Browsing by Author "Stroub, Kori"
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Item Metadata only Is There Support for a Houston Independent School District Bond?(Rice University Kinder Institute for Urban Research, 2024) Stroub, Kori; Hood, StaceyThe Houston Independent School District (HISD) announced in May it is seeking a $4.4 billion bond aimed at addressing critical infrastructure and educational needs. Branded as “Renew HISD,” the package would rebuild and modernize over 40 campuses, upgrade HVAC systems, improve campus security and expand early childhood and career and technical education programs. As the district was preparing its proposal, the Kinder Institute for Urban Research fielded survey questions to understand public support for the bond.Item Student Mobility during School Year Detrimental for Houston Area Students' Achievement and Attainment(Rice University Kinder Institute for Urban Research, 2021) Stroub, Kori; Gill, PatrickTens of thousands of students in the Houston area switched schools during the school year annually. In moving from one school to another, students often experienced disruptions to their education. This study examined what this mobility meant for students’ performance on state accountability tests, high school grade retention, high school dropout, and high school graduation. In the state of Texas, students who changed schools during the school year saw a decline in their State of Texas Assessments of Academic Readiness (STAAR) scores. Student mobility also increased the chances a student was retained during their freshman year of high school. Finally, students who changed schools were at a higher risk of dropping out of high school and were less likely to graduate on‐time (i.e., within four years).Item 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, BethanyIn 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.