Houston Education
Research Consortium

Understanding the Effect of HISD’s EMERGE Program on Student Outcomes

This brief examines the impact of the EMERGE program on the likelihood of participating students applying to and enrolling in selective colleges.

Staying in the Neighborhood: Examining Distance to Zoned Schools and Access to Transportation

This brief examines how students' living distance from their zoned school and access to district-provided school transportation impact enrollment decisions.

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? (Part 4)

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.