This brief investigates the extent to which national trends in inequitable arts learning opportunity, at least in terms of secondary school course offerings and enrollment, occur in the Houston Independent School District (HISD).
This brief examines the summer school program in Houston ISD and identifies schools and/or students that may need additional resources during summer school.
This brief examines how students' living distance from their zoned school and access to district-provided school transportation impact enrollment decisions.
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.
This comprehensive study of educational equity throughout Houston ISD focuses on understanding whether historically marginalized student populations in the district have the resources they need to be successful in the classroom and beyond.
This two-part study seeks to understand the relationship between school suspensions and juvenile justice contact in the Houston Independent School District (HISD).
The aims of this study are to identify characteristics that drive pre-k enrollment, understand where parents receive their information about HISD pre-k options, and understand parental beliefs about which program characteristics are most important.
This is the second in a series of briefs examining student access to Houston ISD pre-kindergarten programs. The study finds that among 2018-19 kindergarteners in HISD who did not attend HISD pre-k, about two-thirds of students likely qualified for enrollment.
This study attempts to identify the spatial distribution of HISD pre-kindergarten (pre-k) programs across the district and better understand how program location may be associated with access and equity issues.