The Houston Education Research Consortium is a research-practice partnership between the Kinder Institute and 11 Houston-area school districts to guide data-driven, equity-minded policy. HERC uses a jointly developed research agenda that involves both researchers and school district leaders working together on critical issues to improve educational equity. The research center follows a long-term, rather than project-based, collaboration to solve longstanding problems with a focus on informing decision-makers directly.
Social and Emotional Skills of Students in the Houston Independent School District (Briefs 2-5)
This series of briefs looks at how social and emotional skills are related to academic outcomes, absenteeism, and exclusionary discipline; the context of SSES skills; and the commonalities and differences between students’ self-ratings and teachers’ ratings of students’ SE skills.
Long-term English learners: How is timing of reclassification associated with middle and high school outcomes?
This brief examines the middle and high school outcomes of long-term English speakers in the Houston region, with a specific focus on how the timing of reclassification was associated with academic achievement and school engagement.
Equity in CTE Program Availability and Access
This study examined the availability and access to Career and Technical Education programs in HISD.
HISD Student Needs Survey: Fall 2021
HISD's 2021 student needs survey measured student needs across five categories: health, mental health, basic needs, home learning environment, and enrichment activities.
Problems with How Texas Measures Continuous Enrollment and Proposed Solutions: A Methodological Report
This report proposes alternative definitions for student continuous enrollment. It also looks at the relationship between continuous enrollment and performance.
Pre-K Choice and School Readiness in HISD (Part 4)
This brief serves as the fourth, and final, study in a series examining pre-K access for students in HISD.
Long-term English Learners (LTELs): What factors are associated with the likelihood of an English learner becoming a long-term English learner? (Part 3)
This research brief examines student, campus, and neighborhood characteristics that can be considered risk or protective factors for the likelihood of an English learner (EL) becoming an LTEL (long-term English learner).
Student Mobility in Texas and the Houston Area
This report is the culmination of a multi-year study on student mobility undertaken by the Kinder Institute for Urban Research's Houston Education Research Consortium in collaboration with 10 public school districts in the Houston area.
The Relationship Between School-Year Mobility and School Performance in the Houston Area
A study of 10 public school districts in the Houston area found that the higher the school-year mobility rate at a school, the lower its accountability performance.
Consistency in Campus Student Mobility Predicting Campus Mobility at Houston Area Public Schools
This brief relays findings on how campuses’ student body characteristics, neighborhood features, campus attributes, and nearby alternative schooling options influence campus mobility rates.
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