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No other city in the nation more clearly exemplifies the dramatically changing social, political, and economic landscape of America's urban centers than Houston. Houston has transformed from a bi-racial southern city on the bayou to one of the most ethnically and culturally diverse communities in the nation. Houston Independent School District (HISD) faces unique challenges in this new landscape and the solutions require leadership, innovation, collaboration and hard work. Quality education transforms the lives of children and is the cornerstone for Houston's future prosperity and success. It is every Houstonian's responsibility to ensure that every child has access to a high quality education regardless of ZIP code. This 2014 annual report presents HISD's vision for graduates as leaders, critical thinkers, college-ready learners, and skilled communicators who are adaptable and productive. In an effort to produce adaptable and productive graduates with cross cultural skills, HISD is expanding its dual language offerings in 2015 from 28 elementary schools to roughly 50 campuses. HISD also has a number of other initiatives designed to prepare students to 2015. Included in this report are highlights of revenues and expenditures, numbers of students served, number of employees, number of schools serving HISD students, amount of scholarships and financial aid offered to seniors in 2014, number of languages spoken across the district, dual language instruction provided, number of dual credit courses, bond initiative building modern schools across Houston, percent of rated HISD schools that met state student progress standard, and percent of rated schools that met state closing performance gaps standard.

This report provides standard facts and figures about the Houston Independent School District's (HISD) finances, student populations, achievements, and more. HISD has humanized that data, as well, with vignettes and profiles that typify the remarkable programs and individuals in the district. One of the three drivers to achieve the vision of Becoming #GreatAllOver is "engaged stakeholders." In trying to come up with a theme for the annual report, HISD found that many of the initiatives embrace three themes: Building is a major component of the daily work--whether it's the actual construction of schools and other facilities to 21st century standards under the 2007 and 2012 bond programs or the more metaphorical challenges of establishing and maintaining relationships. HISD is constantly striving to bridge gaps in technology, socioeconomic backgrounds, language, and culture in order to provide a uniformly high quality education for all HISD students. The hope is that this will result in opportunities for higher education and successful careers in the future. And belief encompasses both the outside world's validation of HISD's efforts and that spirit that drives the mission of Becoming #GreatAllOver--the firm conviction that, with proper support and guidance, every HISD student has vast potential in the classrooms and in the world that awaits them.

This report contains materials from the TECHlinx Technical Education Clearinghouse project designed to promote the effective development of the Texas work force by linking individuals and institutions to information and resources focused on work force education. Part 1, an executive summary, reports how the project was successfully established and describes both a conventional print-based clearinghouse and a "virtual" electronic one available via the Internet. Part 2, the final report, discusses project components, objectives, and products. Part 3, project evaluation, indicates that users rated the clearinghouse favorably and its primary weakness was lack of visibility among those who could most benefit from its use. Evaluation instruments and plan are included. Parts 4-8 include project products developed under the five major components into which project objectives were divided. Part 4, management component, contains the following: project staff with contact information; advisory committee members and provides meeting minutes; and marketing and promotion, including handouts and brochure. Part 5, content component, includes the following: content manual; description of reference services; and a 34-item annotated bibliography with guidelines for borrowing from the lending library. Part 6, connectivity component, consists of pages from the TECHlinx website, sample searches, and information on the TECHlinx listserv. Part 7, technical assistance component, provides handouts on accessing TECHlinx, the Internet, and phone help line. Part 8, professional development component, provides information and handouts on training activities. (YLB)

This supplementary secondary school program reports on the fourth year of a program focused on instructional intervention, parental involvement, and staff development in a school district with a 46% at-risk student population; more than 630 students were preliterate or limited education Hispanics. In this fourth year, the program continued to serve as a 1-year transitional program for the targeted Hispanic students based on previous year results demonstrating improved self-esteem, a more trusting attitude towards the school system and staff, a sense of belonging, punctuality and regular class attendance, improved literacy in both English and Spanish, and increased computer usage. Math, science, and Spanish teachers were involved in the project using instructional materials such as motivational readers, computer software, laser disks, CD ROM disks, and appropriate math and science texts. Major strengths of the fourth year included increased parental participation, improvement in project professional staff, increases in student achievement, and improvement in district operational levels. Appended tables offer statistical comparison of teacher classroom behavior and post classroom observations. The data is presented in 17 tables. (NAV)

The examination of historical trend data on the number and percent of students lost from public school enrollment prior to graduation from high school is becoming increasingly important since distinct trends are emerging on a regional basis. This study examines regional trends in Texas on the number and percent of students lost from public high school enrollment prior to graduation with a high school diploma. A comparative analysis of 1985-86, 2005-06 and 2006-07 attrition rates in Texas' 20 education service center (ESC) regions shows that eight Texas regions have persistently higher rates of losing students from public school enrollment. Education service center regions with traditionally high attrition rates include: ESC Region 1 (Edinburg), ESC Region 4 (Houston), ESC Region 10 (Richardson), ESC Region 13 (Austin), ESC Region 19 (El Paso), and ESC Region 20 (San Antonio). The highest attrition rates are primarily concentrated in regions with the largest student enrollment counts, particularly those in urban areas and those with the largest low-income and minority populations. Schools and communities in Texas and nationwide must work together to improve school holding power and student success. (Contains 12 exhibits.)

The Sam Houston State University Chapter of Phi Delta Kappa used a 32-item questionnaire to collect discrete data on early childhood programs in Texas. Also collected were individuals' impressions, attitudes, and readiness plans for early childhood program expansion. The survey was a response to legislative developments, particularly a 1990 Texas law providing for an optional 3-year-old program to serve disadvantaged children. Results of the survey are presented. Responses concern school district characteristics and respondents' professional positions, transportation and lunch programs, percentage of eligible children enrolled, funding for the 3-year-old program, school attendance and space, developmental play, parents' role in Texas's early childhood programs, teacher training and experience, and curriculum. Major findings are summarized. There was no difference between the responses of the total group of respondents and the Phi Delta Kappa subgroup. Results indicated that: (1) the movement for program expansion is viewed with mixed feelings; (2) a total of 43 percent of districts responding do not serve lunch to half-day students; (3) special assistance is needed if principals are to coordinate instructional and parenting programs; and (4) support monies will be needed if operational monies are provided. A copy of the questionnaire is included. (BC)

The purpose of this study had two objectives, first to determine the number of new teachers that had left the teaching profession in a five year period (2000-2005), and to learn about mentors teachers' perspectives regarding the mentor training and the program as a whole. Methodology: A questionnaire was administered to some mentor teachers, and two interviews were held with a small group of mentors to learn about their experiences. District programmers extracted historical files to set up 5 cohorts of new teachers, one per year. Those teachers were tracked for five years to determine if they had left the district. Results: Teachers in EPISD leave the profession of teaching at slower rates than teachers in the rest of the country. EPISD data show that of teachers who started their profession four (2001) and five (2000) years ago, 73 and 76 percent respectively, are still teaching in EPISD. The majority of the mentors (87%) felt the training had been effective in preparing them to become highly qualified mentors; furthermore, mentors felt the quality of the mentor training was "Excellent" or "Good". Overall mentor teachers seem to be satisfied with the mentor training. The study also pointed out that EPISD does not have a sound system in place to collect information from teachers as they leave the District; when teachers leave, the reason for leaving is unknown to the District. Conclusion: Even though mentors seemed to be pleased with the mentor training, some mentor teachers seem to be concerned about not having time to meet with their mentee, or not knowing how to schedule meeting and observation times. Strong campus and district support is needed. Recommendation: District officials need to institutionalize the MENTOR Program by creating a full time position to oversee the overall implementation and monitoring of the program. Further study is recommended to identify and determine what has influenced new teachers to stay district officials to identify district us initiatives, as well as principals' behaviors and practices that have had a positive impact in new teachers. It is key to set up a process through the Human Resources Department where teachers who are leaving the district would have to complete a short survey with questions such as: reason for leaving, reasons for moving, future plans, and teacher opinion on school climate and job perceptions. The Mentors' Survey is appended.

This booklet summarizes findings from Just for the Kids' recent examination of promising practices in Texas Schools. It focuses on those schools that served disadvantaged students yet had high performance over 3 years. The key focus of Just for the Kids is on the students. Schools break down the goals of school reform into manageable chunks, constantly reviewing individual data and examining what can be done for each child. Issues of teacher and teaching quality are critical, and the schools are very grounded in research-based instructional practices. Five strategies common to all of the high-performing schools are: take initiative, make no excuses, and strive for success; develop and execute a clear strategy for improvement; continuously assess progress and intervene immediately when students or teachers are struggling; make high-quality teaching and research-based instructional practice the top priority; and collaborate both inside and outside the schools. Descriptions of sample elementary schools are included. (SM)

This report presents recommendations for providing excellent teachers in all Texas schools. It notes that while state-level policy reforms have helped advance the quality of educator preparation, university-based programs have been unable to produce sufficient numbers of teachers to keep up with the rapidly growing student population. Teacher shortages are a major challenge facing Texas education today. Recommendations are presented for professional partners, including: the Texas Higher Education Coordinating Board (e.g., provide and coordinate funding from external resources for educational research and policy studies contributing to increased instructional effectiveness); State Board for Educator Certification (e.g., create a systematic teacher induction program); university/community college governing boards and chief executive officers (e.g., articulate the importance of the university's teacher preparation function, reinforcing it as a critical, university-wide mission); university/college deans and faculty (e.g.; actively promote university-wide faculty participation in teacher preparation); public school administrators and teachers (e.g., actively promote teaching as a worthwhile and meaningful profession); education service centers (e.g., collaborate with universities to provide high quality professional development); foundations (e.g., support collaborative planning opportunities between public school and university educators and other stakeholders); and business and organizations (e.g., invest in teacher scholarships and work internship programs for preservice teachers). (SM)

Across the Southwest Educational Development Laboratory's five-state region, state departments of education and state legislators are working to strengthen reading programs, raise student reading achievement, and help struggling readers. People now realize that reading proficiency is the key to high student achievement. This report summarizes the initiatives and legislation in place or under consideration in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. Arkansas has developed the "Smart Start" initiative for Grades K-4, an initiative which aims to increase reading and math achievement at the lower grades to create a strong foundation for academic success. At every elementary school, Louisiana legislated the implementation of a reading program designed to teach students to read on grade level by no later than third grade. New Mexico has put much effort into establishing standards and benchmarks for all grade levels in all subject areas and has received an "A" from "Education Week" for its efforts. Oklahoma's Reading Sufficiency Act took effect on July 1, 1998. The act aims to ensure that each child attains the necessary reading skills by completion of third grade. In Texas, the Texas Reading Initiative consists of several components: increasing teachers' knowledge of their students' reading skills in K-3 through assessment; providing research-based information to educators through two documents, "Good Practice" and "Beginning Reading Instruction"; professional development; and parent involvement. (NKA)

This report examines the relationship between philanthropy and public schools in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas served by the Southwest Educational Development Laboratory (SEDL). While begun as a project to build understanding and to support institutional planning, this report speaks also to local school leaders, the philanthropy community, and educational policymakers. The report provides a stimulus for dialogue with each of these groups to help refine and clarify the insights gained, with the ultimate object of fostering shared understanding. The study sought to understand what kind of philanthropic support public schools are receiving and what they might expect from philanthropic sources. Two secondary purposes were to assess whether SEDL might play a useful role in assisting schools in the quest for philanthropic support and/or in providing research-based information to help donors in their decision-making about contributions to school reform. The following questions were asked in the report: (1) How much support from philanthropic sources goes to public schools in the region? (2) How is the giving distributed? (3) Which are the most active grant makers and what are their characteristics? and (4) Is there a role for SEDL in providing research-based information or other services for philanthropic organizations? Appendixes list gift revenues for top-receiving districts by state, and organizations making grants in the southwestern region. (DFR)

This report, in six chapters, discusses various aspects of mentoring teachers. The first chapter, an introduction by Diane T. Pan and Sue E. Mutchler, reviews the history of teacher mentoring in Texas since 1988 and describes the Southwest Educational Development Laboratory's (SEDL) Teacher Mentoring Research Project. Chapter 2, "Lessons from Research on Teacher Mentoring: Review of the Literature," by Sue E. Mutchler, grounds SEDL's research in current understandings of teacher mentoring. Chapter 3, "Teacher Mentoring Survey of Texas School Districts: Summary of Results," by Diane T. Pan, presents findings and analysis of the statewide survey. Quantitative analysis of administrative data from three case sites are given in chapter 4, "Mentoring Beginning Teachers: The Implications of Contextual Conditions," by Kelly S. Shapley and Joan Bush. Chapter 5, "Lessons from the Field: Case Studies of Three Districts," by Robert W. Glover and Sue E. Mutchler, gives a report and analysis of findings from qualitative research done at three case sites. Conclusions, implications, and recommendations that draw from findings of all study data sources are presented in the final chapter of this report. Appendices consist of the statewide survey instrument and an annotated bibliography of additional resources on mentoring. (Contains 44 references.) (RT)

This evaluation report profiles Academics 2000: First Things First, the Texas initiative under the Goals 2000 Educate America Act to raise the level of academic achievement of all Texas students by ensuring that each child achieves fourth-grade mastery of the foundation subjects by the end of fourth grade. The report states that, at the local level, the Academics 2000 initiative provides communities with opportunities to design educational programs to promote reading achievement among their students. It explains that Academics 2000 funding is provided for planning and implementation of initiatives to improve reading, including intensive and sustained professional development in research-based instructional strategies and methodologies, and in addition, funding is provided for preservice education to provide early childhood and elementary educators with skills and knowledge to foster reading achievement among all students. Following an introduction and evaluation methodology, the report is divided into these broad sections: Summary of District Academics 2000 Grant Programs for 1998-99; and Individual Academics 2000 Grant Program (Allan and Brooke Elementary Schools; Barrington, Ortega and Zavala Elementary Schools; Cooke and Wooldridge Elementary Schools; Dawson Elementary School; Dyslexia Support Grant Campuses; Harris Elementary School; Maplewood and Summit Elementary Schools; Mathews Elementary School; Palm and Widen Elementary Schools; Primary Education Grant Campuses; and Travis Heights Elementary School). (Contains 14 figures.) (NKA)

This article analyzes education and finance in Texas. It reports that Texas spends less per pupil on education than many other states in the nation--despite a greater than 10 percent increase in state appropriations for education since 1996. There is also high variance in per-pupil expenditures from one district to the next, with some school districts spending more than twice as much on total operating expenditures per pupil than others. The document discusses how Texas schools are funded and describes efforts that are being made to ensure equity in school finance. It provides a history of school finance in Texas, describing how, in 1984, a group of school districts filed suit charging that the state's heavy reliance on property taxes to fund education resulted in expenditure differences that violated the Texas Constitution. The article reports that all property wealth in the state is now taxed more equitably. It concludes that Texas needs to re-evaluate its level of educational spending, and states that Texas must provide adequate educational opportunities for all of its children, regardless of their income or residence within a specific school district. A chart lists total operating expenditures by county per pupil for 1996-97. (RJM)

Due to their more diverse populations, urban colleges have different concerns than suburban and rural colleges, and they must provide programs and services specific to those concerns. The question arises as to whether urban college effectiveness can be measured with traditional indicators. The declining test scores in American public schools have led to the concept of "accountability" for performance levels, but the paper proposes that other factors also be included in the evaluation of community colleges, since so many of their students have non-degree objectives. All attendees at three Texas urban colleges are studied, in order to answer the following questions: (1) What are the major reasons students attend urban community colleges? (2) Do these reasons differ among the three colleges studied? and (3) Are there any evaluative factors that should be, but are not, used for these colleges? Results show that 64% of the students were not enrolled in a degree-seeking or academic track, and the largest number of these students, 19% of the total sample, were there for short-term work-related training. Neither sex nor ethnicity were found to be a factor in whether students chose a degree-seeking or non-degree track. The paper suggests that academia needs to recognize this lack of interest in academic credential by many students, and evaluate college performance accordingly. Contains 13 references. (VF)

This report on teacher recruitment and retention in Texas identifies and analyzes programs offered by higher education institutions, school districts, regional education service centers, and other organizations that address the teacher shortage in Texas. The study was undertaken with the understanding that teacher compensation issues are pervasive and important to the recruitment and retention of qualified teachers. The report addresses efforts by Texas institutions to recruit and train qualified teachers for public schools and to recommend programs and policies to improve the effectiveness of these efforts. The report begins by explaining the problem of teacher shortage and noting responses to the shortage. It examines teacher recruitment, focusing on college and university recruiting efforts, alternative certification program recruitment efforts, and school district recruitment efforts. Next, it discusses teacher retention, focusing on efforts by school districts and looking at collaborative retention efforts. Finally, it presents recommendations for teacher recruitment, for teacher retention, and for information about professional opportunities in teaching. Three appendixes present a national perspective on teacher recruitment and retention, project respondents, and educator preparation programs by region. (SM)

This policy brief presents an in-depth look at the dropout issue in Texas in the context of 1986 state legislation that mandated that the schools and state education agency ensure that at least 95 % of Texas youth complete high school. Findings from a study by the Intercultural Development Research Association (IDRA), using a high school attrition formula and the review and analysis of secondary data, suggested that 86,000 students had not graduated from Texas public high schools that year. By 1998, the estimated cumulative number of dropouts was much higher, at more than 1.2 million, and study findings show that 43% of the 1993-94 freshman class did not graduate in what should have been their senior year. The costs to the state in foregone income, lost tax revenue, and direct costs of the criminal justice and welfare systems have been enormous. The student attrition rate was highest in major urban districts (51%) and lowest in rural districts (28%). Racial and ethnic minority group students were more likely to be lost from public school enrollment than were White nonHispanic students. The Texas Education Agency has reported much lower dropout rates, suggesting that in 1996-97, only 9.1% (estimated longitudinal rate) did not graduate. One of the recommendations coming from this study is that state and district dropout reporting be made more accurate. Other recommendations center on modifying definitions and policy requirements to reflect the realities of the situation, and establishing monitoring, reporting, and prevention activities at the local school district level. (Contains 17 references.) (SLD)

In 1995, the Texas legislature established a policy that each school district must have an "alternative educational setting for behavioral management." This policy brief examines the ways in which this idea has been implemented in Texas, using data from the Texas Education Agency. Findings show that, for the most part, these alternative educational programs are being used as dumping grounds for "undesirable" students who, once there, get little support. Minority students are overrepresented in removals to these programs, and there has been an increase in reports from schools that have classified students' race and ethnicity as "unknown." Anecdotal reports of some exceptional programs exist, but there are no conclusive studies on the effectiveness of such programs for students forced to participate. Recommendations from the Intercultural Research Development Association are that the decision to refer a student to such a program be made in conjunction with the student's parents, with all options clearly explained. Better information should be gathered about the effectiveness of existing programs, and the alternative programs should be held to the same standards as other Texas schools. In addition, school districts should not be allowed to operate programs that combine students from elementary, middle, and high school levels. (Contains 20 references.) (SLD)

In 1997, conservative Texas lawmakers introduced a measure for a state-funded voucher program, which was to be limited to low-income students in the state's lowest performing schools. The real objective of the proposal was to set state precedents for state subsidies for private schools. This proposal never made it out of committee in the Texas Senate, but supporters promised to try again in 1999. This policy brief explores the use of vouchers and their effects. State courts have been inconsistent in rulings regarding the constitutionality of using public funds for private schools, which are not accountable to the public for their actions or results. In addition, diverting money for private schools takes money away from communities, resulting in higher taxes. Vouchers do not give parents a choice as much as they give private schools a choice about whom to accept. There is no extensive empirical evidence to support claims that vouchers, by creating competition, improve the quality of local public schools. In Texas, the private schools do not have the capacity to absorb large numbers of students. Vouchers give a new government subsidy to private schools and wealthy parents with children already in private schools. The Intercultural Development Research Association recommends that public monies be used solely for the support of public schools, and that all students should have access to community-based, equitably-funded, high-quality public schools. Schools that receive state tax monies should be subject to the admissions and reporting requirements applicable to public schools. (Contains 1 table, 3 graphs, and 50 references.) (SLD)

This report provides baseline information from the six schools in Arkansas, Louisiana, New Mexico, Oklahoma, rural Texas, and urban Texas participating in the Applying Technology to Restructuring and Learning (ATRL) project, which seeks to create replicable models of constructivist learning environments supported by technology. The information in this report was collected in the spring and fall of 1998 from teacher surveys; state, district, and school reports; classroom observations; and field notes from initial on-site visits. The purposes of these data are to enable the project team to compare initial classroom conditions with the development of constructivist learning environments supported by technology and to examine how these environments change instructional practices and student learning. Findings for each site are organized under the following headings: The Community and Environs; State Support for Technology; District Overview; Description of School Site; Project Participants; Teacher Self-assessment in Technology; and Observations of Classroom Practices. Appendices include letters of understanding/intent, the technology skills self-assessment checklist, and the classroom observation form. (AEF)

This monograph shares the lessons learned from participation in the Intercultural Development Research Association's Texas Immigrant Education Collaborative (TIEC) project in two sites: a middle school in Houston with an international immigrant student population and a border high school in El Paso with a primarily homogenous Mexican immigrant population. Data came from field notes and interviews with students, teachers, parents, and administrators. Part 1 of the monograph is a primer on immigrant education that discusses related basic issues. Part 2 presents a broad discussion of the lessons learned from participation in the TIEC project. In part 3, selected TIEC initiatives are described with details about how each lesson was learned. In most cases, the teachers in program schools had good ideas about what they wanted to do to improve students' education. What they lacked was time to interact and a forum to build advocacy for immigrant students. Five appendixes contain information about immigrant students' rights to attend public schools, a list of organizations devoted to immigrant issues, lists of immigrant education and Internet resources, and a glossary of terms related to immigrant education. (Contains 2 tables, 2 figures, and 48 references.) (SLD)

This report focuses on the standards and test schools used to measure student and school performance in Texas. The primary method for evaluating the academic achievement of Texas public school students is a standardized test called the Texas Assessment of Academic Skills (TAAS). A review of TAAS scores and their uses suggests that the TAAS test may be given too much weight in the Texas educational system for evaluating students and schools. The TAAS is used not only for student assessment and school evaluation, but is also used to decide if students are ready to graduate. Although an increasing number of students are passing the TAAS, there is still substantial need for improvement. Fair learning standards should be based on a realistic assessment of the skills and knowledge that a student will need in college or the workplace. All children should have similar learning opportunities. High standards are the beginning, but students also need the belief that they have the ability to succeed. The Ysleta Independent School District, El Paso, Texas, demonstrates the success possible when the vision of the school district makes academic success nonnegotiable. Ysleta students are passing the TAAS at higher rates than in any other large urban district in the state. (Contains 2 figures, 4 tables, and 23 endnotes.) (SLD)

This is the first in a series of reports about public education in Texas. This introductory report summarizes many of the challenges faced by students in Texas, as well as challenges faced by the schools they attend. It focuses on low income and disadvantaged children and describes some of the major education-reform efforts currently being discussed. The report opens with a profile of Texas school children and a discussion of some of the challenges faced by these children. It explores environmental and social factors, family literacy, early childhood education, learning standards and student assessment, student achievement, social promotion, dropouts, children with special challenges, bilingual education, special education, school finance, school crowding, professional development, technology in schools, school facilities, parental and family involvement with schools, violence in schools, school-community partnerships, charter schools, contracting, school-choice magnet schools, school-based services for children and their families, and vouchers. The report concludes that almost half of all students in Texas are considered economically disadvantaged, with many of them lacking English proficiency or suffering from disabilities and barriers to learning. Each issue raised in the report serves as a brief introduction to each of the topics to be discussed in more detail in upcoming reports. (RJM)

The Southwest Educational Development Laboratory produced a three-part series on the initiation of charter schools and their impact on education in the southwestern United States. This booklet marks the last of the series. It describes what early charter-school organizers in New Mexico and Texas proposed doing to create better learning environments for students, better working conditions for teachers, and more accountable and successful schools. The report is based on a systematic review of 24 approved charter-school applications in New Mexico and Texas. The review examines the proposed structures and programs in these schools against a framework--taken from James P. Connell's "First Things First"-- for successful school-site reform. The text highlights the extent to which charter-school designs in these states incorporate features that research and practice suggest will lead to meaningful change and improved educational outcomes for students. The analysis is organized to reveal trends and patterns within each state. The approach gives policymakers, educators, and parents a way to identify some of the educationally significant elements of the school environments that characterize early charter-school designs in New Mexico and Texas, highlighting these schools' potential to produce better educational outcomes for students. Four appendices describe legislative and charter-school information. (RJM)