This summary describes results from the 2021–2022 Central Office Climate Survey (COCS). Since 2005, the COCS has been conducted to gather information on aspects of work climate and conditions at AISD Central Office. Respondents answer questions about morale and leadership within their major area, department/work group and at district level. The last COCS went out in spring 2020. Findings highlight current communication dynamics and areas for growth. To view the 2021–2022 survey results, click the Interactive Report link and choose the Central Office Climate Survey from the drop-down list.
This paper describes the work done to advance CLI goals despite the challenges brought on by the COVID-19 pandemic. Among many successes resulting from CLI’s resourcefulness and adaptability was an increase in secondary arts enrollment for students in special groups (e.g., special education, economically disadvantaged, and emergent bilingual). In addition, CLI’s novel Season of Arts Experiences provided 28 schools who would not have otherwise participated access to 27 unique arts partners, contributing to over 107 total arts partnerships in the 2020-2021 school year.
The Impact of Multilingual Summer School on Emergent Bilingual Students’ Beginning-of-Year (BOY) Performance in 2021–2022
This report describes the impact of the 2021 AISD multilingual summer school program on incoming kindergarten and 1st-grade emergent bilingual students’ (N = 933) fall academic performance. Relative to matched comparison groups, students who attended summer school were significantly more likely to score on-track on TX-KEA in kindergarten. While 1st graders’ attendance of the summer school did not seem to directly impact their performance on MAP Growth, it did seem indirectly related based on students’ testing language.
Much of the research on virtual learning during the pandemic references hastily assembled online education as a result of pandemic closures. However, in AISD, students either already had or were provided mobile devices, and students who needed WiFi access were provided hotspots. This report looks at student attendance and learning in Fall 2020, based on how students participate in school (from home, in-person, or mixed).
As part of AISD's commitment to continually improve the employee experience, data about employees’ personal experiences, supports, and challenges were collected to gather information about their onboarding and early career experience. Insights from the survey results will be used to refine the district’s onboarding processes and improve supports for early career staff. Results suggested that all sites should have a formal onboarding process, ensure technology access is enable and provide more training on AISD systems, and providing each staff with a point of contact.
The Austin Independent School District (AISD) offered several academic summer programs to students June through August 2021. These programs offered students opportunities to accelerate their learning, recover academic course credits, and support grade level transition. Although AISD offered a variety of summer programs in 2021, this report focuses on student participation and outcomes for the following locally-funded 2021 remote instruction summer: • Prekindergarten 4-year-olds • Fifth-grade transition • Eighth-grade transition • Twelfth-grade credit recovery • End-of-Course test…
Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) Austin: 2021 Fall Student Focus Group Results Summary
This report describes findings generated from student focus groups across four GEAR UP campuses in the Fall 2021 semester. The focus group participants described their perspectives of the GEAR UP program, experiences with the GEAR UP activities, and plans for future education. Findings obtained from the 2021 fall student focus groups echoed those obtained from focus group interviews with students and teachers in the 2018-2019 and 2019-2020 school years.
This report describes SAT test results for AISD's graduating seniors, Class of 2021, who took the SAT any time during high school.
This report provides and overview of the district's college readiness outcomes for seniors in the 2020 and 2021 graduation cohorts.
The purpose of this report is to provide information about the academic performance of emergent bilingual students in the Austin Independent School District (AISD). This document summarizes performance on the State of Texas Assessment of Academic Readiness (STAAR) tests, end-of-course (EOC) tests, the Texas English Language Proficiency Assessment System (TELPAS), advanced placement (AP) course enrollment, AP exam performance, college readiness indicators, and graduation and dropout rates.