Browsing by Author "Potter, Daniel"
Now showing 1 - 20 of 24
Results Per Page
Sort Options
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, JieChanging 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.Item Changing Schools, Part 2: Student Mobility during the School Year in Texas and the Houston Area. Research Brief for the Houston Independent School District. Volume 8, Issue 5.(Rice University Kinder Institute for Urban Research, 2019) Potter, Daniel; Alvear, Sandra; Bao, Katharine; Min, JieStudent mobility refers to students changing schools. In this series of research briefs, the Houston Education Research Consortium (HERC) examines and describes the amount of student mobility in Texas, with particular focus on Houston area public schools. This second research brief focuses on providing an overview of how much mobility takes place during the school year (i.e., within school years). Other research briefs give more detail on school changes during the summer time, the percentage of mobility that stays within district and how much crosses between school districts, as well as differences in mobility across subgroups of students.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, JieStudents 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.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, JieThis 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).Item Election 2023: Priorities and Concerns of Houston Residents(Kinder Institute for Urban Research, 2023) Potter, Daniel; Glanzer, Anna; Perez, Katherine; Tobin, Alec; Pren, KarenThis report amplifies the city of Houston's challenges, opportunities and aspirations, and what residents would like to see done by the next mayor.Item Exit Only or Revolving Doors: Student Mobility to and from Non-Texas Public Schools and Non-District Charters(Rice University Kinder Institute for Urban Research, 2021) Potter, Daniel; Bao, Katharine; Kennedy, Camila CigarroaEvery year, thousands of students leave traditional, Houston-area public schools for private schools, homeschools, or non-district charter schools. Some of these students eventually return to the public school setting. To investigate this phenomenon of “returners,” Houston Education Research Consortium researchers followed two types of leavers in a cohort of Houston-area students to see if and when they return. First, the researchers followed students who left the Texas public school system (TPSS) entirely. Because these students left TPSS entirely, it was not clear where they went (i.e., private schools, schools in other states), and only one-third of these leavers returned and stayed in Texas public schools. Second, the researchers followed students who left traditional public schools for non-district charter schools. Since charter schools in Texas are public schools, the researchers were able to follow leavers, and found that nearly 60 percent of these leavers eventually returned to and stayed at a traditional public school. Understanding that certain types of mobility function as a “revolving door” between educational entities has implications for how schools inform, serve, and support their students and families.Item Funding Houston's Parks and Greenspace(Kinder Institute for Urban Research, 2023) Potter, Daniel; Williams, Lee; Glanzer, Anna; Niznik, Aaron; Dawson, Lauren; Tobin, Alec; Pren, KarenThe report consists of 1) an analysis of parks spending reported to the Trust for Public Land, 2) a survey of Houston-area residents about their park experiences, and 3) interviews with the city’s most recent mayors—Bill White, Annise Parker, and Sylvester Turner—to learn how city leaders have handled funding challenges.Item Houston and Harris County Residents' Experiences with Perceived Crimes and Incidents Motivated by Bias and Prejudice(Rice University Kinder Institute for Urban Research, 2024) Perez, Katherine; Potter, DanielAgainst a backdrop of concern for crime and low levels of hate crime reporting, residents in Houston and Harris County were asked about their experiences being the victim of a crime or other unwanted incident (or both), and whether they perceived those experiences being motivated by bias or prejudice towards one of their actual or perceived characteristics. Additionally, for residents who reported being the victim of a crime or incident they perceived as being motivated by bias or prejudice, they were also asked if they reported the incident to the police or other local law enforcement, and if not, what stopped them from reporting.Item Increases in Long-Term English Learners (LTELs) in Texas(Rice University Kinder Institute for Urban Research, 2021) Cashiola, Lizzy; Potter, DanielThe number of English learners (ELs) who do not reclassify as English proficient in the first five years of schooling has increased across the state of Texas. ELs are a diverse population of students with varying levels of English proficiency. Many students who begin school as an EL reclassify as English proficient in a timely manner and go on to achieve academic success. Students who remain EL after five years in school are considered “long-term English learners” (LTELs). Research has shown that LTEL status corresponds with negative academic outcomes, such as lower test scores, higher risk of drop out, and lower on-time high school graduation rates. Between the 2000-01 and 2014-15 school years, the percent of first graders who began school as ELs has increased slightly. In contrast, the percent of ELs who go on to become LTELs during this same time frame has increased by almost 90 percent. Similar trends were found in many urban and non-urban areas throughout the state. The increased proportion of EL students becoming LTEL threatens to undermine the educational success of EL students in Texas. This brief highlights the increasing percent of ELs becoming LTEL in the last two decades, and points to a set of mechanisms that may serve to explain this increase.Item Kinder Houston Area Survey: Forty-Two Years of Measuring Perceptions and Experiences of a Resilient City(Rice University, 2023) Potter, Daniel; Pren, Karen; Tobin, Alec; Perez, Katherine; Njeh, Joy; Kim, AndrewThe 2023 Kinder Houston Area Survey provides a glimpse into how Houstonians are thinking about the critical challenges and issues facing their communities. This year's survey reveals the cost of housing or the economy is the biggest problem facing the area, despite the fact that jobs have rebounded since the pandemic.Item Long-Term English Learners (LTELs): Predictors, Patterns, & Outcomes. Brief 1: Defining LTEL(Rice University Kinder Institute for Urban Research, 2020) Cashiola, Lizzy; Potter, DanielThis is the first in a series of briefs the Houston Education Research Consortium (HERC) will release on long-term English learners (LTELs). The full study will examine LTELs in Texas, with particular focus on 10 Houston-area public school districts. Currently, there is no formal definition of LTEL in Texas. The purpose of this brief was to compare three common definitions of LTEL (remaining an English learner for more than three years, more than five years, and more than seven years) using seven criteria based on its research and practitioner application to identify the most useful definition. The definition of LTEL as remaining EL after five years satisfied the most criteria. Using this definition of LTEL, HERC will move forward with this study by examining characteristics of LTELs and the schools that serve them, overall patterns of reclassification for ELs and LTELs, and the educational outcomes of LTELs.Item Mental Health and Well-Being of Lesbian, Gay, and Bisexual Residents in the Houston Area(Rice University Kinder Institute for Urban Research, 2024) Perez, Katherine; Potter, DanielTo better understand the circumstances and lived experiences of lesbian, gay, and bisexual adults in the Houston area, the Kinder Institute surveyed 4,200 residents about their health and livelihood. This study 1) provides a demographic overview of these sexual minorities, including information about their housing situation, neighborhoods, socioeconomic status and community involvement, 2) analyzes the COVID-19 pandemic’s impact on their mental health and well-being, and 3) looks at mental health care service use and barriers to utilization.Item Opportunity Youth Healthcare Pipeline Study(Rice University Kinder Institute for Urban Research and United Way of Greater Houston, 2024) Bao, Katharine Yang; Njeh, Joy; Selsberg, Brad; Niznik, Aaron; Horne, Autumn; Potter, Daniel; Rice University Kinder Institute for Urban ResearchThe Opportunity Youth Healthcare Pipeline (OYHP) initiative, a collaborative effort by J.P. Morgan Chase, United Way of Greater Houston, Memorial Hermann Health System, and several community-based organizations, seeks to connect youth with career opportunities in the health care sector in the Houston region. In partnership with the United Way, the Kinder Institute for Urban Research conducted an in-depth study to explore the operational dynamics, challenges, opportunities, and successes of the implementation of the program. Drawing on insights from participants, program staff, and stakeholders, the study highlights the need for enhanced program awareness, clearer communication channels, tailored support initiatives to better serve Opportunity Youth (OY), and training programs that meet the evolving needs and expectations of the job market.Item Metadata only Parks and Greenspace Equity Indicators: A Neighborhood-Level Study in Harris County(Kinder Institute for Urban Research, 2023) Potter, Daniel; Sherman, Stephen Averill; Guajardo, Luis; Wang, JayUtilizing Trust for Public Land ParkServe data along with information from the American Community Survey, this report examines the extent to which the diverse populations and neighborhoods of Houston and Harris County have access to parks and greenspace.Item Problems with How Texas Measures Continuous Enrollment and Proposed Solutions: A Methodological Report(Kinder Institute for Urban Research, 2022) Nguyen, D.; Gill, P.; Potter, DanielTexas' current definition of continuous enrollment suggests a level of stability in schools that does not align with the lived experiences of students and teachers. This report proposes alternative definitions that identify a smaller percentage of students as continuously enrolled. It also looks at the relationship between student continuous enrollment and performance.Item Research Lessons from the Pandemic: Why Unrestricted Funding is Critical to RPPs(NNERPP, 2021-06-30) Spitzley, Nina; McCormick, Meghan; Taylor, Anne; Weiland, Christina; Gerry, Alica; Potter, Daniel; Turley, Ruth LópezItem 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, JieEach 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.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 2023 State of Housing in Harris County and Houston(Kinder Institute for Urban Research, 2023) Potter, Daniel; Sherman, Stephen Averill; Kim, Andrew; Tobin, AlecThe 2023 State of Housing in Harris County and Houston report presents a portrait of renting in Houston and Harris County—renters’ demographic patterns, the types of rental units they occupy, the affordability gap toward homeownership, and the geography of evictions. The report also explores the role of institutional investors and their growing presence in the local rental market, followed by an assessment of the cost pressures faced by renters. Finally, the report details the quality of rental structures and questions of rental habitability in Harris County and Houston and where these issues may be concentrated in some neighborhoods.Item The 2024 State of Housing in Harris County and Houston(Rice University Kinder Institute for Urban Research, 2024) Sherman, Stephen Averill; Kim, Andrew; Niznik, Aaron; Glanzer, Anna; Tobin, Alec; Potter, DanielThe 2024 State of Housing in Harris County and Houston report explores the implications of increasing homeownership costs in the region. The report is divided into three chapters looking at where and who are homeowners, housing affordabliity and gentrification indicators.