Houston Education
Research Consortium

Does a Self-Affirmation Intervention Reduce Stereotype Threat in Predominantly Black and Hispanic High Schools?

This report looks at the effectiveness of interventions meant to combat negative stereotype threat in schools where students of color are the majority.

An Evaluation of Matrices Used to Select Magnet School Students

This document evaluates the Houston Independent Schools District's scoring system for students applying to its magnet schools.

EVAAS Value-Added Scores for Teachers with High Need Students

This brief looks at variation in teachers' value-added scores in relation to both the teachers and students as well as the scores of teachers at both low- and high-performing schools over time.

Evaluating High School Dropout Indicators and Assessing Their Strength

This brief evaluates indicators for students at risk of dropping out of school.

An Evaluation of the Secondary Reading Initiative

This report investigates an initiative intended to improve achievement on standardized tests for students who have struggled with reading.

Improving Math Scores for African American and Hispanic Females

This report examines the effectiveness of self-affirmation exercises in the face of negative stereotype threat.

Reading Achievement Among English Language Learners

This study follows a single cohort of students from kindergarten through fifth grade, tracking reading growth.

How Do High Status Parents Choose Schools? Evidence From A Choice District

In-depth interviews with Houston-area parents in affluent neighborhoods sheds light on how families select schools.