Publications
Texas English Language Proficiency Assessment System (TELPAS) Spring 2019 Results
This report summarizes AISD English learners’ (ELs) Texas English Language Proficiency Assessment System (TELPAS) performance on the 2019 Spring test administration. Student performance is summarized by domain and composite ratings, years in U.S. schools, and yearly progress.
Eighth-Grade Dual Language Students' Feedback on the Dual Language Program, 2018-2019
This report summarizes results from a 2019 spring survey of 8th-grade students in the middle school Dual Language Program. Most students indicated they enjoyed the program, realized the academic benefits, and wanted to continue Dual Language in high school.
Fifth-Grade Native English Speakers' Performance on the Spanish-Language Proficiency Assessment, STAMP 4Se, 2018-2019
This report examines fifth-grade native English speakers’ performance on the Spanish language proficiency assessment. Spanish language proficiency was assessed with the STAMP 4Se assessment, which was given in the Spring 2019 semester to fifth-grade native English speaking students enrolled in the two-way Dual Language (DL) Program. Students were assessed on four domains of Spanish language proficiency (reading, listening, writing, and speaking). Student performance levels on all four domains increased compared with student performance in 2018.
English Learner Summer School Students' Beginning-of-Year (BOY) Performance
This report examines the beginning-of-year (BOY) performance of English learners (ELs) who attended summer school in June 2018. Summer school ELs’ performance on Texas Kindergarten Entry Assessment (TX-KEA) and iStation Indicators of Progress (ISIP) was compared to the performance of similar ELs who did not attend summer school. Statistically significant differences were found between the two groups.
Texas English Language Proficiency Assessment System (TELPAS), Spring 2018 Results
This report summarizes AISD English learners’ (ELs) TELPAS performance on the 2018 Spring administration. Student performance is summarized by domain and composite ratings, and years in U.S. schools. The changes made to the test are also discussed.
English Learners Longitudinal STAAR Performance Report
This report summarizes the longitudinal performance of bilingual and English as a second language participants’ STAAR reading and math scores across 5 school years, from 2013–2014 through 2017–2018. Students’ performance is summarized by program.
Bilingual and English as a Second Language Academic Performance Summary Report, STAAR and EOC, 2017-2018
This report summarizes the bilingual and English as a second language participants’ academic performance during 2017–2018. Students' advanced placement course performance, STAAR and EOC performance, and graduation and dropout rates are summarized.
Bilingual and English as a Second Language Program and Demographic Summary, 2017–2018
This report summarizes the bilingual and English as a second language programs implemented during 2017–2018. Programs and program participation are summarized, as well as student demographic characteristics and the number of students served.
Career and Technical Education Enrollment and Demographic Trends, 2012-2013 to 2016-2017
The mission AISD’s Career and Technical Education (CTE) Department is to provide opportunities for students to acquire 21st-century academic and technical skills needed for entry into the global workforce and/or postsecondary education to become contributing members of their community. The purpose of this report is to examine the trends in CTE course enrollment and student demographics over the last 5 years, 2012–2013 to 2016–2017.
Career and Technical Education 2017 Student Survey Results Summary
The Career and Technical Education (CTE) Student Survey, administered in Spring 2017, was designed to gather students’ feedback about their experiences taking the advanced CTE courses offered in their specific career pathway. Students who participated in the Austin Independent School District’s (AISD) CTE Student Survey highly rated the courses they had taken in their career pathway and the opportunities to gain hands-on experiences ready for their life, college, and career.