Campus Teacher Characteristics and Outcomes for Black and Hispanic Students. Research Brief for the Houston Independent School District [Brief 2]

This study investigates how teacher qualifications at the campus level were related to achievement, absenteeism, and discipline outcomes for Black and Hispanic students in the Houston Independent School District (HISD) during the 2018-19 and 2019-20 school years. Campus-level teacher qualifications...

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Veröffentlicht in:	Houston Education Research Consortium 2023
Hauptverfasser:	Thomas, Tori, Sánchez-Soto, Gabriela
Format:	Report
Sprache:	eng
Schlagworte:	Academic Achievement African American Students African American Teachers Attendance Bilingual Education Correlation Discipline Educational Attainment Elementary Secondary Education English (Second Language) Hispanic American Students Hispanic Americans Institutional Characteristics School Districts Special Education Student Behavior Student Characteristics Teacher Background Teacher Certification Teacher Characteristics Teacher Qualifications Teaching Experience
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creator	Thomas, Tori Sánchez-Soto, Gabriela
description	This study investigates how teacher qualifications at the campus level were related to achievement, absenteeism, and discipline outcomes for Black and Hispanic students in the Houston Independent School District (HISD) during the 2018-19 and 2019-20 school years. Campus-level teacher qualifications included shares of advanced degrees, formal backgrounds in education, certifications in special education (SPED), certifications in English as a Second Language/Bilingual Education (ESL), and above-district-average years of teaching experience. Some qualifications were related to different outcomes for Black and Hispanic students, but overall, campus-level teacher qualifications were related to higher achievement, lower absenteeism, and lower disciplinary referrals for both racial/ethnic groups in HISD. [For the first brief, "Achieving Equity in Access to Qualified Teachers in HISD. Research Brief for the Houston Independent School District," see ED630780.]
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Research Brief for the Houston Independent School District [Brief 2]</title><title>Houston Education Research Consortium</title><description>This study investigates how teacher qualifications at the campus level were related to achievement, absenteeism, and discipline outcomes for Black and Hispanic students in the Houston Independent School District (HISD) during the 2018-19 and 2019-20 school years. Campus-level teacher qualifications included shares of advanced degrees, formal backgrounds in education, certifications in special education (SPED), certifications in English as a Second Language/Bilingual Education (ESL), and above-district-average years of teaching experience. Some qualifications were related to different outcomes for Black and Hispanic students, but overall, campus-level teacher qualifications were related to higher achievement, lower absenteeism, and lower disciplinary referrals for both racial/ethnic groups in HISD. 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subjects	Academic Achievement African American Students African American Teachers Attendance Bilingual Education Correlation Discipline Educational Attainment Elementary Secondary Education English (Second Language) Hispanic American Students Hispanic Americans Institutional Characteristics School Districts Special Education Student Behavior Student Characteristics Teacher Background Teacher Certification Teacher Characteristics Teacher Qualifications Teaching Experience
title	Campus Teacher Characteristics and Outcomes for Black and Hispanic Students. Research Brief for the Houston Independent School District [Brief 2]
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