Browsing by Author "Stroub, Kori"

Now showing 1 - 4 of 4
  • Thumbnail Image
    Item
    Is There Support for a Houston Independent School District Bond?
    (Rice University Kinder Institute for Urban Research, 2024) Stroub, Kori; Hood, Stacey
    The 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.
  • No Thumbnail Available
    ItemMetadata only
    Parent University Evaluation
    (Rice University Kinder Institute for Urban Research, 2025) Molina, Mauricio; Pham, Annie; Bonner, Hannah; Stroub, Kori
    Parental 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.
  • Thumbnail Image
    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, Patrick
    Tens 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).
  • Thumbnail Image
    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, Bethany
    In 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.