Journal articles: 'Texas public schools'

1

Wiley, David C., Gay James, Judy Jonas, and E. Dee Crosman. "Comprehensive School Health Programs in Texas Public Schools." Journal of School Health 61, no. 10 (1991): 421–25. http://dx.doi.org/10.1111/j.1746-1561.1991.tb05989.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Jaska, Patrick, Patrick Hogan, and Zhezhu Wen. "Academic Accountability In Texas Public Schools: 2003-2007." Contemporary Issues in Education Research (CIER) 2, no. 4 (2011): 59. http://dx.doi.org/10.19030/cier.v2i4.1072.

Full text

Abstract:

This study examines factors affecting test scores in a sample of thirty-seven Texas public high schools from 2003 to 2007 since the implementation of the No Child Left Behind (NCLB) Act of 2001. The schools were chosen based upon similar tax rates and district sizes. The Texas Assessment of Knowledge and Skills (TAKS) test was implemented in 2003 to measure the performance of Texas public high school students. Schools are rewarded for high performance based upon the student scores on the TAKS test, which is administered once per year. Much of the debate on student and school accountability has centered on the importance of student performance on the standardized TAKS test. Those who oppose testing say that teachers and administrators may simply narrow the curriculum and teach the test. Proponents of testing feel that accountability will give administrators and teachers incentives to help students learn. As a result, many school districts in Texas have increasingly put pressure on teachers to improve test scores.

APA, Harvard, Vancouver, ISO, and other styles

3

Sahin, Alpaslan, Victor Willson, and Robert M. Capraro. "Charter School Achievements in Texas: Public versus Charter Schools." International Journal of Educational Reform 27, no. 1 (2018): 46–62. http://dx.doi.org/10.1177/105678791802700103.

Full text

Abstract:

This study aimed to investigate the performance of a charter school network, Harmony Public Schools (HPS), in a 3-year longitudinal student-level research study of high school mathematics, reading, and science performance using 2009–2011 Texas Assessment of Knowledge and Skill student data. Propensity-score-matched public (N = 19) and Harmony (N = 11) schools' performances were compared. We conducted a two-level multivariate analysis of covariance on binary outcomes (pass–no pass) for grades 9–11. HPS performed significantly better at grade 9 and worse at grade 11, with no statistical differences at grade 10 in mathematics. Type of school was not significant at either grade 9 or 10 for reading. For science performances, Harmony charter schools performed better at 10th grade and significantly better at 11th grade. Implications of the findings were discussed as to whether charter schools keep their promises of providing quality education.

APA, Harvard, Vancouver, ISO, and other styles

4

Domina, Thurston. "Higher Education Policy as Secondary School Reform: Texas Public High Schools After Hopwood." Educational Evaluation and Policy Analysis 29, no. 3 (2007): 200–217. http://dx.doi.org/10.3102/0162373707304995.

Full text

Abstract:

The higher education diversity programs that Texas enacted after Hopwood v. University of Texas banned affirmative action had unexpected positive consequences for the state’s high schools. The Texas top 10% law, the Longhorn Opportunity Scholarship and Century Scholarship programs, and the Towards Excellence, Access and Success Grant program each explicitly linked postsecondary opportunities to high school performance and clearly articulated that link to students across the state. As a result, these programs worked as K–16 school reforms, using college opportunities as incentives to improve educational outcomes at the high school level. Using panel data describing Texas high schools between 1993 and 2002, the author demonstrates that Texas’s post- Hopwood higher education policies redistributed college-related activity at public high schools and boosted high school students’ academic engagement.

APA, Harvard, Vancouver, ISO, and other styles

5

Ausbrooks, Carrie Y. Barron, Edith J. Barrett, and Theresa Daniel. "Texas charter school legislation and the evolution of open-enrollment charter schools." education policy analysis archives 13 (March 21, 2005): 21. http://dx.doi.org/10.14507/epaa.v13n21.2005.

Full text

Abstract:

This article chronicles the evolution of legislation for Texas open-enrollment charter schools to their implementation by demonstrating how these schools have (or have not) used their freedom from state-mandated requirements to develop innovative learning environments as well as to bring innovative curricula into the classroom. The investigative focus was on an analysis of Texas open-enrollment charter school legislation, from 1995 (74th legislative session) to the 77th legislative session in 2001, and the characteristics of the state's 159 open-enrollment charter schools that were in operation during the 2001-2002 academic year. The authors found that charter school legislation has changed in response to concerns of all involved, and focuses on the need for balance between choice, innovation, and public accountability. Although charter schools are free from most state regulations, legislators were clearly interested in ensuring that this freedom does not impede charter schools' ability to provide a quality education to all students who attend them. The currently operating open-enrollment charter schools in Texas are more racially and economically segregated than other public schools in the state, and charter schools that targeted students most at risk for dropping out of school (and returning students who had previously dropped out) differ from other schools in their stated teaching methods. Teacher turnover remains significantly greater than that for other public schools in the state. However, it does not appear to be specifically associated with schools that target disadvantaged students or minority students. The schools' mission statements suggest that innovative school environments are a factor in school design. Texas is poised to continue along the public education choice model. Charter school legislation provides a framework upon which charter schools may build to meet the educational needs of the students who choose to attend them, including the freedom to be creative in meeting students' unique needs. Questions remain about how and why charter schools exist and the contributions they make to the overall public school system, including whether charters are making a difference in what and how much children are learning.

APA, Harvard, Vancouver, ISO, and other styles

6

Chancey, Mark A. "The Bible, the First Amendment, and the Public Schools in Odessa, Texas." Religion and American Culture: A Journal of Interpretation 19, no. 2 (2009): 169–205. http://dx.doi.org/10.1525/rac.2009.19.2.169.

Full text

Abstract:

AbstractBible courses in public schools are receiving a level of attention not witnessed in decades, and their increased numbers create greater potential for local conflicts and lawsuits over whether they promote religion and violate the First Amendment. Such courses are relatively understudied, and their contents and the paths by which schools decide to offer them are largely unknown. One district that has experienced both conflict and lawsuit over its Bible course is Ector County Independent School District in Odessa, Texas, where a 2005–2008 dispute pitted townspeople and national organizations against each other. This article uses the Odessa controversy as a case study to demonstrate how Bible courses provide a unique window into the confusion found at the intersection of American public education, the study of religion, and church-state relations. Drawing upon school district documents, recordings of school board meetings, journalistic accounts, legal documents, press releases, Bible curricula produced by the National Council on Bible Curriculum in Public Schools and the Bible Literacy Project, and course materials from district high schools, it traces the development of the conflict. It examines the role that appeals to the Establishment Clause and Free Exercise Clause played in the controversy, confusion over what is legally acceptable in public schools, particularly in regard to historicity issues, and the difficulty in developing a genuinely nonsectarian course. It contextualizes the Odessa debate within Christian Right efforts to influence public schools and larger American society, efforts often grounded in the claim that America is a Christian nation. Controversies such as Odessa's illustrate the tensions produced in American society by competing notions of religious freedom and American identity.

APA, Harvard, Vancouver, ISO, and other styles

7

Adamuti-Trache, Maria, Yi Leaf Zhang, and Staci L. Barker. "Texas Perspectives on College and Career Readiness: An Examination of CTE-Supported Endorsements in Public High Schools." Career and Technical Education Research 45, no. 2 (2020): 59–78. http://dx.doi.org/10.5328/cter45.2.59.

Full text

Abstract:

The Texas Legislature passed House Bill 5 in 2013 to adopt the Foundation High School Program, a new graduation program intended to support youth college and career readiness. Texan students entering grade 9 were guided to enroll in one or more endorsements with a specific curriculum designed to introduce them to STEM, Business & Industry, Public Services, Arts & Humanities, or Multidisciplinary areas of study and future career pathways. This research was based on analysis of restricted-use Texas longitudinal administrative and transcript data for 9th graders enrolled in Texas public schools in the academic year 2015/16. We examined the complementary roles that exposure to core academic subjects and career and technical education courses has on making endorsement choices, with a focus on three CTE-supported endorsements, STEM, Business & Industry, and Public Service. The study contributes to the literature on college and career readiness by examining specifically how the academic and vocational dimensions are reflected in the Texas high school endorsements. The study also addresses social equity issues by inquiring who participates in which endorsements and whether student endorsement choices are marked by sociodemographic and academic differences that exacerbate educational inequalities.

APA, Harvard, Vancouver, ISO, and other styles

8

Knight, David S., and Laurence A. Toenjes. "Do charter schools receive their fair share of funding? School finance equity for charter and traditional public schools." education policy analysis archives 28 (March 30, 2020): 51. http://dx.doi.org/10.14507/epaa.28.4438.

Full text

Abstract:

U.S. charter schools are publicly funded through state school finance formulas that often mirror the traditional public school finance systems. While charter school advocates and critics disagree over whether charters receive an equitable share of funding, few discussions are based on rigorous analyses of funding and expenditures. Most prior analyses, especially those presented in policy briefs or white papers, examine average funding differences without exploring underlying cost factors between the two sectors. Our purpose is to demonstrate how careful analysis of charter school funding with appropriate methodological approaches can shed light on disagreements about charter school finance policy. Using detailed school finance data from Texas as a case study, we find that after accounting for differences in accounting structures and cost factors, charter schools receive significantly more state and local funding compared to traditional public schools with similar structural characteristics and student demographics. However, many small charter schools are actually underfunded relative to their traditional public school counterparts. Policy simulations demonstrate that on average, each student who transfers to a charter school increases the cost to the state by $1,500. We discuss the implications of these findings for both school finance policy in Texas and nationally.

APA, Harvard, Vancouver, ISO, and other styles

9

Lavy, Sarel, and David L. Bilbo. "Facilities maintenance management practices in large public schools, Texas." Facilities 27, no. 1/2 (2009): 5–20. http://dx.doi.org/10.1108/02632770910923054.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Richards, Michael G., and Page A. Smith. "Identifying and Measuring Expectation Gaps in Texas Public Schools." Journal of School Leadership 25, no. 4 (2015): 659–83. http://dx.doi.org/10.1177/105268461502500404.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Adams, Clark E., Barbara A. Biddle, and John K. Thomas. "Present Status of Environmental Science in Texas Public Schools." Journal of Environmental Education 19, no. 3 (1988): 19–24. http://dx.doi.org/10.1080/00958964.1988.9942759.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

David, Bernard G., Michael Marder, Jill Marshall, and María González-Howard. "How do students experience choice? Exploring STEM course-offerings and course-taking patterns in Texas charter and non-charter public schools." education policy analysis archives 28 (August 17, 2020): 123. http://dx.doi.org/10.14507/epaa.28.4484.

Full text

Abstract:

Charter schools are positioned by proponents as a key component of reform efforts striving to expand school choice. Proponents argue that charter schools have the flexibility to experiment with novel curricular and instructional models outside the constraints of the traditional public education system, and therefore have the potential to transform students’ experiences. Influential reports over the last three decades have highlighted the need to improve students’ preparation in STEM, and charter schools have emerged as a reform with the potential to do so. This work uses methods from social network analysis and logistic regression to investigate how course-taking patterns in Texas charter and non-charter schools either promote or constrain student engagement within the STEM disciplines by: 1) exploring STEM course offerings in Texas charter and non-charter public secondary schools; and 2) identifying students’ STEM course-taking patterns in these schools. Findings suggest charter schools are less likely than non-charter public schools to offer STEM courses tailored for special education students and that charter school students’ course-taking patterns tend to be either slightly more advanced or more basic than the course-taking patterns of students in non-charter schools. In addition, students in charter schools tend to be more mobile (e.g., transfer between schools) than students in non-charter public schools.

APA, Harvard, Vancouver, ISO, and other styles

13

Sass, Daniel Allen, Belinda Bustos Flores, Lorena Claeys, and Bertha Pérez. "Identifying Personal and Contextual Factors that Contribute to Attrition Rates for Texas Public School Teachers." education policy analysis archives 20 (May 30, 2012): 15. http://dx.doi.org/10.14507/epaa.v20n15.2012.

Full text

Abstract:

Teacher attrition is a significant problem facing schools, with a large percentage of teachers leaving the profession within their first few years. Given the need to retain high-quality teachers, research is needed to identify those teachers with higher retention rates. Using survival analyses and a large state dataset, researchers examined teacher data to identify those teacher and school variables associated with attrition. Unique to this study was the investigation of testing era (basic competency vs. higher standards based), school districts’ yearly ratings based on state-mandated testing, and charter school status. Analyses revealed that teacher attrition was greater during the high stakes-testing era, at low-performing schools, and for charter schools; however, beginning teacher age, gender, and school level moderated several attrition rates. Implications for public policy are discussed.

APA, Harvard, Vancouver, ISO, and other styles

14

Herzberg, Tina S., and Laura M. Stough. "The Production of Brailled Instructional Materials in Texas Public Schools." Journal of Visual Impairment & Blindness 101, no. 8 (2007): 465–78. http://dx.doi.org/10.1177/0145482x0710100803.

Full text

Abstract:

This study investigated the background of personnel who are responsible for transcribing braille in Texas. Most respondents were not certified by the Library of Congress and believed that they had begun their careers less than adequately prepared, yet they rated the quality of the materials that they produced as either excellent or good.

APA, Harvard, Vancouver, ISO, and other styles

15

Lanning, Beth, Danny J. Ballard, and James Robinson. "Child Sexual Abuse Prevention Programs in Texas Public Elementary Schools." Journal of School Health 69, no. 1 (1999): 3–8. http://dx.doi.org/10.1111/j.1746-1561.1999.tb02333.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Naslund, Karlerik, and Branco Ponomariov. "Do charter schools alleviate the negative effect of teacher turnover?" Management in Education 33, no. 1 (2018): 11–20. http://dx.doi.org/10.1177/0892020618780963.

Full text

Abstract:

Using data on charter and public school districts in Texas, we test the hypothesis that the labor practices in charter schools, in particular their ability to easily dismiss poorly performing teachers, diminishes the negative effect of teacher turnover on student achievement and graduation rates in comparison to public schools. We find some support for this hypothesis, and discuss implications for theory and practice.

APA, Harvard, Vancouver, ISO, and other styles

17

Yu, Chia-Yuan, and Xuemei Zhu. "Planning for Safe Schools." Journal of Planning Education and Research 36, no. 4 (2016): 476–86. http://dx.doi.org/10.1177/0739456x15616460.

Full text

Abstract:

This study explores the impacts of school siting and surrounding built environments on rates of motorist and pedestrian crashes around public schools in the Austin Independent School District, Texas, by using log-linear regressions. The results show that a higher sidewalk coverage and a higher percentage of local roads reduce pedestrian crashes around schools, while higher percentages of highways and commercial uses and higher transit stop densities increase motorist and pedestrian crashes. It is desirable to locate schools in areas with higher percentages of local roads and lower percentages of highways and commercial uses.

APA, Harvard, Vancouver, ISO, and other styles

18

Petronella, Sharon A., Susan K. Bricker, Dennis Perrotta, Clive Brown, and Edward G. Brooks. "Addressing Asthma in Texas: Development of a School-Based Asthma Surveillance Program for Texas Elementary Schools." Journal of School Health 76, no. 6 (2006): 227–34. http://dx.doi.org/10.1111/j.1746-1561.2006.00102.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Armstrong, Erika, Ginger White, Laura Moorer-Cook, and Cindy Gill. "Workload Status of School-Based Speech-Language Pathologists in Texas." Perspectives on School-Based Issues 13, no. 4 (2012): 136–49. http://dx.doi.org/10.1044/sbi13.4.136.

Full text

Abstract:

In 1993, the American Speech-Language-Hearing Association (ASHA) recommended caseloads of 40 for speech-language pathologists (SLPs) practicing in the public schools, a recommendation that was not feasible for most school districts. In addition, new laws and policies substantially increased the paperwork, responsibilities, and time expenditures required of the school-based SLP. ASHA subsequently instigated extensive reviews of the problem and, in 2002, suggested that schools instead use a “workload analysis approach,” considering all of the required activities from prereferral to dismissal, in order to determine the number of children an SLP could appropriately serve. In our study, we attempted to catalog the status of Texas' efforts in using workload considerations. More than 400 school-based respondents indicated the percentages of time they spent fulfilling each professional responsibility at their school. Responses suggest that variation in caseload numbers corresponds to clinician role (SLP vs. supervising SLP vs. SLP Assistant). Most clinicians indicated that they were fairly satisfied with their job; however, many were employed 5 or fewer years in the schools and the average workweek was 48–49 hours. Although it appears that Texas is using workload considerations to some extent, efforts should continue to optimize the quality of treatment for Texas schoolchildren and retention of SLPs in the schools.

APA, Harvard, Vancouver, ISO, and other styles

20

Brooke, Ryan S. "A Missed Opportunity." Texas A&M Journal of Property Law 1, no. 2 (2013): 169–96. http://dx.doi.org/10.37419/jpl.v1.i2.2.

Full text

Abstract:

Some critics called the uncapped supplemental payments received by predominately rural West Texas school districts prior to 2009 “windfalls.” The result of this one-sided understanding, and subsequently the complete elimination of such agreements between school districts and companies owning qualifying projects, is a handicap to what could be utilized as a valuable tool in filling the current deficit for public school funding. In 2011, the 82nd Texas Legislature appropriated at least $4 billion below what had been the current formula funding level for public education for the 2012-2013 biennium; some estimates had this figure over $5 billion. More recently, in 2013, the 83rd Legislature only returned $3.4 billion to public schools. In a time when funding options are shrinking, why would the Comptroller’s office suggest, and the Legislature pass, caps on incentives that provide additional funding for school districts? This Article will explore the development of public school funding in Texas and the possibility of utilizing the Act as a means of providing additional funding for the public school system while encouraging large-scale capital investment, specifically by renewable energy projects qualifying under Chapter 313 of the Texas Tax Code.

APA, Harvard, Vancouver, ISO, and other styles

21

Mooney, Troy, and Herbert O’Neil. "Q & A." Journal of School Administration Research and Development 1, no. 2 (2016): 5–8. http://dx.doi.org/10.32674/jsard.v1i2.1913.

Full text

Abstract:

   The ever-changing demands placed on school principals have necessitated the development of formal programs for improving the capacity of both existing school principals and those in the pipeline (i.e., assistant principals, vice-principals, and other aspiring school leaders). While there are several well-known development programs such as LEAD at Denver Public Schools and Broward County Public Schools in Florida, other school districts and educational institutions in other locales throughout the country have programs that have begun to emerge. In Dallas, Texas, Troy Mooney, Chief Academic Officer of Life Schools and Herbert O’Neil, Chief Talent Officer of Life Schools have developed a preparation guide and development program to meet the demanding needs of 21st-century school leaders.  

APA, Harvard, Vancouver, ISO, and other styles

22

Fryer, Roland G. "Injecting Charter School Best Practices into Traditional Public Schools: Evidence from Field Experiments *." Quarterly Journal of Economics 129, no. 3 (2014): 1355–407. http://dx.doi.org/10.1093/qje/qju011.

Full text

Abstract:

Abstract This study examines the impact on student achievement of implementing a bundle of best practices from high-performing charter schools into low-performing, traditional public schools in Houston, Texas, using a school-level randomized field experiment and quasi-experimental comparisons. The five practices in the bundle are increased instructional time, more effective teachers and administrators, high-dosage tutoring, data-driven instruction, and a culture of high expectations. The findings show that injecting best practices from charter schools into traditional Houston public schools significantly increases student math achievement in treated elementary and secondary schools—by 0.15 to 0.18 standard deviations a year—and has little effect on reading achievement. Similar bundles of practices are found to significantly raise math achievement in analyses for public schools in a field experiment in Denver and program in Chicago.

APA, Harvard, Vancouver, ISO, and other styles

23

Jin, He, and Yongmei Lu. "Academic Performance of Texas Public Schools and Its Relationship with Students' Physical Fitness and Socioeconomic Status." International Journal of Applied Geospatial Research 8, no. 3 (2017): 37–52. http://dx.doi.org/10.4018/ijagr.2017070103.

Full text

Abstract:

This study investigated the relationship between public schools' academic performance in Texas and their students' physical fitness and socioeconomic status (SES) at school-district level. Spearman rank correlations showed that the correlation between body mass index fitness (BMI HFZ) and academic performance was stronger than cardiovascular fitness (CV HFZ). SES was strongly associated with academic performance. Three-way ANOVA analyses revealed significant main effects of gender, SES, and BMI HFZ on Reading tests passing rate while only SES was significant for Math tests passing rate. Higher BMI fitness was associated with higher level of academic performance for school girls than boys except for those in low SES level. Geographically Weighted Regression (GWR) analyses identified important and spatially varied relationships between physical fitness variables, SES, and academic performance across Texas, suggesting the need for regional and locally-targeted policies to address place-specific critical factors for improving schools' academic performance.

APA, Harvard, Vancouver, ISO, and other styles

24

Salinas-Vasquez, Laura, Daniella G. Varela, Maria E. Martinez, and Don Jones. "A Comparative Study of the 21st Century Afterschool Center on Education in Elementary Schools in South Texas." Research in Educational Policy and Management 2, no. 2 (2020): 19–37. http://dx.doi.org/10.46303/repam.2020.2.

Full text

Abstract:

This quantitative study examines the relationship between implementation of the 21st Century Afterschool Centers on Education (ACE) program and fourth grade student performance on the State of Texas Assessment of Academic Readiness (STAAR). Data was collected from public elementary schools in South Texas via the 2018-2019 Texas Academic Performance Report (TAPR) published by Texas Education Agency (TEA) for each campus. The study applied a quantitative, ex-post facto research approach, which analyzed data from fourth grade students enrolled in elementary schools. Results indicated no significant differences in STAAR performance between those campuses, which implemented ACE, and those, which did not. Thus, the findings dictate a need for policymakers’ and school leaders’ attention to ensure that enrichment programs are implemented with fidelity and appropriately designed to deliberately effect increases in student learning. Future research may seek to determine more effective enrichment program approaches for students in low-performing, high-minority serving schools.

APA, Harvard, Vancouver, ISO, and other styles

25

Herzberg, Tina S., and Laura M. Stough. "The Quality of Brailled Instructional Materials Produced in Texas Public Schools." Journal of Visual Impairment & Blindness 103, no. 10 (2009): 722–33. http://dx.doi.org/10.1177/0145482x0910301015.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Clancy, Donald K., and Terry K. Patton. "Service efforts and accomplishments reporting: a study of texas public schools." Journal of Public Budgeting, Accounting & Financial Management 8, no. 2 (1996): 272–302. http://dx.doi.org/10.1108/jpbafm-08-02-1996-b008.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Jackson, Ashley M., and Faruque Ahmed. "Assessing Characteristics of Unplanned School Closures that Occurred in the United States in Response to Hurricane Harvey in 2017." Disaster Medicine and Public Health Preparedness 14, no. 1 (2020): 125–29. http://dx.doi.org/10.1017/dmp.2019.159.

Full text

Abstract:

ABSTRACTObjective:Hurricane Harvey, which made landfall in Texas on August 24, 2017, caused catastrophic damage that resulted in the closure of many schools and school districts across 4 states. We evaluated the underlying reasons and characteristics of the unplanned school closures to gain insight on how communities may cope with recommended preemptive closures as an intervention for pandemic influenza.Methods:Information was extracted from news articles, school websites, and Twitter and Facebook posts previously collected through daily systematic searches of Google, Google News, and Lexis-Nexis. This information was sorted into predefined categories describing the characteristics that may be associated with unplanned school closures that occur during a natural disaster.Results:Across Texas, Louisiana, Kentucky, and Tennessee, there were 3026 unplanned closures. Sixty-three percent of the closures occurred in Texas. The main reasons for the closures were flooding, power outages, and structural damage. The closed schools in Texas were sometimes used as shelters or as locations for providing food or other resources.Conclusion:School closures associated with Hurricane Harvey were attributed to both the effects of the hurricane and use for resource allocation. These findings can help inform preparedness planning and response for future hurricane seasons and other large-scale emergencies.

APA, Harvard, Vancouver, ISO, and other styles

28

Harden, K. Paige, Elliot M. Tucker-Drob, and Jennifer L. Tackett. "The Texas Twin Project." Twin Research and Human Genetics 16, no. 1 (2012): 385–90. http://dx.doi.org/10.1017/thg.2012.97.

Full text

Abstract:

Socioeconomic position, racial/ethnic minority status, and other characteristics of the macro-environment may be important moderators of genetic influence on a wide array of psychosocial outcomes. Designed to maximize representation of low socioeconomic status families and racial/ethnic minorities, the Texas Twin Project is an ongoing study of school-age twins (preschool through 12th grade) enrolled in public schools in the Austin, Texas and Houston, Texas metropolitan areas. School rosters are used to identify twin families from a target population with sizable populations of African American (18%), Hispanic/Latino (48%), and non-Hispanic White (27%) children and adolescents, over half of whom meet US guidelines for classification as economically disadvantaged. Initial efforts have focused on a large-scale, family-based survey study involving both parent and child reports of personality, psychopathology, physical health, academic interests, parent–child relationships, and aspects of the home environment. In addition, the Texas Twin Project is the basis for an in-laboratory study of adolescent decision-making, delinquency, and substance use. Future directions include geographic expansion of the sample to the entire state of Texas (with a population of over 25 million) and genotyping of participating twins.

APA, Harvard, Vancouver, ISO, and other styles

29

Wei, Xin, Deepa Patel, and Viki M. Young. "Opening the “black box”: Organizational differences between charter schools and traditional public schools." Education Policy Analysis Archives 22 (January 18, 2014): 3. http://dx.doi.org/10.14507/epaa.v22n3.2014.

Full text

Abstract:

Using survey data collected from 2,273 teachers in Texas, this study explores differences in school organization that contribute to the experiences (e.g., working conditions, instruction and student engagement in learning, self-efficacy and job satisfaction, and teacher evaluation) of charter school and traditional public school teachers. Researchers used propensity score matching to reduce the impact of selection bias and to produce accurate estimates of the charter-traditional public school differences. Compared with similar teachers in traditional public schools, charter school teachers reported a more supportive teaching environment, higher expectations of students among staff, a greater sense of responsibility for student learning, and higher levels of student engagement in learning. However, they reported, attending fewer professional development trainings focused on instruction and aligned to teaching assignments, fewer opportunities for professional development and collaboration with colleagues, and lower perceived fairness of teacher evaluation. Findings from this study provide valuable insight into the school organization factors that may underlie teacher turnover and represent unmet needs among charter school teachers, and suggest strategic areas of focus for policymakers, charter management organizations, and charter school leaders in addressing teacher retention and student achievement.

APA, Harvard, Vancouver, ISO, and other styles

30

Robinson, Marco, and Phyllis Earles. "Engaging the Public with and Preserving the History of Texas’s First Public Historically Black University." KULA: Knowledge Creation, Dissemination, and Preservation Studies 2 (November 29, 2018): 24. http://dx.doi.org/10.5334/kula.33.

Full text

Abstract:

The silences and erasures surrounding the histories of historically black colleges and universities (HBCUs) in many instances are caused by limited technology, lack of financial resources, and, most importantly, institutional priorities. Many aspects of HBCUs’ histories, particularly in the state of Texas, have been relegated to historical voids or are becoming endangered knowledge. These are the issues that jeopardize the long and rich history of Prairie View A&M University (PVAMU), Texas’s first public supported historically black university, which dates back to the post-Reconstruction and Jim Crow eras of American history. Emancipated blacks in Texas sought all avenues available to them to obtain an education, including establishing churches and schools. Freed people’s efforts culminated in the creation of Alta Vista School for Colored Youth, which subsequently became PVAMU following several name changes. During the Jim Crow era, PVAMU served as the administrative home base for black education in the state of Texas, offered agricultural extension services to black farmers, and served as the central facility for black grade school athletics and extracurricular activities. Due to lack of personnel and resources, all of the archival collections that document this history are unprocessed and unavailable to the public. This article considers the collaborative efforts of the history faculty and the Special Collections and Archives (SCAD) staff at PVAMU to bring light to this important history through preservation projects, public programming and student engagement activities. Additionally, the article uses endangered archival materials from PVAMU’s Special Collections to explore the history of this important institution of higher education.

APA, Harvard, Vancouver, ISO, and other styles

31

Kim, Hyung Jin, and Chanam Lee. "Does a More Centrally Located School Promote Walking to School? Spatial Centrality in School-Neighborhood Settings." Journal of Physical Activity and Health 13, no. 5 (2016): 481–87. http://dx.doi.org/10.1123/jpah.2015-0221.

Full text

Abstract:

Background:A public elementary school has traditionally functioned as an important center of a neighborhood, but this role has diminished with sprawling urban developments. Despite the large number of studies of children’s walking to/from school (WTS), the school’s location in relation to the larger neighborhood context has not been fully explored. This study is to examine the relationship between school’s spatial centrality and children’s WTS in urban, suburban and rural settings.Methods:this study used school travel tally (11,721 students), environment audit, GIS and census data from 71 elementary school/neighborhoods in Texas, and employed the closeness centrality index to estimate a school’s spatial centrality. Data were collected from 2009–2012.Results:After controlling for neighborhood characteristics, it was found that more centrally located schools are likely to have higher proportions of WTS in the neighborhoods. And, among urban, suburban and rural settings, urban schools were the most and rural schools were the least likely to be centrally-located in the neighborhoods.Conclusions:The findings offer implications on school and community planning policies that can help promote WTS. Spatial centrality measures can be effective tools to identify environmental factors in complex urban networks related to human behaviors and community-based activities.

APA, Harvard, Vancouver, ISO, and other styles

32

Jacobs, Wayne J., and Wayne E. Wylie. "Who Teaches Health Education in Texas Secondary Schools?" Journal of School Health 65, no. 9 (1995): 365–68. http://dx.doi.org/10.1111/j.1746-1561.1995.tb06234.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Dewees, Sarah, and José A. Velázquez. "Community Development in Rural Texas: A Case Study of Balmorhea Public Schools." Community Development Society. Journal 31, no. 2 (2000): 216–32. http://dx.doi.org/10.1080/15575330009489704.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Ghosh, N., D. Mahapatra, E. Caraway, C. Saadeh, M. Gaylor, and D. W. Smith. "An investigation on aeroallergens in the public schools of the Texas Panhandle." Journal of Allergy and Clinical Immunology 115, no. 2 (2005): S22. http://dx.doi.org/10.1016/j.jaci.2004.12.103.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Faulk, Neil T. "Perceptions of Texas Public School Superintendents Regarding Online Teacher Education." Journal of College Teaching & Learning (TLC) 8, no. 5 (2011): 25–30. http://dx.doi.org/10.19030/tlc.v8i5.4254.

Full text

Abstract:

This study examined Texas public school administrator perceptions of online teacher education. Of primary concern were superintendent perceptions of online teacher education as it exists today. Data for the study were collected through the use of a survey questionnaire. The survey consisted of nine items where participants were asked to respond to a Likert scale format and one open-ended question in which respondents were asked to provide comments or suggestions regarding online teacher education. The researcher used regular and electronic mail to survey a random sample of one-hundred-fifty public school superintendents in the state of Texas. Seventy-two superintendents responded to the survey which represented a response rate of forty -seven percent. Based on the limitations of the study the following conclusions were made: Superintendents within the state of Texas apparently had negative opinions and perceptions regarding the use of online courses to train future teachers. A large majority of the superintendents did not fully agree that online courses or programs would fully prepare future teachers for conditions that would be faced within the public schools. Specific areas such as classroom management and the social aspects of teaching were not viewed as being positive in terms of online preparation. Other areas such as the theories and principles of teaching were viewed in a neutral light by the superintendents. Several of the administrators noted that online courses and programs would not be adequate without an abundance of field experiences and student teaching. Superintendents appeared to be very concerned that many of the teachers prepared online would possibly not endure the rigors of the classroom without having real classroom experience. Several administrators noted that future teachers needed to be taught by mentors in a real classroom setting in order to enhance modeling. Texas public school administrators appear to be open-minded to this new methodology but appear to be unconvinced that it will prepare teachers for the challenges that teachers face. Results agree with earlier results in two different regions of the country.

APA, Harvard, Vancouver, ISO, and other styles

36

Kelder, Steven H., Dale S. Mantey, Duncan Van Dusen, Kathleen Case, Alexandra Haas, and Andrew E. Springer. "A Middle School Program to Prevent E-Cigarette Use: A Pilot Study of “CATCH My Breath”." Public Health Reports 135, no. 2 (2020): 220–29. http://dx.doi.org/10.1177/0033354919900887.

Full text

Abstract:

Objectives: From 2017 to 2018, electronic cigarette (e-cigarette) use increased 78% among high school students and 48% among middle school students in the United States. However, few e-cigarette prevention interventions have been evaluated. We determined the feasibility and initial effectiveness of “CATCH My Breath,” an e-cigarette prevention program, among a sample of middle schools in central Texas. Methods: Twelve middle schools in Texas (6 intervention schools and 6 control schools) participated in the CATCH My Breath pilot program during 2016-2017. CATCH My Breath is rooted in social cognitive theory, consists of 4 interactive in-class modules, and is collaboratively administered via classroom and physical education teachers, student–peer leaders, and social messaging (eg, school posters). We collected 3 waves of data: baseline (January 2017), 4-month follow-up (May 2017), and 16-month follow-up (May 2018). Using school as the unit of analysis, we tested a repeated cross-sectional, condition-by-time interaction on e-cigarette ever use, psychosocial determinants of use, and other tobacco use behaviors. Analyses controlled for school-level sociodemographic characteristics (eg, sex, race/ethnicity, and percentage of students eligible for free or reduced-price lunch). Results: From baseline to 16-month follow-up, increases in ever e-cigarette use prevalence were significantly lower among intervention schools (2.8%-4.9%) than among control schools (2.7%-8.9%), controlling for covariates ( P = .01). Intervention schools also had significantly greater improvements in e-cigarette knowledge (β = 0.71; 95% confidence interval [CI], 0.21-1.21; P = .008) and perceived positive outcomes (β = –0.12; 95% CI, –0.23 to –0.02; P = .02) than control schools, controlling for covariates from baseline to 16-month follow-up. Conclusion: Ever e-cigarette use was lower among middle schools that implemented the CATCH My Breath program than among those that did not. Replication of findings among a larger sample of schools, using a group-randomized, longitudinal study design and a longer follow-up period, is needed.

APA, Harvard, Vancouver, ISO, and other styles

37

Sahin, Alpaslan, Victor Willson, and Robert M. Capraro. "Comparisons of Students’ Mathematics and Reading Achievement in Texas: Public versus Charter Schools." Journal of Research in Science Mathematics and Technology Education 1, no. 1 (2018): 1–27. http://dx.doi.org/10.31756/jrsmte.111.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Smith, Leanna L., and Carl E. Motsenbocker. "Impact of Hands-on Science through School Gardening in Louisiana Public Elementary Schools." HortTechnology 15, no. 3 (2005): 439–43. http://dx.doi.org/10.21273/horttech.15.3.0439.

Full text

Abstract:

The first four chapters of a hands-on gardening curriculum (Junior Master Gardener Handbook Level One) were introduced into three East Baton Rouge Parish (Louisiana) elementary schools in the fall semester of 2002 as an informal education program conducted by East Baton Rouge Parish Master Gardener volunteers and Louisiana State University students. The curriculum took place once per week for 2 hours during regular school hours. Science achievement tests, developed at Texas A&M University specifically for the Junior Master Gardener program, were given before and after the students participated in the gardening activities to determine whether or not the activities helped improve achievement scores. Science achievement was significantly different (P ≤ 0.0167) between the experimental classes' pretest and posttest scores, while no significant difference was found between the pretest and posttest scores of the control classes. No significant difference was found between the experimental and control classes due to treatment. Several variables may have affected the outcome of the study, but the results show once weekly use of gardening activities and hands-on classroom activities help improve science achievement test scores.

APA, Harvard, Vancouver, ISO, and other styles

39

Udoewa, Victor. "YES International Summer Service Program Design for High School Students." International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 12, no. 2 (2017): 34–59. http://dx.doi.org/10.24908/ijsle.v12i2.6658.

Full text

Abstract:

YES Prep Public Schools is a group of public charter schools focused on serving students from low-income communities across Houston, Texas. One requirement of all YES students is summer school between grades 5 through 10 and two mandatory summer internships between grades 10 and 12. Due to financial concerns many students who desire to do an international internship cannot afford any available programs offering such internships. In 2005, we introduced a new, internal, international summer service program for YES high school students to satisfy our summer internship requirement. This paper focuses on the process and results of designing, implementing, and modifying the program using the Lean Startup methodology through its first few years before it won a national award for its character-building work.

APA, Harvard, Vancouver, ISO, and other styles

40

Hernandez, V. R., L. Pais, and M. E. Garza. "A Story Told: Organizing School Social Workers to Serve in the Public Schools of San Antonio, Texas." Children & Schools 24, no. 4 (2002): 247–59. http://dx.doi.org/10.1093/cs/24.4.247.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Martinez, Melissa A., and Daphne Everman. "Fostering a College-Going Culture for Historically Underserved Students: One Principal's Role." Journal of School Leadership 27, no. 2 (2017): 242–68. http://dx.doi.org/10.1177/105268461702700204.

Full text

Abstract:

Current scholarship focused on a college-going culture, and college readiness in schools often underestimates or gives little attention to the role of the school leader. This study draws on qualitative data from a larger descriptive case study to help fill this gap by examining the role and approach of one principal at a public high school in Texas that has found success in graduating a large proportion of its racially and economically diverse student population college-ready. The principal's leadership strategies and the challenges he faced are revealed through his narrative and the perspective of multiple stakeholders to more aptly understand how his role and approach contributed to the school's college-going culture.

APA, Harvard, Vancouver, ISO, and other styles

42

Holme, Jennifer Jellison, Erica Frankenberg, Joanna Sanchez, Kendra Taylor, Sarah De La Garza, and Michelle Kennedy. "Subsidized housing and school segregation: Examining the relationship between federally subsidized affordable housing and racial and economic isolation in schools." education policy analysis archives 28 (November 9, 2020): 169. http://dx.doi.org/10.14507/epaa.28.5290.

Full text

Abstract:

Each year, the federal government provides billions of dollars in support for low-income families in their acquisition of housing. In this analysis, we examine how several of these subsidized housing programs, public housing and Low Income Housing Tax Credit (LIHTC) financed housing, relate to patterns of school segregation for children. We use GIS to examine the location of subsidized housing vis-à-vis district boundaries and school attendance boundaries in four Texas counties. We then examine patterns of segregation between schools with and without subsidized housing in their attendance zones, as well as the extent of economic and racial isolation experienced by students in those schools. Our results illustrate that public housing and LIHTC housing developments are zoned to racially and economically isolated schools, and that developments are associated with especially high levels of economic and racial isolation for Black and Latinx students. We conclude by discussing implications for housing and education policy to ameliorate these patterns.

APA, Harvard, Vancouver, ISO, and other styles

43

Koenning, Gaye M., Ann Witt Todaro, Jeff E. Benjamin, Martha R. Curry, Gayle E. Spraul, and Marjorie C. Mayer. "Health Services Delivery to Students with Special Health Care Needs in Texas Public Schools." Journal of School Health 65, no. 4 (1995): 119–23. http://dx.doi.org/10.1111/j.1746-1561.1995.tb06212.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Friedman, B. J., and S. H. Crixell. "Implementation of the Dietary Guidelines for Americans in Texas Public Schools from 1992-2006." Journal of the American Dietetic Association 107, no. 8 (2007): A13. http://dx.doi.org/10.1016/j.jada.2007.05.051.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Richards, Meredith P., Kori J. Stroub, and Sarah Guthery. "The Effect of School Closures on Teacher Labor Market Outcomes: Evidence From Texas." AERA Open 6, no. 2 (2020): 233285842092283. http://dx.doi.org/10.1177/2332858420922837.

Full text

Abstract:

Recent scholarship has highlighted the phenomenon of urban public school closures and their effects on student academic outcomes. However, we know little about the broader impact of closures, particularly on teachers who are also displaced by closure. We assess labor market outcomes for over 15,000 teachers in nearly 700 Texas schools displaced by closure between 2003 and 2015. Using a unique administrative data set, we find that closures were associated with an increased likelihood of teachers leaving teaching as well as changing school districts. Notably, teachers in charters that closed were particularly likely to leave. In addition, closures appear to push out senior teachers and worsen the already substantial underrepresentation of Black teachers.

APA, Harvard, Vancouver, ISO, and other styles

46

Hamilton, Heather, Frederick C. Lunenburg, John R. Slate, and Wally Barnes. "Predicting Reading Performance by Texas Student Demographics Characteristics: A Statewide Analysis." International Journal of Social Learning (IJSL) 1, no. 3 (2021): 218–35. http://dx.doi.org/10.47134/ijsl.v1i3.31.

Full text

Abstract:

Analyzed in this research study was the degree to which demographic characteristics (i.e., economic status, ethnicity/race, English Language Learner status) of Grade 3 students in Texas schools was related to their reading achievement as assessed by the State of Texas Assessment of Academic Readiness (STAAR) Reading test. Archival data from the Texas Education Agency, Public Education Information Management System, were analyzed using a causal-comparative research design. Specifically examined was each of the variables listed above for 2015-2016, 2016-2017, 2017-2018, and 2018-2019 school years separately for boys and girls, followed by comparing these variables across the four school years. Statistically significant results were present in all four school years for boys and girls. In three of the four years analyzed regarding boys' performance, being Poor, Black, or Hispanic was indicative of not meeting the Meets Grade Level standard. In three of the four years investigated regarding girls' performance, being White or Asian was indicative of meeting the Meets Grade Level standard. Implications for policy and practice, as well as recommendations for future research, are provided.

APA, Harvard, Vancouver, ISO, and other styles

47

Klein et al, Stephen P., Laura Hamilton, Daniel F. McCaffrey, and Brian Stecher. "What Do Test Scores in Texas Tell Us?" education policy analysis archives 8 (October 26, 2000): 49. http://dx.doi.org/10.14507/epaa.v8n49.2000.

Full text

Abstract:

We examine the results on the Texas Assessment of Academic Skills (TAAS), the highest-profile state testing program and one that has recorded extraordinary recent gains in math and reading scores. To investigate whether the dramatic math and reading gains on the TAAS represent actual academic progress, we have compared these gains to score changes in Texas on another test, the National Assessment of Educational Progress (NAEP). Texas students did improve significantly more on a fourth-grade NAEP math test than their counterparts nationally. But, the size of this gain was smaller than their gains on TAAS and was not present on the eighth-grade math test. The stark differences between the stories told by NAEP and TAAS are especially striking when it comes to the gap in average scores between whites and students of color. According to the NAEP results, that gap in Texas is not only very large but increasing slightly. According to TAAS scores, the gap is much smaller and decreasing greatly. Many schools are devoting a great deal of class time to highly specific TAAS preparation. While this preparation may improve TAAS scores, it may not help students develop necessary reading and math skills. Schools with relatively large percentages of minority and poor students may be doing this more than other schools. We raise serious questions about the validity of those gains, and caution against the danger of making decisions to sanction or reward students, teachers and schools on the basis of test scores that may be inflated or misleading. Finally, we suggest some steps that states can take to increase the likelihood that their test results merit public confidence and provide a sound basis for educational policy.

APA, Harvard, Vancouver, ISO, and other styles

48

“Trey” Marchbanks, Miner P., Anthony A. Peguero, Kay S. Varela, Jamilia J. Blake, and John Major Eason. "School Strictness and Disproportionate Minority Contact." Youth Violence and Juvenile Justice 16, no. 2 (2016): 241–59. http://dx.doi.org/10.1177/1541204016680403.

Full text

Abstract:

There are racial and ethnic disparities associated with school discipline practices and juvenile justice contact. In addition, research suggests that stricter school discipline practices and disproportionate minority contact for minority youth are relatively more prevalent in urban areas. What remains unknown, however, is the relationship between race and ethnicity, school discipline practices, and juvenile justice referrals across urban, rural, and suburban schools. Therefore, this study draws from the Texas Education Agency’s Public Education Information Management System to investigate the relationship between school discipline practices and juvenile justice contact with a focus on racial and ethnic disparities in urban, rural, and suburban schools. Findings indicate that both stringent and lenient school discipline practices have effects on juvenile justice referrals as well as racial and ethnic disparities across distinct school locations; however, there are important and distinctive nuances that are presented and examined.

APA, Harvard, Vancouver, ISO, and other styles

49

Dye, Christopher K. "Descriptive Profile and Survey of Alternatively Certified Texas Music Educators." Journal of Music Teacher Education 27, no. 3 (2017): 24–37. http://dx.doi.org/10.1177/1057083717731769.

Full text

Abstract:

The purpose of the study was to examine the features of Texas’s Alternative Route to Certification (ARC) programs in music education, the demographics and prior experiences of program completers, and the employment of ARC completers in K–12 public schools. Data were collected from the State Board of Educator Certification about demographics and employment information for all individuals who completed ARC programs in music education between 2002 and 2012 ( N = 1,200), and individuals from that population were surveyed concerning their experiences ( n = 214). Survey respondents completed programs that varied widely in duration, features, instructional modalities, and providing institutions. Music educator gender and ethnicity were significantly associated with the route used to pursue alternative certification. Relative to the distribution of music teaching positions across the state, ARC completers were disproportionately employed in large urban districts, charter school districts, and in districts with large proportions of economically disadvantaged students.

APA, Harvard, Vancouver, ISO, and other styles

50

Booker, Kevin, Scott M. Gilpatric, Timothy Gronberg, and Dennis Jansen. "The effect of charter schools on traditional public school students in Texas: Are children who stay behind left behind?" Journal of Urban Economics 64, no. 1 (2008): 123–45. http://dx.doi.org/10.1016/j.jue.2007.10.003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Texas public schools'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles