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Bicak, Ibrahim – Texas Education Research Center, 2022
Course withdrawals may lead to financial burdens for students, institutions, states, and the federal government. Understanding consequences of course withdrawal is key to understanding its implications and developing interventions to improve student success. Since no research has examined course withdrawal behaviors and their relations to student…
Descriptors: Withdrawal (Education), Financial Problems, Academic Achievement, Academic Degrees
Villarreal, Michael U.; Lee, Han Bum – Texas Education Research Center, 2022
This study examined the effect of attending Pre-K 4 SA on students' educational achievement in third and fourth grades. Pre-K 4 SA is a high-quality pre-kindergarten (pre-K) program in San Antonio that meets all quality standards defined by the National Institute for Early Education Research (NIEER). The results showed that distance to Pre-K 4 SA…
Descriptors: Educational Quality, School Effectiveness, Preschool Education, Academic Achievement
Black, Sandra E.; Denning, Jeffrey T.; Rothstein, Jesse – Texas Education Research Center, 2022
This paper examines the effects of the Top Ten Percent policy, which guaranteed students in the top ten percent of their high school graduating class admission to Texas Public Universities. As a result of the policy, the composition of the student body changed, particularly at the University of Texas at Austin (UTA). This paper asks, what were the…
Descriptors: Access to Education, Employment Potential, Outcomes of Education, College Admission
Giani, Matt – Texas Education Research Center, 2022
Texas, like many states, considers students to be "college, career, or military ready" if they earn an industry-based certification (IBC) in high school. While the expansion of opportunities for students to earn IBCs has been stimulated through state policy, limited research has systematically examined what factors influence students'…
Descriptors: High School Students, Certification, Industry, School Business Relationship
Reyes, Pedro; Marder, Michael; Alexander, Celeste; Solis Rodriguez, Janet; Rhodes, Annelies – Texas Education Research Center, 2022
Little is known about differences between traditional, university-based certification programs and alternative certification programs in terms of outcomes for students and teachers. Across all preparation pathways, however, too many early career teachers leave the field (over 40% within first five years). This attrition problem is likely to grow…
Descriptors: Teacher Education Programs, Alternative Teacher Certification, Outcomes of Education, Faculty Mobility
Lee, Han Bum; Villarreal, Michael U. – Texas Education Research Center, 2021
This study examines the effect of dual enrollment (DE) on college enrollment and degree completion for less academically prepared students who attended public high schools in Texas. The authors employ a propensity score matching method to reduce selection bias from DE participation and supplement the analysis with a bounds test. The results show…
Descriptors: At Risk Students, Dual Enrollment, High School Students, Predictor Variables
Edwards, Wesley; Boggs, Rachel; Reyes, Pedro – Texas Education Research Center, 2021
We continue to witness disparities in exclusionary disciplinary outcomes within K-12 public schools, leading to persistent concerns for educational equity. In-school suspensions represent one of the most frequently employed components of school exclusionary discipline systems, and they are also largely left up to the discretion of principals and…
Descriptors: Discipline, Suspension, Elementary Secondary Education, Public Schools
Lindsay, Constance; Monarrez, Tomas; Luetmer, Grace – Texas Education Research Center, 2021
Low levels of teacher diversity in U.S. elementary and secondary schools represent a wasted opportunity to narrow achievement gaps. Evidence from other states suggests that students of color have better outcomes in the classrooms of teachers of color, but the teaching workforce remains predominantly white. Teachers of color are underrepresented at…
Descriptors: Diversity (Faculty), Hispanic American Students, Minority Group Teachers, Elementary Secondary Education
Murphy, Richard; Denning, Jeffrey T.; Weinhardt, Felix – Texas Education Research Center, 2021
This paper considers an unavoidable feature of the school environment, class rank. What are the long run effects of a student's ordinal rank in elementary school? This research shows that students with a higher third grade academic rank, conditional on achievement and classroom effects, have higher subsequent test scores, are more likely to take…
Descriptors: Class Rank, Outcomes of Education, Academic Achievement, Grade 3
Giani, Matt S.; Attewell, Paul; Walling, David – Texas Education Research Center, 2021
Despite advances made in broadening access to higher education, some evidence suggests that college completion rates have actually declined over time, and attainment gaps stemming from race/ethnicity and socioeconomic background have remained stubbornly persistent (Bound, Lovenheim, & Turner, 2010; National Center for Education Statistics,…
Descriptors: Access to Education, Higher Education, Graduation Rate, Academic Persistence
Schudde, Lauren; Meiselman, Yonah – Texas Education Research Center, 2021
This study examined one strategy for dev-ed math reform, the Dana Center Math Pathways (DCMP) model. The DCMP model encouraged students to enroll in a college-level math course best suited to their field of interest and, at the time of inquiry, used a compression approach, condensing sequences of two or more developmental courses into a shorter,…
Descriptors: Acceleration (Education), Required Courses, Prerequisites, Developmental Studies Programs
DeMatthews, David E.; Reyes, Pedro; Carrola, Paul; Edwards, Wesley; James, Lebon – Texas Education Research Center, 2021
Steady school leadership can support student achievement and equity-related outcomes, but the principalship is becoming more stressful with increasing demands, duties, and expectations. Burnout is one of several factors that contribute to principal turnover which often destabilizes a school community. Individual and organizational factors…
Descriptors: Novices, Principals, School Administration, Burnout
Alexander, Celeste; Reyes, Pedro; Stephens, Sarah – Texas Education Research Center, 2021
Federal policy recognizes the importance of effective educators, particularly in high-needs schools. Research has shown that the most critical school-related factor that influences student learning and achievement is teacher quality (Hanushek, 2011). The Texas Center for Educator Excellence (TxCEE) aims to address the research-based and…
Descriptors: Educational Finance, Incentive Grants, Program Evaluation, Program Effectiveness
Schudde, Lauren; Jabbar, Huriya – Texas Education Research Center, 2021
Forty percent of all Texas public college students start at a community college and 75 percent earn at least some community college credits. Yet there is very little evidence about how students make transfer decisions and whether the policies meant to avoid credit loss, like the core curriculum, actually improve transfer success and degree…
Descriptors: Two Year College Students, Community Colleges, College Transfer Students, Transfer Policy
Bernell, Kaitlin R. – Texas Education Research Center, 2021
Rural students in the United States have a lower likelihood of entering and completing college compared with their non-rural peers, despite strong high school graduation rates. Postsecondary attendance and degree attainment gaps observed across geographic regions present equity and access concerns in the high school-to-higher education pipeline.…
Descriptors: Rural Schools, Public Schools, High Schools, Educational Attainment
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