Motivated by the dual-capacity framework for family-school partnerships, one initiative of the Families as Partners program is to enhance the capabilities, connections, cognition, and confidence of parents. This report focuses on the capacity building of the 2018–2019 parent champion initiative.
In Spring 2018, the Families as Partners program hosted two camps where parents participated in social-emotional learning and developed their capabilities, connections, cognition, and confidence.
This report highlights the results of Austin's 4th- and 8th-grade students on the 2017 National Assessment of Educational Progress, also known as the Nation's Report Card.
The 2017 AISD Parent Survey asked parents about their interactions with school staff, the adequacy of information and opportunities provided by the school, community engagement, and district decision making.
This report summarizes dual language teachers’ feedback that was collected individually or during focus groups in the fall and winter of 2016-2017. Teachers gave their opinions about program components and suggestions for how to improve the program.
This brief report summarizes the enrollment, graduation rates, and leave reasons of AISD students served by the Language Learners at the University of Texas’s Center for Hispanic Achievement (LUCHA) program between 2011–2012 and 2015–2016.
This report provides a longitudinal analysis of enrollment patterns and development of English proficiency among International High School students.
In Fall 2016, the Families as Partners Initiative, funded by the W.K. Kellogg Foundation, hosted its first parent camp for families of five schools in North Austin. This report describes the camp activities and summarizes the feedback parents provided about their experience.
This report describes the School Turnaround AmeriCorps Initiative and the program's impact on students at Reagan High School and Travis High School during the 2015-2016 school year.
This report summarizes feedback from teachers and program coordinators who participated in focus group discussions about a newly implemented professional development model called Project GLAD.