Houston Education Research Consortium

Permanent URI for this collection

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 "Holzman, Brian"

Now showing 1 - 5 of 5
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    Inequalities in Postsecondary Attainment by English Learner Status: The Role of College-Level Course-Taking. Research Brief for the Houston Independent School District. Volume 9, Issue 2.
    (Rice University Kinder Institute for Urban Research, 2020) Holzman, Brian; Salazar, Esmeralda Sánchez; Chukhray, Irina
    According to the National Center for Education Statistics, it is estimated that 10% of U.S. public school students are currently classified as English Learner (EL). This report finds that gaps in four-year college outcomes by EL status are large, but are entirely explained by differences in sociodemographic, academic and school characteristics. After controlling for sociodemographic and school characteristics, EL students reclassified in middle and high school take fewer college-level courses during the junior and senior years of high school than Never EL students. In contrast, Never EL students and EL students reclassified in elementary school appear to take similar numbers of college-level courses. When considering academic characteristics like reading test scores, math test scores, average course grades and the number of college-level courses taken, differences in college-level course-taking explain 7% to 22% of the gap in four-year college enrollment between Never EL students and students reclassified in elementary, middle and high school. In terms of four-year college completion, differences in college-level course-taking explain 14% of the gap between Never EL students and students reclassified in middle school and 40% of the gap between Never EL students and students reclassified in high school.
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    Newcomer Schools in Houston ISD: Examining Student Enrollment and Outcomes
    (Kinder Institute for Urban Research, 2024) Holzman, Brian; Cigarroa Kennedy, Camila; Thomas, Tori; Chin, Aimee
    Newcomer programs aim to serve newly arrived immigrant students by providing specialized instruction and nonacademic support beyond what is offered in traditional English learner classrooms. This series of briefs looks at what characteristics predict whether students and families choose to enroll in newcomer programs.
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    STEM Endorsement and the Pathway to College
    (Kinder Institute for Urban Research, 2024) Holzman, Brian; Lewis, Bethany; Ma, Hao
    This series of briefs looks at a variety of factors for students in choosing and completing the STEM endorsement in Houston ISD, including access, race, gender and academic achievement. The briefs also examine whether endorsement completion predicts college enrollment.
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    The Role of College Prep Course Offerings and Course-Taking in Long-Term Educational Outcomes. Research Brief for the Houston Independent School District. Volume 8, Issue 2.
    (Rice University Kinder Institute for Urban Research, 2019) Holzman, Brian; Stroub, Kori; Kennedy, Camila Cigarroa; Lewis, Bethany
    In this brief, we describe the distribution of college prep course offerings across Texas and determine which school characteristics are associated with higher and lower numbers of course offerings. We also examine how college prep course offerings are related to student-level college prep course-taking and, in turn, how course-tak- ing behaviors are related to long-term educational out- comes. This investigation of the distribution of college prep course offerings across Texas high schools reveals that more college prep courses are offered at larger, urban and suburban schools with higher levels of academic achievement and lower levels of economic disadvantage. Offering more college prep courses is associated with higher levels of course-taking, which, in turn, is associat- ed with improved chances of completing a postsecondary credential, particularly for lower-achieving students.
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    Understanding the Effect of HISD’s EMERGE Program on Student Outcomes
    (Kinder Institute for Urban Research, 2023) Holzman, Brian; Thrash, Courtney; Chukhray, Irina
    This brief looks at the impact of HISD's EMERGE program on students' likelihood to apply to and enroll in a selective college.