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

Houston Education Research Consortium. 6100 Main Street, MS-258, Houston, Texas 77005. Tel: 713-348-2532; e-mail: [email protected]; Web site: https://kinder.rice.edu/centers/houston-education-research-consortium

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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

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.]

As Provided

2023

ED630801