Jon Lorence

Jon Lorence

Associate Professor and
Director of Undergraduate Studies

Phone: (713)743-3959
Office: 481 Philip G. Hoffman Hall


Ph.D.,University of Minnesota
M.A., Iowa State University
B.A., Central College


  • The George F. Magner Award for Undergraduate Advising 2004-2005, University of Houston

Research Interests

  • Determinants of academic achievement, teacher effectiveness, characteristics of effective schools, educational measurement


  • Statistics
  • Quantitative Research Methods
  • Sociology of Work & Occupations
  • Social Stratification & Inequality

Selected Publications

  • Jon Lorence. Forthcoming 2008 “Texas TAAS Scores Revisited.” Educational Research Quarterly (June).
  • A. Gary Dworkin and Jon Lorence. 2007. “Non-Promotional School Change and the Achievement of Texas Students: Possible Public School Choice Outcomes underNo Child Left Behind.” Pp. 243-266 in Alan R. Sadovnik, Jennifer O’Day, George Bohrnstedt, and Kathryn Borman (eds.), No Child Left Behind and the Reduction of the Achievement Gap: Sociological Perspectives on Federal Education Policy. New York: Routledge.
  • Jon Lorence. 2006. “Retention and Academic Research Revisited from a United States Perspective.” International Education Journal, 7, no. 5 (October): 731-777.
  • Jon Lorence and Anthony Gary Dworkin. 2006. Elementary Grade Retention in Texas and Reading Achievement among Racial Groups: 1994-2002. Review of Policy Research, 23 (5): 999-1033.
  • Anthony Gary Dworkin and Jon Lorence. 2004. “Retention in Grade and School Survival: A Challenge to the Current Consensus.” Section A2 (Life Chances and Participation). Pp. 1-9 in R. Ruzicka, J. Ballantine, J. A. Ruiz Roman (eds.) in Key Contexts for Education and Democracy in Globalising Societies. Prague, Czech Republic: Charles University, Argentura Action M.
  • Jon Lorence, A. Gary Dworkin, Laurence A. Toenjes, and Antwanette N. Hill. 2002. “Grade Retention and Social Promotion in Texas, 1994-1999: Academic Achievement among Elementary School Students.”  Pp. 13-52 in Diane Ravitch, editor, Brookings Papers on Educational Policy: 2002. Washington DC: The Brookings Institution.