SoundOFF: A Shortage of Mathematics Teachers in Houston

1983 ◽  
Vol 76 (9) ◽  
pp. 644-645
Author(s):  
Elaine Say
Keyword(s):  
Special Education ◽  
School District ◽  
Bilingual Education ◽  
Mathematics Teachers ◽  
Independent School ◽  
Independent School District ◽  
Predominantly Minority ◽  
Houston Independent School District

The time had come to act. A shortage of teachers in a few teaching fields— specifically mathematics, science, bilingual education, and special education prompted the Houston Independent School District to go beyond traditional lockstep salary schedules to attract teachers in shortage fields. In a single year, all Texas universities were not certifying a sufficient number of mathematics teachers to fill the vacancies in this urban, predominantly minority district alone.

scholarly journals Educating Students With Disabilities During the COVID-19 Pandemic: Lessons Learned From Commerce Independent School District

2020 ◽  
Vol 39 (4) ◽  
pp. 201-210 ◽  
Author(s):  
Patricia Tremmel ◽  
Rachel Myers ◽  
David A. Brunow ◽  
Brittany L. Hott
Keyword(s):  
Special Education ◽  
School District ◽  
Rural Communities ◽  
Students With Disabilities ◽  
Independent School ◽  
Lessons Learned ◽  
Family Needs ◽  
Related Services ◽  
Independent School District ◽  
Brick And Mortar

As a result of the COVID-19 pandemic, many school districts have moved from brick-and-mortar instruction to remote instruction with little planning time and limited resources. Rural localities, already facing barriers and hardships, attempted to provide special education and related services in accordance with rapidly changing state and federal guidelines. Despite funding difficulties and challenges with serving students eligible for special education during a pandemic, there are districts that leveraged the strengths of rural communities to meet student and family needs. Commerce Independent School District is one exemplar. The purpose of this article is to highlight successes and lessons learned to offer guidance to districts as we continue to navigate challenges associated with the COVID-19 pandemic.

scholarly journals The SAS Education Value-Added Assessment System (SAS® EVAAS®) in the Houston Independent School District (HISD): Intended and Unintended Consequences

2012 ◽  
Vol 20 ◽  
pp. 12 ◽  
Author(s):  
Audrey Amrein-Beardsley ◽  
Clarin Collins
Keyword(s):  
School District ◽  
Independent School ◽  
Value Added ◽  
Unintended Consequences ◽  
Assessment System ◽  
Unintended Effects ◽  
High Stakes ◽  
Educational Value ◽  
Independent School District ◽  
Houston Independent School District

The SAS Educational Value-Added Assessment System (SAS® EVAAS®) is the most widely used value-added system in the country. It is also self-proclaimed as “the most robust and reliable” system available, with its greatest benefit to help educators improve their teaching practices. This study critically examined the effects of SAS® EVAAS® as experienced by teachers, in one of the largest, high-needs urban school districts in the nation – the Houston Independent School District (HISD). Using a multiple methods approach, this study critically analyzed retrospective quantitative and qualitative data to better comprehend and understand the evidence collected from four teachers whose contracts were not renewed in the summer of 2011, in part given their low SAS® EVAAS® scores. This study also suggests some intended and unintended effects that seem to be occurring as a result of SAS® EVAAS® implementation in HISD. In addition to issues with reliability, bias, teacher attribution, and validity, high-stakes use of SAS® EVAAS® in this district seems to be exacerbating unintended effects.

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