This study investigates the relationship between educational policies and student proficiency in New York City public schools. This endeavor becomes essential, considering New York’s educational system comprises over 2.7 million students and an annual expenditure of more than 69 billion dollars. The No Child Left Behind(NCLB) Act and Every Student Succeeds Act
(ESSA) have left an indelible mark on New York’s educational landscape. NCLB was a first-of-its-kind policy that set foundational standards for general education and sanctioned schools failing to meet the set Adequate Yearly Progress (AYP). In conjunction, ESSA built upon the NCLB framework, modifying the allocation of sanctions and adjusting the AYP criteria nationally. The importance of diversity in shaping policies cannot be overstated. By recognizing and embracing the diverse needs of students, policies such as those outlined in ESSA are designed to create the most equitable experience for all.
My study will answer the question of what effect educational policy and economic diversity have on the average proficiency of students within New York City Public Schools. This paper finds that as economic diversity increases, student performance falls, but this is anticipated within this study because induced diversity implies that more students are from disadvantaged communities. It is evident that during the implementation of ESSA, the effect of economic diversity was mitigated.