Problems with How Texas Measures Continuous Enrollment and Proposed Solutions: A Methodological Report

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dc.contributor.authorNguyen, D.en_US
dc.contributor.authorGill, P.en_US
dc.contributor.authorPotter, Danielen_US
dc.date.accessioned2022-09-23T20:35:16Zen_US
dc.date.available2022-09-23T20:35:16Zen_US
dc.date.issued2022en_US
dc.description.abstractTexas' 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.en_US
dc.identifier.citationNguyen, D., Gill, P. and Potter, Daniel. "Problems with How Texas Measures Continuous Enrollment and Proposed Solutions: A Methodological Report." (2022) Rice University and Kinder Institute for Urban Research: https://doi.org/10.25611/V0XD-S812.en_US
dc.identifier.doihttps://doi.org/10.25611/V0XD-S812en_US
dc.identifier.urihttps://hdl.handle.net/1911/113303en_US
dc.language.isoengen_US
dc.publisherKinder Institute for Urban Researchen_US
dc.relation.urihttps://kinder.rice.edu/research/problems-how-texas-measures-continuous-enrollment-and-proposed-solutions-methodologicalen_US
dc.rightsCopyright ©2022 by Rice University Kinder Institute for Urban Research. All rights reserved.en_US
dc.titleProblems with How Texas Measures Continuous Enrollment and Proposed Solutions: A Methodological Reporten_US
dc.typeReporten_US
dc.type.dcmiTexten_US
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