The Availability of Black and Hispanic Teachers in HISD Schools Shapes Black and Hispanic Students' Academic and Behavioral Outcomes. Research Brief for the Houston Independent School District [Brief 3]

Autor/inn/en	Thomas, Tori; Sánchez-Soto, Gabriela
Institution	Rice University, Houston Education Research Consortium (HERC)
Titel	The Availability of Black and Hispanic Teachers in HISD Schools Shapes Black and Hispanic Students' Academic and Behavioral Outcomes. Research Brief for the Houston Independent School District [Brief 3]
Quelle	(2023), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Qualifications; Academic Achievement; Attendance; Discipline; Student Behavior; African American Students; Hispanic American Students; School Districts; Educational Attainment; Teacher Background; Teacher Certification; Special Education; English (Second Language); Bilingual Education; Teaching Experience; Correlation; Elementary Secondary Education; Institutional Characteristics; Student Characteristics; Teacher Characteristics; African American Teachers; Hispanic Americans; Texas (Houston) + Suchen Sie Ihr Suchwort? Lehrqualifikation; Schulleistung; Anwesenheit; Disziplin; Student behaviour; Schülerverhalten; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; School district; Schulbezirk; Bildungsabschluss; Bildungsgut; Special needs education; Sonderpädagogik; Sonderschulwesen; English as second language; English; Second Language; Englisch als Zweitsprache; Bilingual teaching; Bilingualer Unterricht; Korrelation; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	This study analyzes how the availability of Black and Hispanic teachers within schools in the Houston Independent School District is related to Hispanic and Black students' academic and behavioral outcomes during the 2018--19 and 2019--20 school years. The analyses found that Hispanic and Black students' test scores, attendance and discipline referrals are shaped by the demographics of their fellow students and faculty. Specifically, Hispanic students attending schools where the majority of both teachers and students were also Hispanic had higher test scores, lower absenteeism and lower disciplinary referrals. In contrast, the opposite was found to be the case for Black students: When they attended schools with lower proportions of Black students and teachers, these students tended to have better reading scores, less absenteeism and fewer disciplinary referrals. These results may be due to systemic disadvantages facing some schools in predominantly Black communities. [For the second brief, "Campus Teacher Characteristics and Outcomes for Black and Hispanic Students. Research Brief for the Houston Independent School District," see ED630801.] (As Provided).
Anmerkungen	Houston Education Research Consortium. 6100 Main Street, MS-258, Houston, Texas 77005. Tel: 713-348-2532; e-mail: herc@rice.edu; Web site: https://kinder.rice.edu/centers/houston-education-research-consortium
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01