Browsing by Author "Szabo, Julia"

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    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, Elizabeth
    Student 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.
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    Study on Social and Emotional Skills
    (Kinder Institute for Urban Research, 2023) Ying, Ming; Szabo, Julia; Baumgartner, Erin; Kinder Institute for Urban Research
    The Study of Social and Emotional Skills (SSES) is an international effort led by the Organization for Economic Co-operation and Development (OECD). The Houston Independent School District (HISD) served as the only U.S. site for this study. Over 6,400 10-year-old and 15-year-old students from 119 HISD schools participated in the SSES in the fall of 2019. This series of briefs looks at how social and emotional skills are related to academic outcomes, absenteeism, and exclusionary discipline; the context of SSES skills; and the commonalities and differences between students’ self-ratings and teachers’ ratings of students’ SE skills.