Browsing by Author "Chukhray, Irina"

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    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.
  • Thumbnail Image
    Item
    Teacher-Student Congruence and Student Achievement in Segregated Schools
    (2015-10-30) Chukhray, Irina; Turley, Ruth N.L.; Bratter, Jenifer L.; Cech, Erin
    Students’ academic achievement is crucial to life opportunities and chances, yet minorities continue to underperform compared to whites in reading and math. One mechanism that makes a difference in student success is teachers, and especially teacher-student relationships. Since research emphasizes that feelings of social belonging positively influence student achievement, some suggest that good teacher-student relationships, potentially cultivated by sharing race (race congruence), may improve students’ achievement. This study uses data on a census of elementary and middle school students (white, Black, and Hispanic) in a large urban school district in Texas from 2009-10 through 2010-11 to investigate the potential benefits of race congruence between teachers and students on a standardized math and reading assessment. This study contributes by focusing on a heavily segregated school district. Using regression modeling to isolate the effects of congruence independent of other student and teacher characteristics, I examine race differences in any effects of congruence. The results indicate little evidence for race congruence benefiting students except for one situation: black students in reading, which may be driven by school racial composition.
  • Thumbnail Image
    Item
    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.