Browsing by Author "Kennedy, Camila"

Now showing 1 - 4 of 4
  • Thumbnail Image
    Item
    Changing Schools, Part 1: Student Mobility during the Summer Months in Texas and the Houston Area
    (Rice University Kinder Institute for Urban Research, 2020) Potter, Daniel; Alvear, Sandra; Bao, Katharine; Kennedy, Camila; Min, Jie
    Changing schools impacts students’ achievement, educational attainment, and their relationships with peers and teachers. Mobile students tend to have lower grades and test scores, experience grade retention more frequently, and are more likely to drop out of school (Rumberger, 2003; South, Haynie, & Bose, 2007). As the evidence of student mobility’s negative consequences grows, understanding the influence of mobility on schooling in Texas and the Houston area becomes increasingly important. Before examining mobility’s impact, however, we have to understand its prevalence. This research brief offers an initial, descriptive look at summer mobility, or mobility that takes place between school years.
  • Thumbnail Image
    Item
    Changing Schools, Part 3: Student Mobility within and between Districts in Texas and the Houston Area.
    (Rice University Kinder Institute for Urban Research, 2020) Potter, Daniel; Alvear, Sandra; Bao, Katharine; Kennedy, Camila; Min, Jie
    Students who move between schools in the same district often have different experiences than students who move into an entirely new school district. Changing schools within a district allows students to stay embedded in the larger district structure and their student information often follows them in real-time, as schools within districts have efficient ways of sharing information across campuses (Kerbow, Azcoitia, & Buell, 2003). Alternatively, students changing districts have new structures and cultures to adjust to, as well as possible delays in their student information following them to their new school. This can leave students without services and accommodations they might otherwise receive sooner (Xu, Hannaway, & D’Souza, 2009). This brief examines the prevalence of these within-district, between-district, and non-Texas public school system moves in Texas and the Houston area.
  • Thumbnail Image
    Item
    Changing Schools, Part 4: Differences in School Year Student Mobility by Subgroup
    (Rice University Kinder Institute for Urban Research, 2021) Potter, Daniel; Alvear, Sandra; Bao, Katharine; Kennedy, Camila; Min, Jie
    This study used seven years of data from the state of Texas (2010-11 through 2016-17) to illustrate how statewide patterns of school year student mobility differed by subgroup. There were differences in the rates of mobility during the school year by both race and socioeconomic status. Specifically, Black students and economically disadvantaged students had higher mobility rates than their peers from other subgroups. There were also subgroup differences in the destination of these moves. A higher percent of the moves made by Hispanic and Black students, economically disadvantaged students, and English learners (EL) students took place within districts. A higher percent of moves made by White, Asian, and non-economically disadvantaged students took place out of the Texas Public School System (TPSS).
  • Thumbnail Image
    Item
    Student Mobility Networks in the Greater Houston Area: Elementary School Student Mobility Networks
    (Rice University Kinder Institute for Urban Research, 2021) Bao, Katharine; Molina, Mauricio; Kennedy, Camila; Potter, Daniel
    The Houston Education Research Consortium (HERC), in collaboration with 10 public school districts in the Greater Houston area, set out to better understand the prevalence, patterns, and consequences of student mobility on Houston-area students and schools. This brief explores the informal networks of elementary school student mobility in the Greater Houston area across 27 independent school districts (ISDs), which include HERC’s 10 school district partners involved in the Student Mobility and Continuous Enrollment project, their 17 neighboring districts, and non-district charter schools. Six mobility networks were identified in the Greater Houston area. These mobility networks crossed district boundaries and differed in terms of their size, student demographics, and school characteristics. About 70 percent of student mobility that started from a campus in one of the six networks stayed within that same network.