’ rya Hyde-Keller and Elaine Kehoe Graphic Design  \nHaewon Kim  \n© 2013 Brown University,  \nAnnenberg Institute for School Reform This report is available at no charge  \nat [http://annenberginstitute.org/publication/OTC-Report](http://annenberginstitute.org/publication/OTC-Report).  \nThe Annenberg Institute for School Reform at Brown University proudly celebrates its 20th anniversary and reaffirms its commitment to urbanpublic education reform and our mission to ensure equitable, high-quality learning opportunities for all children and communities.  \nE X E C U T I V E S U M M A R Y  \nOver the Counter, Under the Radar  \nInequitably Distributing New York City’s Late-Enrolling High Schools Students  \nEwho enroll in New York City  \nvery year, some 36,000 students  \nhigh schools without participating in the high school choice process are labeled as “over-the-counter” or OTC students and are assigned a school by the New York City Department of Education (DOE) . These young people are among the school system’s highest-needs students – new immigrants, special needs students, previously incarcerated teens, poor or transient or homeless youth, students over age for grade, and students with histories of behavioral incidents in their previous schools. Recognizing the gap in research on this substantial population of students, as well as the need to increase public concern about the concentration of high-needs students in struggling schools, this report analyzes unique data on the assignment of OTC students to New York City high schools from 2008 to 2011 to determine whether those students are disproportionately assigned to particular high schools.  \nOur findings show that citywide:  \n1. OTC students are disproportionately assigned to high schools with higher percentages oflow-performing students, English language learners (ELLs), and dropouts. The higher a highschool’s eighth-grade test scores for the incoming freshman class are, the lower their OTC assignment rate is.  \n2. OTC students are disproportionately assigned to struggling high s","cbCaily2eWue4B4g","https://ap.wps.com/l/cbCaily2eWue4B4g","pdf",1668522,"English","# Executive Summary\n## Findings and Disparities\n## Recommendations","[{\"question\":\"What are “over-the-counter” (OTC) students in New York City?\",\"answer\":\"OTC students are late-enrolling students assigned to high schools by the New York City Department of Education without participating in the high school choice process.\"},{\"question\":\"What does the report find about where OTC students are assigned?\",\"answer\":\"OTC students are disproportionately assigned to high schools with higher shares of low-performing students, English language learners, and dropouts, and to struggling schools, including those targeted for closure.\"},{\"question\":\"What recommendations does the report propose to address assignment inequities?\",\"answer\":\"The report recommends that the DOE study OTC students’ demographics and performance to identify “beat the odds” schools and ensure high schools implement exemplary practices to improve outcomes for all OTC students.\"}]","Over the Counter, Under the Radar - Inequitably Distributing New York City’s Late-Enrolling High School Students | PDF"]