Browsing by Author "Molina, Mauricio"
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Item Career and Technical Education Alongside the STEM Endorsement in the Houston Area(Kinder Institute for Urban Research, 2024) Molina, Mauricio; Selsberg, BradleyThis brief explores the connection between career and technical education programs and high school endorsements and what pathways students follow to complete and attain them.Item Long-term English learners: How is timing of reclassification associated with middle and high school outcomes?(Kinder Institute for Urban Research, 2022) Cashiola, L.; Cigarroa Kennedy, C.; Molina, Mauricio; Ma, H.; Varghese, L.The purpose of this brief is to examine middle and high school outcomes of long-term English learners in the Houston region, with a specific focus on how the timing of reclassification—when an EL student is reclassified as English proficient—was associated with academic achievement and school engagement.Item Middle School Experiences and Exit: Perspectives from Parents(Rice University Kinder Institute for Urban Research, 2024) Szabo, Julia; Molina, Mauricio; Lee, Jasmin (Jee Sun); Cashiola, ElizabethStudent mobility, the movement of students between schools, is a significant concern for schools and school districts because it is associated with negative outcomes for the individual students moving, the school experiencing mobility, and non-mobile students. In the Arroyo Independent School District (AISD), a pseudonym created to protect anonymity, almost 40% of students left the district at some point between fifth and 12th grade, and the exit percentage was highest following the first year of middle school. Analyses examining district administrative and achievement data highlighted exit patterns and timing but could not answer the district’s primary question: Why are families exiting after entering middle school? In this study, we explored this question using in-depth interviews with parents from 70 families with children enrolled in AISD middle schools—40 who remained in the district and 30 who exited—and a survey of parents in the district. This data allowed us to explore how parents perceive and experience district middle schools and consider what motivated exit.Item Metadata only Parent University Evaluation(Rice University Kinder Institute for Urban Research, 2025) Molina, Mauricio; Pham, Annie; Bonner, Hannah; Stroub, KoriParental involvement in children's education significantly improves attendance, behavior, grades, and social skills, all of which are crucial for long-term success. To increase parental engagement and advocacy from parents, the Houston Independent School District (HISD) established the Parent University program in the 2018-19 school year. While the program has continuously evolved since its inception, the overall goal has remained the same: to connect parents with district-provided resources and information through a series of courses on topics that include parents’ dreams and aspirations for their children, the inner workings of HISD, challenges to equity and quality education, parental advocacy and volunteerism, and the pathway to college. Given this wide range of content and the resource-intensive nature of the intervention, the Kinder Institute for Urban Research’s Houston Education Research Consortium (HERC) has partnered with HISD to better understand which elements of Parent University have been the most effective in promoting parental engagement and advocacy. Information from this study will be used by program administrators to streamline and improve the content provided to future Parent University cohorts.Item Staying in the Neighborhood: Examining Distance to Zoned Schools and Access to Transportation(Kinder Institute for Urban Research, 2023) Molina, Mauricio; Baumgartner, Erin; Bao, KatharineThe Houston Independent School District's current busing policy states that students are eligible for transportation services to and from their zoned school if they reside two or more miles from that school. Within the context of HISD’s transportation policy, this brief aimed to better understand how a student's proximity to a zoned school and access to district-funded transportation impacted whether students opted to attend their zoned school or a different school.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, DanielThe 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.Item 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, DanielThe 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.