Brian Holzman

Dr. Brian Holzman is a research scientist at the Houston Education Research Consortium (HERC) at Rice University. At HERC, he leads research projects that study and evaluate interventions, policies, and practices in Houston-area school districts. Dr. Holzman’s research examines the pathway from middle school to and through college. His research pays particular attention to educational equity and often focuses on structural and informational barriers to college access and success among first- and second-generation immigrants, English learners, students of color, and students from socioeconomically marginalized backgrounds. Dr. Holzman’s ongoing work includes a study of recent immigrant students and school structures than enable their English language acquisition, as well as a study of pathways to and through STEM (science, technology, engineering, and mathematics) in the wake of a state policy change to high school graduation requirements. He is also co-principal investigator of a National Science Foundation-funded middle school text messaging field experiment that aims to improve parent engagement and child academic and socioemotional outcomes. Dr. Holzman completed his graduate education at Stanford University, earning a master’s degree in sociology and a Ph.D. in sociology of education and higher education administration.

Recent Publications

Turley, R. L., & Holzman, B. (2021). Three Lessons from a Research-Practice Partnership in Education. In D. P. Gitterman & N. Britto (Eds.), The Intersector: How the Public, Nonprofit, and Private Sectors Can Address America’s Challenges. Washington, DC: Brookings Institution Press.

Holzman, B., Klasik, D., & Baker, R. (2020). Gaps in the College Application Gauntlet. Research in Higher Education, 61(7), 795–822.

Jackson, M., & Holzman, B. (2020). A Century of Educational Inequality in the United States. Proceedings of the National Academy of Sciences, 117(32), 19108–19115.

Flores, S. & Holzman, B., & Oseguera, L. (2020). Data Quality in the Evaluation of Latino Student Success. In R. T. Teranishi, B. M. D. Nguyen, C. M. Alcantar, & E. R. Curammeng (Eds.), Measuring Race: Why Disaggregating Data Matters for Addressing Educational Inequality. New York, NY: Teachers College Press.

Research Areas

Sociology of education, higher education, education policy analysis, immigration, English learners, research-practice partnerships


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