The Availability of Black and Hispanic Teachers in HISD Schools Shapes Black and Hispanic Students’ Academic and Behavioral Outcomes

Oct 15, 2026

Research brief examining how the availability of Black and Hispanic teachers within Houston Independent School District relates to Hispanic and Black students’ academic and behavioral outcomes across the 2018–19 and 2019–20 school years. Findings show students’ achievement, attendance, and discipline referrals are patterned by the racial/ethnic composition of both peers and faculty. Specifically, Hispanic students in schools with majority Black-and-Hispanic teacher and student representation report higher test scores and fewer absences and referrals. In contrast, Black students show better reading outcomes and fewer absences and referrals in schools with lower Black proportions, potentially reflecting systemic disadvantages faced by predominantly Black communities.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages24

Reading Time1 h 0 min

AccessFree to download

Key Findings

Achievement

Absenteeism

Discipline

Background

Building Better Cities Building Better Lives The Availability of Black and Hispanic Teachers in HISD Schools Shapes Black and Hispanic Students’ Academic and Behavioral Outcomes Tori Thomas, Ph. D. and Gabriela Sánchez-Soto, Ph. D. Research Brief for the Houston Independent School District August 2023 Suggested citation. Thomas, T. & Sánchez-Soto, G. The Availability of Black and Hispanic Teachers in HISD Schools Shapes Black and Hispanic Students’Academic and Behavioral Outcomes. (2023) . Houston, TX: Houston Education Research Consortium, Kinder Institute for Urban Research, Rice University. About HERC. Focusing on the most pressing challenges facing the region, the Houston Education Research Consortium (HERC) is a researchpractice partnership between the Kinder Institute for Urban Research and 11 Houston-area school districts. HERC research is developed directly alongside district leaders with findings shared with decision makers – culminating in long-term, equity-minded solutions, opportunities and growth for Houston and beyond. [DOI: doi.org/10.25611/JNK0-ZT31](DOI: doi.org/10.25611/JNK0-ZT31) Research Brief The Availability of Black and Hispanic Teachers in HISD Schools Shapes Black and Hispanic Students’Academic and Behavioral Outcomes This study analyzes how schools in the Houston the availability of Black and Hispanic teachers within Independent School District is related to Hispanic and Black students’ academic and behavioral outcomes during the 2018–19 and 2019–20 school years. The analyses found that Hispanic and Black students’ test scores, attendance and discipline referrals are shaped by the demographics of their fellow students and faculty. Specifically, Hispanic students attending schools where the majority of both teachers and students were also Hispanic had higher test scores, lower absenteeism and lower disciplinary referrals. In contrast, the opposite was found to be the case for Black students: When they attended schools with lower proportions of Black students and teachers, these students tended to have better reading scores, less absenteeism and fewer disciplinary referrals. These results may be due to systemic disadvantages facing some schools in predominantly Black communities. Key Findings Achievement ▪ Hispanic students: In schools where most students and teachers were Hispanic, Hispanic students were more likely to have reading and math scores that approached grade level. ▪ Black students: In schools where few students and teachers were Black, Black students were more likely to have reading scores that approached grade level. There were little differences for math scores. Absenteeism ▪ Hispanic students: In schools where most students and teachers were Hispanic, Hispanic students were less likely to miss school for any reason. ▪ Black students: In schools where few students and teachers were Black, Black students were less likely to miss school for any reason. Discipline ▪ Hispanic students: In schools where most students and teachers were Hispanic, Hispanic students were less likely to be disciplined for any reason. ▪ Black students: In schools where few students and teachers were Black, Black students were less likely to be disciplined for any reason. The Availability of Black and Hispanic Teachers in HISD Schools Shapes Black and Hispanic Students’Academic and Behavioral Outcomes ~~ ~~1~~ ~~ Background The Houston Independent the largest school district School District (HISD) isin the state of Texas and has more racially and ethnically diverse student and teacher populations relative to those in the rest ofthe state. Furthermore, the composition of HISD teachers is reflective of their students (24% Black, 44% Hispanic)(NCES 2021). With its diverse teacher and student populations, HISD can provide its students, the majority of whom are of color, with highly qualified teachers who also look like them. Having teachers of the same race/et

FAQs

What does the study analyze in HISD schools?

The study analyzes how the availability of Black and Hispanic teachers in HISD is associated with Hispanic and Black students’ academic and behavioral outcomes.

How are Hispanic students’ outcomes associated with school demographics?

Hispanic students attending schools where both teachers and students are mostly Hispanic have higher test scores and lower absenteeism and discipline referrals.

How are Black students’ outcomes associated with school demographics?

Black students attending schools with lower proportions of Black students and teachers tend to have better reading scores and fewer absences and disciplinary referrals.

Oct 15, 2026

Uploaded by Sophia Brooks