Tori L. Thomas

Kinder Institute for Urban Research at Rice University

• Lead a team project utilizing quantitative methods and map programming to examine how the COVID-19 pandemic shaped students’ school district enrollment patterns and likelihood leaving the Texas Public School System producing two research briefs
• Lead a team project exploring the experiences of teachers at schools implementing a unique teacher staffing model, producing a research brief
• Lead a team project utilizing quantitative methods to explore cohorts of emergent bilingual students' academic outcomes upon the school district changing dual-language programs.

• Led and guided open conversations about diversity, equity, and inclusion (DEI) for in-person undergraduate classes

Kinder Institute for Urban Research at Rice University

• Part of a research team utilizing quasi-experimental methods to examine what characteristics predict attendance at a newcomer middle school within a local Houston school district, producing four research briefs
• Lead on sub-project utilizing quantitative methods to examine how attendance at the same newcomer middle school is related to high school choices and characteristics, producing one research brief
• Part of a research team utilizing various quantitative methods to examine HISD’s students’ access to aspects of teacher human capital, and how this access is related to their academic and behavioral outcomes, producing two research briefs
• Part of a research team utilizing various quantitative methods to examine how participation in CTE programs in high school may be related to later post-secondary enrollment and completion as well as workforce participation and earnings, producing three research briefs

• Lectured and guided online discussion about racial/ethnic inequities in public K-12 education as part of the Rice University's Glasscock School of Continuing Studies series: Facing Race: Racism, Resistance and Reckoning in the United States

• Engaged students through lecture and discussion, increasing classroom interaction to build inclusive learning environment.
• Used videos, lectures and moderated discussions to engage students during class.
• Prepared instruction through lesson plans to address student's assessed needs, goals and objectives.
• Assessed student progress through quizzes, tests, and projects.
• Maintained evening or weekend hours to provide students with additional support.
• Participated in workshops, trainings and conferences to improve educational skills.