Description of Research and Evaluation Design

Goals of Research Study

• To provide information on "Best Practices."
• To initiate formative feedback to HAC.
• To provide a summative account of the HAC Initiative and assess the extent to which HAC has met the goals set for the project.
• To build capacity for inquiry and reflection within reforming schools.
• To inform the public about accomplishments, needs, and challenges of public education in the greater Houston area.

Goals of Houston Annenberg Challenge

• Academic Achievement: Children in HAC initiative schools would be learning at higher levels.
• Teacher Learning: Teachers and staff of HAC initiative schools would be well prepared to meet the individual educational needs of students.
• Isolation: The community - from the family to the local neighborhood and across the multidistrict city - would work together to support public schools.
• Size: HAC initiative schools would be reorganized to create personalized learning environments through the use of their size, which includes structure, resources, space, and time.
• Long-term Impact: HAC initiative schools would become models for systemic reform across districts.

Data Collection and Analysis

This research and evaluation study employed three major strategies:

• Macro analysis of data across and within HAC initiative schools.
• Micro analysis of case studies of a set of HAC initiative schools.
• Cross-case analysis of data collected both quantitatively and qualitatively.

The macro analysis (quantitative component):

• Focused on student achievement data, especially in the areas of reading and mathematics.
• Examined other data measures including data related to retention, dropout, attendance, mobility, and academic engagement.
• Included analysis of survey data collected from middle and high school students, teachers, principals, parents, district staff, and external partners.
• Was conducted by a group of researchers from the University of Houston and The University of Texas at Austin.

The micro analysis (qualitative component):

• Conducted case studies of 12 HAC initiative schools.
• Included interviews, observation, and document analysis within each school setting.
• Incorporated stakeholders from each school including: teachers, principals, parents, other school staff, district staff, and other community members.
• Conducted by multi-disciplinary teams of researchers from Rice University, University of Houston, and The University of Texas at Austin.

Cross-Case Analysis (qualitative and quantitative data):

• Examined major trends across HAC initiative schools revealed in data analysis.
• Compared and contrasted these major trends with the goals of the HAC initiative and the national Annenberg reform.
• Compared and contrasted these major trends with the goals of the HAC initiative and the national Annenberg reform.