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.
This brief explores the informal networks of elementary school student mobility in the Greater Houston area across 27 independent school districts (ISDs).
Two reports analyze the social and emotional skills of a representative group of 10 and 15-year-old students in HISD.
This study identified student characteristics associated with school year mobility for more than 260,000 students in grades 4 through 8 who began the 2016-17 school year at a school in one of ten Houston area school districts.
This study used seven years of data from the state of Texas (2010-11 through 2016-17) to illustrate how statewide patterns of school year student mobility differed by subgroup. Patterns of student mobility differed by race, socioeconomic status, and English learner status.
HERC collected 45 school district action plans addressing continuity of learning during the COVID-19 pandemic from school districts in 15 states that were publicly available between March and May 2020.
This research brief examines the distribution of eviction filings across the Houston Independent School District (HISD) in 2017 and 2018.
To investigate this phenomenon of “returners,” Houston Education Research Consortium researchers followed two types of leavers in a cohort of Houston-area students to see if and when they return.
The Literacy by 3 Classroom Practices and Campus Literacy Growth study is the first to examine the relationship between Literacy by 3 practices and campus literacy growth in HISD.
The goal of this methodological study is to evaluate the efficacy of an innovative approach to create a proxy indicator of immigrant generation for school districts to use when data on immigrant generation or parent birthplace are unavailable.
This brief highlights the increasing percent of English learners becoming long-term English learners in the last two decades and points to a set of mechanisms that may serve to explain this increase.