This event will focus on the changing demographic composition of the Greater Houston region and what these trends mean for the schools, districts and organizations providing support to an evolving student population.
This brief examines the characteristics of public pre-K teachers and classrooms in Houston-area school districts to better understand how well the programs align with research-based indicators that have been shown to produce positive student outcomes.
This series examines the influence of the passage of Texas House Bill 3 (HB3) and COVID-19 pandemic on public pre-K enrollment and attendance. It also looks at how participation in public pre-K programs is associated with early elementary outcomes such as kindergarten readiness, chronic absenteeism, and English proficiency.
Join the Kinder Institute's Houston Education Research Consortium (HERC) to learn about recent pre-K research conducted in partnership with nine Houston-area school districts.
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.
This two-part study confirms the broad variations of pre-kindergarten offerings across the state's largest school district, Houston Independent School District.
Two new studies confirm the broad variations of pre-kindergarten offerings across the state's largest school district, Houston Independent School District.