Houston Education Research Consortium

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https://hdl.handle.net/1911/117369
The Houston Education Research Consortium (HERC) is a research-practice partnership between the Kinder Institute and 10 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.

Learn more about HERC on its website

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Browsing Houston Education Research Consortium by Author "Gill, Patrick"

Now showing 1 - 5 of 5
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    College and Workforce Outcomes of CTE Graduates in Houston
    (Kinder Institute for Urban Research, 2023) Sánchez-Soto, Gabriela; Gill, Patrick; Bao, Katharine Y.; Thomas, Tori
    Career and technical education (CTE) has been identified as an important connection between students and the labor market. This series of briefs presented findings on postsecondary education outcomes, such as college enrollment and degree attainment, as well as workforce outcomes, such as employment and earnings, and how college degree attainment influences workforce success.
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    Predictors of School Year Student Mobility in the Houston Region
    (Rice University Kinder Institute for Urban Research, 2021) Gill, Patrick
    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. Of these students, 20,154, or just under 8%, changed schools at least once during the school year. Three characteristics stood out in predicting whether a student changed schools. First, Black students were more likely to be mobile during the year than students from other race/ethnicity groups, but a portion of these differences were explained by other characteristics. Second, students with lower STAAR scores in the prior school year were more likely to change schools than their peers with higher STAAR scores. Finally, prior mobility predicted future mobility as students who changed schools in the previous school year were more likely to be mobile again than their non-previously mobile peers.
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    Student Mobility during School Year Detrimental for Houston Area Students' Achievement and Attainment
    (Rice University Kinder Institute for Urban Research, 2021) Stroub, Kori; Gill, Patrick
    Tens of thousands of students in the Houston area switched schools during the school year annually. In moving from one school to another, students often experienced disruptions to their education. This study examined what this mobility meant for students’ performance on state accountability tests, high school grade retention, high school dropout, and high school graduation. In the state of Texas, students who changed schools during the school year saw a decline in their State of Texas Assessments of Academic Readiness (STAAR) scores. Student mobility also increased the chances a student was retained during their freshman year of high school. Finally, students who changed schools were at a higher risk of dropping out of high school and were less likely to graduate on‐time (i.e., within four years).
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    Student Mobility in Texas and the Houston Area: Summary Report
    (Rice University Kinder Institute for Urban Research, 2022) Potter, Daniel; Bao, Katharine; Gill, Patrick; Sánchez-Soto, Gabriela; Kennedy, Camila Cigarroa; Stice, Kenneth; Alvear, Sandra; Min, Jie
    Each school year, in the state of Texas, students unexpectedly change schools almost 450,000 times. In the Houston region alone, students change schools more than 60,000 times. These school changes are not random, tend to be geographically contained though not within school districts, and carry significant ramifications in the short-term for students’ performance on STAAR accountability tests and in the long-term for their risk of dropping out and failing to graduate from high school on-time. 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. Complementary research briefs have been released providing more details on the full set of findings that are highlighted in this report. As such, this report pulls forward a selection of key takeaways from the overall study with a particular focus on implications for Houston area districts and recommendations districts could consider as they continue to work to support mobile students.
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    The Relationship between School-Year Mobility and School Performance in the Houston Area
    (Rice University Kinder Institute for Urban Research, 2021) Gill, Patrick; Molina, Mauricio; Potter, Daniel
    The Kinder Institute for Urban Research's Houston Education Research Consortium, in a study of 10 public school districts in the Houston area, found that the higher the school-year mobility rate at a school, the lower its accountability performance. This association was largest in high schools, where school-year mobility rates fluctuated yearly, but was seen in elementary and middle schools as well. Implications for schools in the Houston area are discussed.